4.2 Testing for the unexpected
4.2. Testing for the unexpected In the developmental testing of a design, you are testing for the unexpected: for unexpected wrong responses, unexpected interfering responses and unexpected attitudes of learner and teacher (if one is involved). These things are ‘unexpected’ because, with the help of the four referents and the protocol for developing a design, […]
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 […]
3.5 Case study no. 3: Pictures in your mind
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 […]
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 […]
2.4 Referent 2: The nth generation of the specified needs
2.4 Referent 2: The nth generation of the specified needs Consider designing a course to teach 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 […]
1.7 What tells a designer that she or he has had success? Four words can be used in rating the quality of the learning experience generated by the design of a course or lesson. These words are: ‘effective’, ‘valued’, ‘liked’ and ‘efficient’. They were mentioned earlier in the foreword. A learning experience is a. effective […]