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Tont Earl
  • Why this website?
  • Foreword Tony Earl p
    • How to read Tony’s Earl book?
    • Acknowledgements Tony Earl
  • 1. Some Basics p
    • 1.2 What does a designer of instruction do?
    • 1.3 What is design?
    • 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’?
    • #184 (no title)
    • 1.9 A reminder
    • 1.10 Some tips chapter 1
  • 2. Thinking up p
    • 2.2 What might this ‘something’ be?
    • 2.3 Referent 1: A set of criteria for a good design
    • 2.4 Referent 2: The nth generation of the specified needs
    • 2.5 Referent 3: An appropriate model (an existing design)
    • 2.6 Referent 4: A response environment organizer
    • 2.8 Some tips Chapter 2
  • 3. Working Out p
    • 3.2 What does setting up the S-R events involve?
    • 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?
    • 3.6 Case study no. 4: Giving students the chance to think for themselves
    • 3.7 Some tips Chapter 3
  • 4. Testing and revising p
    • 4.2 Testing for the unexpected
    • 4.3 Some common mistakes
      • 4.3.1 The missing imperatives
      • 4.3.2 The missing overview
      • 4.3.3 The impracticality of a design
      • 4.3.4 The missing melody
      • 4.3.5 The non-integration problem
      • 4.3.6 Some minor but critical faults
      • 4.3.7 An always avoidable fault
      • 4.3.8 A fundamental fault
      • 4.5 Some tips Chapter 4
  • 5. Installation and End evaluation p
    • 5.2 Installation
    • 5.3 On-the-spot designing
    • 5.4 End evaluation
    • 5.6 ‘Experiencing’ a design
  • 6. Review and Exercises p
  • Case studies p
    • 1.8 Case study no. 1: The design of an educational encounter
    • 2.7 Case study no. 2: Fighting forest fires safely
    • 3.5 Case study no. 3: Pictures in your mind
    • 4.4 Case study no. 5: Riding out the storm
    • 5.5 Case study no. 6: Troubleshooting refrigeration systems
    • Case Study Self study book Water Management in Technical Irrigation Systems
    • Case Study Some Basic Ideas on Water Management p
  • Bibliography
  • Why this website?
  • Foreword Tony Earl p
    • How to read Tony’s Earl book?
    • Acknowledgements Tony Earl
  • 1. Some Basics p
    • 1.2 What does a designer of instruction do?
    • 1.3 What is design?
    • 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’?
    • #184 (no title)
    • 1.9 A reminder
    • 1.10 Some tips chapter 1
  • 2. Thinking up p
    • 2.2 What might this ‘something’ be?
    • 2.3 Referent 1: A set of criteria for a good design
    • 2.4 Referent 2: The nth generation of the specified needs
    • 2.5 Referent 3: An appropriate model (an existing design)
    • 2.6 Referent 4: A response environment organizer
    • 2.8 Some tips Chapter 2
  • 3. Working Out p
    • 3.2 What does setting up the S-R events involve?
    • 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?
    • 3.6 Case study no. 4: Giving students the chance to think for themselves
    • 3.7 Some tips Chapter 3
  • 4. Testing and revising p
    • 4.2 Testing for the unexpected
    • 4.3 Some common mistakes
      • 4.3.1 The missing imperatives
      • 4.3.2 The missing overview
      • 4.3.3 The impracticality of a design
      • 4.3.4 The missing melody
      • 4.3.5 The non-integration problem
      • 4.3.6 Some minor but critical faults
      • 4.3.7 An always avoidable fault
      • 4.3.8 A fundamental fault
      • 4.5 Some tips Chapter 4
  • 5. Installation and End evaluation p
    • 5.2 Installation
    • 5.3 On-the-spot designing
    • 5.4 End evaluation
    • 5.6 ‘Experiencing’ a design
  • 6. Review and Exercises p
  • Case studies p
    • 1.8 Case study no. 1: The design of an educational encounter
    • 2.7 Case study no. 2: Fighting forest fires safely
    • 3.5 Case study no. 3: Pictures in your mind
    • 4.4 Case study no. 5: Riding out the storm
    • 5.5 Case study no. 6: Troubleshooting refrigeration systems
    • Case Study Self study book Water Management in Technical Irrigation Systems
    • Case Study Some Basic Ideas on Water Management p
  • Bibliography

Tony Earl 'The Art and Craft of Course Design'

  • Why this website?
  • Foreword Tony Earl p
    • How to read Tony’s Earl book?
    • Acknowledgements Tony Earl
  • 1. Some Basics p
    • 1.2 What does a designer of instruction do?
    • 1.3 What is design?
    • 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’?
    • #184 (no title)
    • 1.9 A reminder
    • 1.10 Some tips chapter 1
  • 2. Thinking up p
    • 2.2 What might this ‘something’ be?
    • 2.3 Referent 1: A set of criteria for a good design
    • 2.4 Referent 2: The nth generation of the specified needs
    • 2.5 Referent 3: An appropriate model (an existing design)
    • 2.6 Referent 4: A response environment organizer
    • 2.8 Some tips Chapter 2
  • 3. Working Out p
    • 3.2 What does setting up the S-R events involve?
    • 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?
    • 3.6 Case study no. 4: Giving students the chance to think for themselves
    • 3.7 Some tips Chapter 3
  • 4. Testing and revising p
    • 4.2 Testing for the unexpected
    • 4.3 Some common mistakes
      • 4.3.1 The missing imperatives
      • 4.3.2 The missing overview
      • 4.3.3 The impracticality of a design
      • 4.3.4 The missing melody
      • 4.3.5 The non-integration problem
      • 4.3.6 Some minor but critical faults
      • 4.3.7 An always avoidable fault
      • 4.3.8 A fundamental fault
      • 4.5 Some tips Chapter 4
  • 5. Installation and End evaluation p
    • 5.2 Installation
    • 5.3 On-the-spot designing
    • 5.4 End evaluation
    • 5.6 ‘Experiencing’ a design
  • 6. Review and Exercises p
  • Case studies p
    • 1.8 Case study no. 1: The design of an educational encounter
    • 2.7 Case study no. 2: Fighting forest fires safely
    • 3.5 Case study no. 3: Pictures in your mind
    • 4.4 Case study no. 5: Riding out the storm
    • 5.5 Case study no. 6: Troubleshooting refrigeration systems
    • Case Study Self study book Water Management in Technical Irrigation Systems
    • Case Study Some Basic Ideas on Water Management p
  • Bibliography
  • Why this website?
  • Foreword Tony Earl p
    • How to read Tony’s Earl book?
    • Acknowledgements Tony Earl
  • 1. Some Basics p
    • 1.2 What does a designer of instruction do?
    • 1.3 What is design?
    • 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’?
    • #184 (no title)
    • 1.9 A reminder
    • 1.10 Some tips chapter 1
  • 2. Thinking up p
    • 2.2 What might this ‘something’ be?
    • 2.3 Referent 1: A set of criteria for a good design
    • 2.4 Referent 2: The nth generation of the specified needs
    • 2.5 Referent 3: An appropriate model (an existing design)
    • 2.6 Referent 4: A response environment organizer
    • 2.8 Some tips Chapter 2
  • 3. Working Out p
    • 3.2 What does setting up the S-R events involve?
    • 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?
    • 3.6 Case study no. 4: Giving students the chance to think for themselves
    • 3.7 Some tips Chapter 3
  • 4. Testing and revising p
    • 4.2 Testing for the unexpected
    • 4.3 Some common mistakes
      • 4.3.1 The missing imperatives
      • 4.3.2 The missing overview
      • 4.3.3 The impracticality of a design
      • 4.3.4 The missing melody
      • 4.3.5 The non-integration problem
      • 4.3.6 Some minor but critical faults
      • 4.3.7 An always avoidable fault
      • 4.3.8 A fundamental fault
      • 4.5 Some tips Chapter 4
  • 5. Installation and End evaluation p
    • 5.2 Installation
    • 5.3 On-the-spot designing
    • 5.4 End evaluation
    • 5.6 ‘Experiencing’ a design
  • 6. Review and Exercises p
  • Case studies p
    • 1.8 Case study no. 1: The design of an educational encounter
    • 2.7 Case study no. 2: Fighting forest fires safely
    • 3.5 Case study no. 3: Pictures in your mind
    • 4.4 Case study no. 5: Riding out the storm
    • 5.5 Case study no. 6: Troubleshooting refrigeration systems
    • Case Study Self study book Water Management in Technical Irrigation Systems
    • Case Study Some Basic Ideas on Water Management p
  • Bibliography
Design concepts
Case study Constraints Course development Creativity Criteria of good design Decision making Design Design language Design process Evaluation Event Fault Intuition Learning environment Learning experience Logical thinking Meaningful responses Melody Methods Media Mistakes Referent Response Environment Organizer S-R paradigm Sequence Test and revise Think up

How to read Tony’s Earl book?

Read and study the articles Tony Earl wrote together with various university colleagues:

  1. The Complete Book The Art and Craft of Course Design, pdf.
  2. Review of Tony Earls Book by C. Kerr .
  3. The tips that resemble Tony Earl’s way of working. Study the case studies from Tony Earl
  4. Use the tag-cloud or the search button to search for a specific concept or word.
  5. Select in the right column the chapters and paragraphs you want to read and study.
  6. Why I think the design approach of Tony Earl is worthwhile in Higher Education, video by Jan Nedermeijer.
  7. Read the foreword in which Tony Earl explains his vision. Why this website?
    • Video Presentations that have to teach. T.Earl and K. Meyer-Hartwig, Journal of Educational Television, Vol 12, No.3, 1986 , blz 137
    • Assisting the observation skills of medical students visiting general practices and patients in their homes. F.A. Earl, SEM Everwijn and R.A. de Melker, Medical Education 1980, 14, 136 -142 The use of backward chaining in demonstration films. F.A. Earl. Performance and Instruction Vol. XXI, nr. 7, september 1982, pag.23.
    • Vaardigheidsonderwijs: Microscopie. A.L. de Ruiter, F.A. Earl, A. Ronduite, c.s. Vakgroep Celbiologie i.s.m. afdeling O en O van O. Universiteit Utrecht. (Dutch)
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