Có 140+ tài liệu thuộc chủ đề "CSS căn bản"
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Table 4: Characteristics of the subject matter expert. of sessions. Gender: fe male Number of sessions = 6 Rank: AST = assistant Knowledge of Design 1 = low level Reason: O = organisational Knowledge of DE: 2 = has never offered Time-to-delivery: 1 = course already begun distance courses. /Specific Obj.: 2 = GOs only Availability: 1 = minimally available...
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as to not interfere with audio and video quality, ideally using the document camera rather than the SmartBoard (which seemed to serve no purpose whatsoever), all the while not forgetting to switch back to the headshot camera after using the document camera.. This brought us to the work of developing reading comprehension exercises that students could be expected to complete...
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This activity seemed to hold more interest for the professor. We saw some overlap in the proposed readings and recognized that students did not need to read 40 to 50 pages of text to be able to attain the weekly general objective. As mentioned, her course content was mainly comprised texts to be read, sometimes articles, sometimes book chapters or...
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On the instructional design process: “This design process allows for a high level of student autonomy, and because of this I’m finding it hard…. I have to be rigorous in my planning of exercises and activities and in my guidelines…I’m always wondering: “Is it enough?” With distance courses, everything has to be planned, when possible. On team activities: “I used...
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Experiencing a Eureka! Moment. Table 6: Characteristics of the subject matter expert. of sessions. Gender: female Number of sessions = 7 Rank: AST = assistant Knowledge of Design 1 = low level Reason: O = organisational Knowledge of DE: 1 = has never offered Time-to-delivery: 2 = beginning in between distance courses. Availability: 1 = minimally available (1-15 hrs) 3...
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I see that I have probably come to re-conceptualize the grid because of the severe constraints under which I have been working with faculty since Case 1.. I see that learning activities are the key…which brings to mind what Janovy (2003) said in Lessons from Cedar Point: “course design consists primarily of the activities you ask your students to perform”...
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“No, we don’t do that,” followed by “ahh, what is it exactly?” So I summarized some of the research in this field, e.g., Landa (1974) and applications of it by Zemke (1982). He knows, almost at once, that this is likely an electrical problem because of the sound the starter has made, it being an electrically-powered mechanical device connected to...
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The results of this session seems critical to the development of the model.. The syllabus grid is evolving into a planning tool, a natural outcome of the design model process. Session 6: We had now arrived at the point where continued identifying the objectives for the remaining weeks of the course. This is a design practice well anchored in corporate...
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Consequently, by testing the quality of the information, the ID runs a risk of being accused of trying to wrest control of the design process from the professor, rather than doing what he or she has been paid to do: counsel the professor and design whatever the professor decides he/she wants designed. As a result, most professors have difficulty understanding...
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On plenary sessions and technology: “When you are with people, you start a conversation… a conversation can start with a question from a student”… “the non-verbal [the non spoken] is important.”. On the importance of eye-to-eye contact: “We have to be able to hear each other. we don’t have to see each other. A written exchange just doesn’t cut it,...
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These characteristics are summarized in the table below.. In terms of similarities to the three previous cases, this one also involved a female professor who was participating in the design process for organizational reasons. In contrast to the previous three cases, this professor was at the mid-point in her career (ASC) and she had deep knowledge of instructional design (3)...
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To simplify matters somewhat (considering that her course was about to begin and she felt that writing out questions would be time- consuming), I told her that her questions could take the form of a weekly quiz, using the quiz tool in the LMS. She told me that she didn’t intend to write them because she felt that the questions...
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The professor then asked me how to distribute the workload required of her students. To promote student involvement in the course and in the hopes of sustaining enrolments (based on one of Moore &. I also explained that if she had a PowerPoint presentation to which she would like to add a soundtrack, all she had to do was get...
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a group identity and exchange freely with one another without space-time constraints. Of course, in order for it to work, the forum requires active participation, ideally, of all students as well as their ongoing involvement throughout the course. I have also found that, unless forums are organized according to set themes (threads), debates can become chaotic and unbeneficial to students....
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The professor immediately saw the advantage of establishing contacts with her peers about online publishing and freely sharing resources and she said it was something she intended to do. I told her that she could even create a forum for professors who taught the same course across Canada, North America or anywhere in the world. This discussion invigorated us, elevated...
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available (for planning), people want to have an idea upfront as to what is going to happen in class. It is fine to go off on an ‘adventure’ (when teaching), but planning the adventure and being able to see the signposts along the way is even better. Each step requires time and means.. With conditions the way they are now,...
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This is the first time that I have been able to work almost exclusively on one particular aspect of a course without having to worry about all of the other tasks that have to be done. In previous cases, I often felt that the “show must go on,” even if our work on one week of the course was incomplete....
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I wracked my brain for various assessment strategies I had seen in the literature and the idea of the “reading grid” came to mind: as the student was doing his/her reading, they would complete an analytical grid with which they had been provided. I could already hear the professor groaning, “more work.” On the other hand, it reminded me of...
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CASE STUDY 5. To preserve the anonymity of the participants in this research project, I cannot present the schematisations produced during our working sessions. CASE STUDY 6. The profile of the professor in Case 6 was quite different from that of the other cases (see Table 11). For instance, it was the first time that I had been involved in...
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gave him the address of my website where I had posted the tutorials on congruency and method and asked him to take a look at them to get an idea of the instructional design model that I was proposing. I also sent him a copy of the most recent version of the horizontal course syllabus (HCS) grid that I developed...