EDF3801

Program Design and Delivery

8 credit points - 2 hours per week - offered in semester 1 - 2000 - at Peninsula Campus

Objectives: Upon successful completion of this subject, students should: have an understanding of `design', `design principles' and `design processes'; be able to identify and describe different educational designs and their implications for teaching, learning and assessment; be able to describe a variety of methods for evaluating designs and the situations in which they are best used; and be able to use these understandings to conduct an educational design taking into account a variety of situational, learner and social parameters.
Synopsis: This subject will use the concept of `design' and the `role of the designer' to explore the theory and practice of creating purposeful organisation of learning experiences for students. Students will be introduced to theories of design in education and the way they embody different design principles oriented to different ends. The differences between intended designs, enacted designs and experienced designs will be emphasised. Particular attention will be given to theories and principles of both curriculum design and more technologically- based instructional design in order to highlight the role of the designer in manipulating key contextual variables in order to achieve different educational ends. Case studies of different design contexts will provide opportunities for critically examining the way individuals, knowledges, activities, organised contexts and resources are integrated in designs that effectively target and differentiate learners and learning situations; the range of strategies used in evaluating designs; and the strengths, weaknesses and implications of different design principles and processes. Through this practical work, students will be encouraged to analyse processes of design in order to determine: who is the designer, for whom they design, to what end they design, and the factors that influence program design and delivery.

Assessment: Written paper on principles of educational design and delivery (2000 words): 30%; and preparation of an educational design for a specified educational setting (3000 words): 70%.

Recommended reading:
Moraitis, Peter and McCormack, Rob 1995 Public literacy : a curriculum for adult basic education, Melbourne, Adult, Community and Further Education Board.
Soifer, Rena 1990 The Complete Theory-To-Practice Handbook of Adult Literacy : curriculum design and teaching approaches, New York, Teachers College Press.
de Jong, Ton and Sarti, Luigi 1994 Design and production of multimedia and simulation-based learning material, Boston, Kluwer.

Back to the 1999 Education Handbook