Books 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.
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.
Power takes the reader inside his world as an instructional designer, as he learns to navigate the slippery slope of supporting faculty in course design. Through his ‘cases,’ Power helps us understand how to concede on the small decisions (e.g., the order in which to create the various course documents, activities, etc.) to accomplish the non-negotiables (e.g., coherence among course components; design before delivery). This book reads like a personal journal, but packs a universal punch.
Reading this took me back to the days when I was learning how to work with subject-matter experts, add design knowledge, juggle production, and stay within budgets. I could have used this book back then. I especially liked the insights into designer reasoning about trade-offs, how hard to push, and when to take a different approach. Power’s book is very practical, and I will recommend it to many of my younger and more seasoned colleagues alike.
Michael Power is Programs Director and AssistantProfessor in Educational Technology at the Faculty of Education, LavalUniversity in Quebec City, Canada. He is Deputy Director and researcherwith the GEOIDE/NSERC-sponsored GeoEDUC3D project and researcher withthe Inter-university Learning & Technology Research Center (CIRTA).
Foreword
Preface
Introduction
The Case Studies
Case Study 1: Walking the Walk
Case Study 2: Beating the Clock
Case Study 3: Experiencing a Eureka! Moment
Case Study 4: Getting Off to a Good Start
Case Study 5: Getting from A to B
Case Study 6: I Did It My Way
Case Study 7: Let's Shake to That!
Case Study 8: Managing Volume
Case Study 9: I and Thou
Case Study 10: Integrating Technology
Synthesis and Final Prototype
Conclusion
Epilogue
Bibliography
Appendices
