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19 January 2013
Provide details of a typical member of staff who would be attempting to use instructional design in the creation of an online module
1) Brainstorm components of your scenario
Actors: Stuart is a University lecturer in the School of Engineering. He has many years experience in delivering face to face and has also managed to place some documents and Powerpoint slides on Moodle. He uses compuetrs and also has a SMARTphone but he would regard himself as a regular user of technology but no expert. He learns enough to get the job done.
Goals: Stuart is being pressurised to make his module more interactive online. A simple repository is now regarded as insufficient as the University has hopes of attracting more online students. His goal is to add interactivity but not to add to his current workload.
Settings: Stuart has a typical teaching and research workload that keeps him constantly busy. At the moment the emphasis is on research and so the amount of time he can allocate to this project is limited. He can probably spare a few hours per week to carry out any development work and once the module is developed this time could be used to support the students online if necessary. He would prefer that this type of ongoing input is minimised. He can access the module from home and from work using a PC and he has his SMARTphone as well. Whatever he produces online should be equally applicable to his face-to-face classes and should be able to be used in a classroom situation.
Objects: (what things are involved?) SMARTphone, computer, overhead projector, network, broadband
Actions: Stuart recognises that the modules needs to be put in place by September. He contacts the University Centre for Academic Practice for assistance and they direct him to various resources online that could help.
Events: .Stuart reads some of the articles and realises he needs help to access some of the resources and further help on how to use them. He sees this as a major imposition on his time which could be spent more fruitfully with his research. He puts any online development onto the back burner in the hope that it will simply not raise its head again. Unfortunately it does return with a vengeance as it is decided that the programme in which he is involved should be made ready for delivery to overseas students. He once again begins to look at the recommended materials and doesn't get much further as he gets distracted to all the associated articles that promise to be more helpful
Results: No progress is made in the development of an online module. Stuart believes that it could be delivered successfully online but defends the continued delivery of the module by face-to-face only in order that he does not need to go through the learning curve required.
Your design: The module I am designing aims to build an exemplar template for Moodle which builds in the instructional design and instructions on the use of tools within the template itself. it helps staff to consider how information should be presented, how students can interact and how staff can be most effectively involved.
3) Scrutinize your scenario & revise as necessary
What claims are you making: for your designs? about context? about the people involved? etc...
Do these hold up? Summarise your claims below particularly those that you feel need more support.
I am making several assumptions –
12:43 on 19 January 2013