By Charles M. Reigeluth, Bela H. Banathy, Jeannette R. Olson (auth.), Charles M. Reigeluth, Bela H. Banathy, Jeannette R. Olson (eds.)
Educational know-how within the broadest feel is wisdom and competence forimproving the academic procedure: for utilizing (equipment), software program (methods), and "underware" (underlying organizational structures). This quantity within the certain Programme on complex academic expertise provides the result of a NATO complicated learn Workshop on academic platforms layout as a brand new academic expertise. the target of the workshop was once toadvance our wisdom concerning the entire platforms layout strategy for making improvements to academic platforms. The workshop was once prepared for the transdisciplinary interplay of 3 medical teams representing layout technological know-how, organizational/systems technology, and educationaltechnology. members have been chosen in response to their scholarship as individuals of 1 or extra of those 3 teams. The ebook 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 entire structures layout, the structures layout concentration, a platforms view of designing academic platforms, the tutorial context of structures layout, and excessive know-how concentration in platforms design.
Read Online 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 )] [Author: Charles M. Re 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 )] [Author: Charles M. Re
Earlier, when designers used the framework within which they explored design options, they considered some of the boundary questions. Now they reconsider them in much more detail in view of the core definition and systems specifications. 2 Designing the first model: The system of functions The product of design inquiry is a representation or a model of a future system. The term "model" has several meanings. Here we are concerned with an inductive conceptual model. An inductive model is a representation of a system that does not yet exist but is being designed.
In the course of the next design spiral, decisions will be made as to who or what will carry out those functions. During spiral four, the inquiry involves the design of the noun-based version of the functions model as designers create systemic arrangements enabling the attainment of functions. The inquiry focuses on the question: What components have the capacity and capability to carry out the functions identified in the functions model? and, What should be the arrangement of these components?
Define expectations, aspirations, purposes, and requirements of the system to be designed. • Create and evaluate alternative representations of the future system. • 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.