A Designer’s Log Case Studies in Instructional Design- P50 ppt

International Journal of Instructional Technology and Distance Learning.. Instructional-design theories and models: A new paradigm of instructional theory.. Educational Technology: Rese

A DESIGNER'S LOG

232

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Applied Linguistics Oxford, UK: OUP

Sullivan-Palincsar, A (1998) Social constructivist perspectives on

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BIBLIOGRAPHY

Wilson, B.G (1996) Constructivist learning environments: Case studies in instructional design Englewood Cliffs, NJ: Educational Technology

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Task Analysis Reading, MA: Addison-Wesley.

APPENDIX A

Appendix A

Examples of analogical representations from Power, M (2008) Le conseiller pédagogique réflexif: un journal de bord Athabasca, AB: Athabasca University Press.)

Concepts de continuité et de rupture dans l’évolution ……….

continuité

rupture

Sources:

S1, S2,

S3, etc.

S1 S2 S3 S1

S4 S5

800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000

S2 S3 S1

S5

Figure 1: This first representation of the concepts of “continuity and rupture”

throughout time (over 1200 years) is rather abstract.

Concepts de continuité et de rupture dans l’évolution de ………

continuité rupture

Sources:

S1, S2,

S3, etc.

S1 S2 S3 S1 S4 S5

800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000

S2 S3 S1 S5

Sx

Figure 2: The original analogical representation (Figure 1) was redrawn with colour

to better emphasize the “continuity” concept and its juxtaposition with “rupture.”

A DESIGNER'S LOG

236

Concepts de continuité et de rupture dans l’évolution de ………

continuité

rupture Sources:

S1, S2, S3, etc.

S1

S3 S4 S5

800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000

S1

S2

S2 S3 S5 Figure 3: This figure is yet a further evolution of Figures 1 and 2 The analogical nature of the

representation (the cylinder) appears here more clearly.

Concepts de continuité et de rupture dans l’évolution de …………

Sources:

S1, S2, S3, etc rupture

continuité

800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000

S1 S2 S3

S4

S5

S1 S4 S2 S1 S2 S3 S5

Figure 4: This final figure is but a variation of Figure 3 The horizontal display depicted here was preferred by the faculty member as opposed to the vertical display presented in Figure 3.