‘What is the difference between the mental gymnastics of thinking up a design and the mental gymnastics of working out a design?’ Continue reading 3.1 Introduction
Category: 3. Working out a design
3.2 What does setting up the S-R events involve?
An S-R event is an educational happening. It has a beginning, a middle and an end. It occupies a relatively short or relatively long time-slot in the course or lesson to which it belongs. It has its own identity. If necessary you can, for example, temporarily take it out of the course or lesson, clean up any elements in it that are giving trouble, and put it back again. An exercise in problem-solving, a laboratory demonstration, a class discussion of a controversial topic, a lecture, and an educational visit to a jam factory, are all examples of an Sat event. Continue reading 3.2 What does setting up the S-R events involve?
3.3 What choice is there for sequencing the S-R events?
‘Chain’, ‘necklace’, ‘spiral’, ‘network’, ‘hybrid’ — these are the titles we use in the Think Tank workshop for the different methods of sequencing S-R events that a thought-up design can demand. A thought-up design has a ‘route map’ in it; it will tell you the order in which it wants the worked-out design to let the learner meet the content (substance) of the course or lesson. Continue reading 3.3 What choice is there for sequencing the S-R events?
3.4 What does ‘controlling the quality of an S-R event’ involve?
This activity in the working out of a design is something which is going on intuitively and automatically when you have had some experience in working out designs. This is because, as you come to work out a thought-up design, the criteria for a good design which helped you think it up have taken on an imperative ring. Continue reading 3.4 What does ‘controlling the quality of an S-R event’ involve?
3.5 Case study no. 3: Pictures in your mind
From our own experience in learning situations we know how special and important it can be to imagine something. Why then don’t we (as designers and teachers) give more attention to the use of the student’s imagination in a teaching-learning situation? Imagination can be a very powerful tool for learning. Below is a description of an S-R event in which didactic use is being deliberately made of a doctor’s imagination. Continue reading 3.5 Case study no. 3: Pictures in your mind
3.6 Case study no. 4: Giving students the chance to think for themselves
As a designer of courses and lessons you will always be in demand if you have success in creating response environments for learning in which students are given the responsibility and the chance to think for themselves. Continue reading 3.6 Case study no. 4: Giving students the chance to think for themselves