A Designer's Log: Case Studies in Instructional DesignBooks and articles on instructional design in online learning abound but rarely do we get such a comprehensive picture of what instructional designers do, how they do it, and the problems they solve as their university changes. Power documents the emergence of an adapted instructional design model for transforming courses from single-mode to dual-mode instruction, making this designer’s log a unique contribution to the field of online learning. |
Contents
Introduction | 1 |
The Case Studies | 7 |
Synthesis and Final Prototype | 211 |
Conclusion | 215 |
Epilogue | 217 |
Bibliography | 225 |
Appendix A | 235 |
Appendix B | 237 |
Appendix C | 249 |
Common terms and phrases
ADDIE model answers approach asked asynchronous learning Athabasca University began blended learning blended online learning colleagues complete concepts congruency constructivist course content course delivery course design course objectives course planning decided design process develop didactic resources discussion distance education documents dual-mode university E-Learning evaluation everything Ex Post Facto exam items explained faculty members felt higher education horizontal course syllabus idea identifying important individual activities individual assignment inductive reasoning knowledge linked mediatise mental model Michael Power never Number of sessions on-campus participation pedagogical Plenary Session Activities PowerPoint presentations problem professor prototype Québec questions readings result seemed simply specific objectives started strategy subject matter expert synchronous platform synthesis grid teaching team activities team assignments technical texts things thinking Time-to-delivery told Université Laval videoconference videoconferencing wanted week weekly writing objectives