Tag Archive: Constraints
5.2 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.
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…
Read more
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 the complaint of non-integration in a…
Read more
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).
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,…
Read more
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.
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….
Read more
1.8 Case study no. 1: The design of an educational encounter
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…
Read more