6. Review and Exercises
This is a title 6.1 Levels of design decision-makingDidactical design decision-making takes place at three levels. Policy decisions are made at the macro level. Curriculum plans and statements are made at the meso level. The courses and lessons implied in the curriculum statements are created at the micro level. At the micro level the designer […]
5.2 Installation
5.1. Installation Once a course or lesson has been tested and revised, it is ready for installation (activity 5, Fig. 1) in the system to which it belongs. This system could be a curriculum in a distance learning system such as in correspondence or radio or television network learning. It could be the programme of […]
4.3.2 The missing overview
4.3.2. The missing overview Learners like to know where they are going. They need some navigational aid (verbal or visual) at the very start of the course or lesson, which maps out, or hints at, the response route they are going to take. In the world of micro-level design, this is often called an ‘overview’. […]
4.3.5 The non-integration problem
4.3.5. The non-integration problem How many times as a teacher or designer have you heard the complaint that the separate parts of a course ‘don’t seem to belong to each other’? You have probably had to respond to complaints about non-integration in a course or lesson more than once. It’s a common problem. Usually, in […]
4.3.7 An always avoidable fault
4.3.7. An always avoidable fault This refers to any breakdown in the relationship between components in referent 2 (the nth generation of the specified needs).Not long ago I was working with a new subject for a new exercise in the Think Tank workshop. Participants had to design a course for spies. They had to teach […]
3.4 What does ‘controlling the quality of an S-R event’ involve?
3.4 What does ‘controlling the quality of an S-R event’ involve? This activity in working out a design is something that happens intuitively and automatically when you have 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 […]
3.6 Case study no. 4: Giving students the chance to think for themselves
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. This was the case a […]
2.3 Referent 1: A set of criteria for a good design
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 […]
1.8 Case study no. 1: The design of an educational encounter
Case study no.1: The design of an educational encouter Here is our first case study. It describes the designing of an educational visit to a doctor and to a patient at home. The substance of the story is from an article (Earl, Everwijn and de Melker, 1980) in Medical Education. It will introduce you step […]