Clik here to view.
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...
View ArticleClik here to view.
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...
View Article4.3.1 The missing imperatives
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...
View Article4.3.2 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...
View Article4.3.3 The impracticality of a design
‘Nice’, ‘good’, ‘beautiful’, ‘exciting’, but remaining for ever 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...
View Article4.3.4 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’...
View ArticleClik 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 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 Article