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 […]
3.3 What choice is there for sequencing the S-R events?
3.3 What choice is there for sequencing the S-R events? ‘Chain’, ‘necklace’, ‘spiral’, ‘network’, ‘hybrid’ — these are the titles we use in the Think Tank workshop for the different methods of sequencing S-R events that a thought-up design can demand. A thought-up design has a ‘route map’ in it; it will tell you 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 […]
2.7 Case study no. 2: Fighting forest fires safely
2.7 Case study no. 2: Fighting forest fires safely On repeated occasions in 1964 on the shuttle flight between La Guardia airport New York and National airport Washington DC, I was struggling with a course design problem. It seemed relatively simple and yet the solution (the choice of a plan, structure and strategy of instruction […]
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 […]