3.1 Introduction
3.1 Introduction ‘What is the difference between the mental gymnastics of thinking up a design and the mental gymnastics of working out a design?’The question took me by surprise. It came from a teacher on the second day of a Think Tank workshop in Friedberg, West Germany. It took me by surprise because, until then, […]
1.1 Introduction
1.1 Introduction What does a designer of instruction do? What is a design? Where does the design process at the micro level begin and end? Is there a special language of design? What is a ‘learning experience?’ How does a designer know when she or he has success? 1.2 What does a designer of instruction […]
1.3 What is design?
1.3 What is design? The formal definition of the term ‘design’ as it will be used in this book, and as it applies at the micro level, is: The plan, structure and strategy of instruction used, conceived so as to produce learning experiences that lead to pre-specified learning goals.
1.4 Where does the ‘design process’ begin and end?
The activities involved in designing a course or lesson are illustrated in Fig. 1. By name, they will be quite familiar to those of you who know and have used the so-called ‘systems approach’ at the micro level. Activity 4 in the activity cycle (Fig. 1) is the one which interests us most in this […]
1.9 A reminder
1.9 Reminder A course or lesson design process usually begins with evaluating the results of an existing course or lesson; this is activity 1 in the cycle of activities (see figure 1 in paragraph 1.4). It is followed by a ‘Go’ or ‘No Go’ decision. A ‘Go’ decision is made when it is clear that […]