By Charles M. Reigeluth, Bela H. Banathy, Jeannette R. Olson (auth.), Charles M. Reigeluth, Bela H. Banathy, Jeannette R. Olson (eds.)
Educational expertise within the broadest feel is wisdom and competence forimproving the academic method: for utilizing (equipment), software program (methods), and "underware" (underlying organizational structures). This quantity within the targeted Programme on complicated academic know-how provides the result of a NATO complex learn Workshop on academic platforms layout as a brand new academic know-how. the target of the workshop used to be toadvance our wisdom in regards to the accomplished structures layout strategy for making improvements to academic structures. The workshop used to be equipped for the transdisciplinary interplay of 3 medical teams representing layout technology, organizational/systems technology, and educationaltechnology. members have been chosen in response to their scholarship as participants of 1 or extra of those 3 teams. The publication opens with theframing papers despatched via the editors to contributors ahead of the workshop, then provides 5 units of thematic contributions: the conceptual and empirical contexts of accomplished platforms layout, the structures layout concentration, a platforms view of designing academic structures, the academic context of platforms layout, and excessive know-how concentration in structures design.
Read or Download Comprehensive Systems Design: A New Educational Technology: Proceedings of the NATO Advanced Research Workshop on Comprehensive Systems Design: A New Educational Technology, held in Pacific Grove, California, December 2–7, 1990 PDF
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Additional info for Comprehensive Systems Design: A New Educational Technology: Proceedings of the NATO Advanced Research Workshop on Comprehensive Systems Design: A New Educational Technology, held in Pacific Grove, California, December 2–7, 1990
Establish criteria by which to evaluate alternatives. • Using the criteria, select the most promising alternative. • Describe the future system, and • Plan for the development of the system, based on its description. Of the set of design tasks outlined above, at this juncture we have completed the description only of the first four, but have developed the map of design for all the rest of the design operations. In the concluding section, the rest of the operations are introduced. Before those operations are described I should briefly note the requirement of getting ready for design.
The criteria for testing the model come from the statements of mission and purposes and the specifications. Questions that drive the inquiry include the following: • Did we provide for all the functions necessary to satisfy the core defmition of the system? Are there any redundant functions? • Will carrying out the functions empower the system to obtain the systems specifications as described? • Does the system have a functi~ns-based capacity to learn and engage in continuing design? 46 In exploring these questions, we move into the design evaluation, which most likely will lead to a redesign of the model.
It can either continue on the well-traveled road of improvement (and continue to make changes at the margin), or select the less-traveled road of systems design and create new systems of learning and human development. The description of the exploration and "get ready" stage of design having been completed, in this section the remaining design operations are introduced-and characterized. Before these operations are described, organizing perspectives that guide thinking about design are introduced.