1.5 Is there a special language of design?
The answer to this, for design decision-making at the micro level, is ‘yes’. The language you choose (out of the several possibilities) depends on who brought you up as a designer, and upon your own...
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1.8 Case study no. 1: The design of an educational encounter
Here is our first case study. It describes the designing of an educational visit to a doctor and to a patient at home. The substance of the story is from an article (Earl, Everwijn and de Melker, 1980)...
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3.1 Introduction
‘What is the difference between the mental gymnastics of thinking up a design and the mental gymnastics of working out a design?’ The question took me by surprise. It came from a teacher on the second...
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3.2 What does setting up the S-R events involve?
An S-R event is an educational happening. It has a beginning, a middle and an end. It occupies a relatively short or relatively long time-slot in the course or lesson to which it belongs. It has its...
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3.3 What choice is there for sequencing the S-R events?
‘Chain’, ‘necklace’, ‘spiral’, ‘network’, ‘hybrid’ — these are the titles we use in the Think Tank workshop for the different methods of sequencing S-R events that a thought-up design can demand. A...
View Article3.4 What does ‘controlling the quality of an S-R event’ involve?
This activity in the working out of a design is something which is going on intuitively and automatically when you have had some experience in working out designs. This is because, as you come to work...
View Article3.5 Case study no. 3: Pictures in your mind
From our own experience in learning situations we know how special and important it can be to imagine something. Why then don’t we (as designers and teachers) give more attention to the use of the...
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3.6 Case study no. 4: Giving students the chance to think for themselves
As a designer of courses and lessons you will always be in demand if you have success in creating response environments for learning in which students are given the responsibility and the chance to...
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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...
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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...
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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...
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