Clik here to view.
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 the complaint of...
View ArticleClik here to view.
4.3.6 Some minor but critical faults
‘Tek frak’, ‘tooterm’, ‘non crit art’, ‘non crit info’, ‘transition’, ‘wow!’ and ‘speed up’ were some of the editing codes used in editing self-study texts in Basic Systems Inc, New York, in the ’60s....
View ArticleClik here to view.
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...
View ArticleClik here to view.
4.3.8 A fundamental fault
If I were a millionaire, I would give away T-shirts with a special emblem; designers of instruction (myself included) would get four each. The emblem reminds us of a fundamental truth about ourselves...
View ArticleClik here to view.
4.4 Case study no. 5: Riding out the storm
In this case study we return to the Botany students and their encounter with the use of the scientific method of enquiry into the phenomenon of apical dominance in plants. The results, you will...
View ArticleClik here to view.
4.5 Some tips Chapter 4
1. Look at the following diagram. The gymnastics of thinking up, working out and testing designs overlap. Let this fact register itself in some corner of your mind. The diagram will remind you that...
View Article5.1 Introduction
It’s time to close the circle, and say something about the last two activities in the course design activities cycle: the installation of the course or lesson in the learner’s programme, and the end...
View ArticleClik here to view.
5.2 Installation
Once a course or lesson has been tested and revised, it is ready for installation (activity 5, Fig. 1) in the system to which it belongs. This system could be a curriculum in a distance learning system...
View Article5.3 On-the-spot designing
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...
View ArticleClik here to view.
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....
View ArticleClik here to view.
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...
View ArticleClik here to view.
5.6 ‘Experiencing’ a design
A physics teacher is using vivid analogies in her lesson on the subject of `sound and silence’. The analogies are understood by all except two of her students. The two are wanting and willing to learn....
View Article6. Review and Exercises
6.1 Levels of design decision-making Didactical design decision-making takes place at three levels. Policy decisions are made at the macro level. Curriculum plans and statements are made at the meso...
View ArticleClik here to view.
Case Study Self study book Water Management in Technical Irrigation Systems
Training material was prepared in the Proyek Tata Guna Air (PTGA) or Water Users Training project (WUTP). Ministry of Public Works, Department irrigation 2, Jakarta, Indonesia, 1986. by. F.A. Earl...
View ArticleCorrecties
tutor hoe een tekst veranderen in wordpress Je moet klikken op de URL om de video te openen
View Article
