The help which is offered to teachers and designers in the Think Tank workshop involves the use of four decision-making aids. The aids, or referents as I would prefer to call them (because of how they function), are shown in Fig. 3. Continue reading 2.2 What might this ‘something’ be?
Author: Jan Nedermeijer
2.3 Referent 1: A set of criteria for a good design
If a designer is to come up with an optimum solution to the problem of thinking up a design, the existence of a set of criteria against which to test an idea that is being considered can be very helpful. When drawn into the think tank, such criteria become referent 1: a set of criteria for a good design. Continue reading 2.3 Referent 1: A set of criteria for a good design
2.4 Referent 2: The nth generation of the specified needs
Think about designing a course for teaching six-year-olds to tell the time. Let digital watches, cuckoo clocks and every other sort of clock chase each other through your mind . . . . Have you ever had to teach a child to tell the time? If so, what were the difficulties? What strategies would you think of using? Continue reading 2.4 Referent 2: The nth generation of the specified needs
2.5 Referent 3: An appropriate model (an existing design)
Thinking up a design takes time: before the optimum design is found a lot of mental effort will be demanded.
It can be nice to have something to accelerate the process. This is what referent 3: an appropriate model is for. Continue reading 2.5 Referent 3: An appropriate model (an existing design)
2.6 Referent 4: A response environment organizer
Sometimes in thinking up a design, you can have the best didactical intention (referent 1) in mind, your specification or databank (referent 2) filled with the right needs, an existing design (referent 3) sending out interesting signals, and yet you are still waiting — waiting for that ‘click’ as the parts of the puzzle fall into place and your decision-making goes racing and tumbling to its conclusion. Continue reading 2.6 Referent 4: A response environment organizer
2.7 Case study no. 2: Fighting forest fires safely
On repeated occasions in 1964 on the shuttle flight between La Guardia airport New York and National airport Washington DC, I was struggling with a course design problem. It seemed relatively simple and yet the solution (the choice of a plan, structure and strategy of instruction for the course involved) eluded me time and time again.
At the time I was assigned by the consulting company for which I worked in New York to an account in the US Forestry Service (Fire Control Division) in Washington DC. The service was concerned about the loss of life and injury to personnel that had occurred in some large forest fires in the western states of America. A directive on the subject, formulated years earlier, was re-issued for urgent attention.
The directive was crystal clear. It referred to Ten Safety Orders for strict observance when fighting forest fires. ‘These orders’, the directive ran, ‘are to be committed to memory by all personnel with fire control responsibility’. The directive to me was also unequivocal: to Washington, work with the US Forestry Service Training Department (Bert Holtby) and with the Fire Control Division (John Pierovich) and make an effective, valued (etc) course to teach the ten orders.’ Continue reading 2.7 Case study no. 2: Fighting forest fires safely
2.8 Some tips Chapter 2
Some examples of Response environment organizers (REO)
Examples of REO’s in Tony’s book:
- A scheme: Case study no.1 Figure 2,
- Two examples (a poem and two pictures): paragraph 2.6
- 10 safety orders for firefighting (pictures): case study No2,
- A sentence of the study book: Case study no. 3,
- A picture of apical dominance: Case study no 4
- Two cards about Irrigation management: Self-study book Water Management
Three examples used by Jan Nedermeijer
1.1 Introduction
1.1 Introduction
What does a designer of instruction do? What is a design? Where does the design process at the micro level begin and end? Is there a special language of design? What is a ‘learning experience?’ How does a designer know when she or he has success?
1.2 What does a designer of instruction do?
1.4 Where does the ‘design process’ begin and end?
1.5 Is there a special language of design?
1.6 What is a ‘learning experience’?
1.7 What tells a designer that she or he has had success?
1.8 Case study no. 1: The design of an educational encounter
1.2 What does a designer of instruction do?
‘Oh, what do you do?’ Continue reading 1.2 What does a designer of instruction do?