ERIC Number: EJ847336
Record Type: Journal
Publication Date: 2009
Reference Count: 7
Context-Oriented Instructional Design for Course Transformation
Perkins, Ross A.
New Directions for Teaching and Learning, n118 p85-94 Sum 2009
Instructional designers working in international settings are often interested in reports on how particular courses or programs have been implemented in other contexts; doing so either confirms or extends their own experiences. In the hope that such information can benefit the larger design community, this article specifically shows how contextual elements have impacted instructional design decisions. The article begins with an overview of a specific project that sought to create Web-based classes for learners in Malawi. It continues by relating formative evaluation data collected through feedback of selected courses that were pilot tested. The conclusion of the article focuses on implications for course developers regarding context-based design, and a few thoughts on internationalization and design.
Descriptors: Instructional Design, Formative Evaluation, Foreign Countries, Web Based Instruction, Context Effect, Technical Assistance, International Programs, Program Descriptions, Case Studies, Curriculum Enrichment
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Malawi