Comprehensive Systems Design: A New Educational Technology: by Charles M. Reigeluth, Bela H. Banathy, Jeannette R. Olson

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 experience is wisdom and competence forimproving the academic technique: for utilizing (equipment), software program (methods), and "underware" (underlying organizational structures). This quantity within the particular Programme on complex academic know-how provides the result of a NATO complex study Workshop on academic structures layout as a brand new academic know-how. the target of the workshop used to be toadvance our wisdom concerning the accomplished structures layout technique for making improvements to academic platforms. The workshop used to be prepared for the transdisciplinary interplay of 3 clinical teams representing layout technology, organizational/systems technological know-how, and educationaltechnology. individuals have been chosen in response to their scholarship as contributors of 1 or extra of those 3 teams. The e-book opens with theframing papers despatched by means of the editors to individuals sooner than the workshop, then offers 5 units of thematic contributions: the conceptual and empirical contexts of complete platforms layout, the structures layout concentration, a structures view of designing academic platforms, the academic context of platforms layout, and excessive know-how concentration in platforms design.

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Additional resources 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

Example text

Why do we want to take the design journey? Where do we want to go? What is the future state we wish to attain? What route should we take? And, what do we have to do to design the desired future state? If we have made previous design journeys, the map of how to go about design may be imprinted in our mind. If not, we need a map that is a descriptive and explanatory representation of the design inquiry: that shows the territory of design and the paths we should travel to accomplish the design. The design map is described here in the functional context of education.

The process / behavior model concentrates on what the new educational system does through time. It portrays how the system behaves as a dynamic societal system in interaction with its environment: how it receives / screens / assesses and processes input, transforms input into output, assesses and processes the output, makes adjustments and systemic changes, and, 48 if necessary, transforms itself based on information coming from within the system and from the environment. Another set of inquiries helps designers to evaluate the process I behavior adequacy of the new system.

Education should be organized around the learning-experience level: arrangements should be made in the environment of the learner by which to master the learning task. Education is now organized around the instructional level: arrangements are made that enable teachers to present subject matter to students. We should use a variety of learning types: self-directed, other-directed, individually supported group learning, cooperative learning, social and organizationalleaming. Today teacher-class and teacher-student interactions are the primary means of the educational experience.

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