By Michael Power
Books and articles on educational layout in on-line studying abound yet not often can we get any such accomplished photo of what educational designers do, how they do it, and the issues they remedy as their college adjustments. strength files the emergence of an tailored educational layout version for remodeling classes from single-mode to dual-mode guide, making this designer’s log a distinct contribution to the sphere of on-line studying.
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It’s what defines the educational experience…For instance, take what MIT has done; they’ve put their course contents on the Web. Now, that is not teaching…There is a difference between course materials and interaction, like quality dialogue. Learning is a process of common investigation based on the exchange of information and perspectives. Dialogue is an opportunity to question one’s own understanding, to question that of others, to think in a critical and creative way but also to think in an empathic way.
At this point, I begin thinking about the progress we have made during our working sessions. I realize that the professor has taken little notice of the design model I had proposed to her at the outset. Was she not interested in the model and in its different steps or does she simply not understand it? When I first spoke to her about steps, namely analysis and module-building, she seemed to understand these concepts, but as for the others, teaching strategies and learner support, they appear to be vague to her.
A Designer's Log: Case Studies in Instructional Design by Michael Power