2.6 Referent 4: A response environment organizer
2.6 Referent 4: A response environment organizer Sometimes in thinking up a design, you can have the best didactical intention (referent 1) in mind, your specification or databank (referent 2) filled with the right needs, an existing design (referent 3) sending out interesting signals, and yet you are still waiting — waiting for that ‘click’ […]
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 […]
1.5 Is there a special language of design?
1.5 Is there a special language of design The answer to this, for design decision-making at the micro level, is ‘yes’. The language you choose (out of the several possibilities) depends on who brought you up as a designer, and upon your own experience. I was brought up as a designer to value and use […]
1.6 What is a ‘learning experience’?
1.6 What is a ‘learning experience’? Tyler (1949) has provided a useful definition for designers working at the micro level:‘ A learning experience refers to the interaction between the learner and the external conditions in the environment to which he can react. Learning takes place through the active behaviour of the student; it is what […]