5.3 On-the-spot designing
5.3 On-the-spot-design Once a course or lesson has been installed and is in process, the design takes over. Students and teacher (if there is one) and materials and the design rock back and forth and interact with each other in a ‘response environment’ for learning. If your decision-making has been good in creating this environment […]
5.4 End evaluation
5.4. End evaluation Once a course or lesson you have designed is over, you will need to look into the mirror of an end evaluation (activity 1). You will need to validate the quality of your own design decision-making. This end evaluation is always a moment of truth. You will be surprised (sometimes pleasantly and […]
5.5 Case study no. 6: Troubleshooting refrigeration systems
5.5. Case study no . 6 Troubleshooting refrigeration systems The usual long, hot summer. In Townville, Illinois, manager Joseph D Doe of the Buy-It-Here supermarket chain is getting hot under the collar. For the sixth time in three days, he is listening to another complaint from one of his branch managers about ‘poor freezer maintenance […]
4.1 Introduction
4.1 Introduction Every freshly made course or lesson is unique. It carries the fingerprint of its designer’s design decision-making. The last convolutions in the print come from decisions made as you test-and-revise (activity 4.3) a thought-up, worked-out design. The test is made with the help of a small group of learners, chosen at random but […]
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, […]
4.3.1 The missing imperatives
4.3.1. The missing imperative Learners can like being told what to do. ‘Think aloud’, Draw a diagram’, ‘Talk to yourself about….. ‘Label this picture’, ‘Explain this to….. ‘Match the items in List A with those in list B’, ‘Conjure up a mental picture of….’Explain to your neighbour….. ‘Listen to the silence in this film’ — […]
4.3.2 The missing overview
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 the world of micro-level design, this is often called an ‘overview’. […]
4.3.3 The impracticality of a design
4.3.3 The impracticality of a design ‘Nice’, ‘good’, ‘beautiful’, ‘exciting’, but remaining forever gathering dust in its worked-out form on the designer’s shelf: this is sometimes the fate of a good design. The designer involved has not been sensitive enough to the practicality of the design. A worked-out design must be capable of installation in […]
4.3.4 The missing melody
4.3.4. The missing melody An S-R event in which the primary goal is `to instruct’ has a sharp, business-like sound to it. It has to deliver some pre-defined knowledge or skill. In contrast, an S-B, event which is an ‘encounter’ gives the learner plenty of room to respond in her or his own way. An […]
4.3.5 The non-integration problem
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 complaints about non-integration in a course or lesson more than once. It’s a common problem. Usually, in […]