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dc.contributor.authorPratt, Deirdre Denise
dc.date.accessioned2008-03-19T06:20:20Z
dc.date.available2008-03-19T06:20:20Z
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/10321/247
dc.descriptionPaper presented at the IASTED International Conference on Education and Technology (ICET) 2005 in Alberta, Canada, July 4-6 2005en
dc.description.abstractThis paper suggests that a system of communicative functions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all social interaction, it provides a template for analyse of course design which can be applied within different educational paradigms. The template offers the course designer moving into a new milieu or medium the opportunity to gain a fresh perspective on the process of instructional design. Issues such as the educational context, course content, learning interactions, academic requirements and assessment can be now viewed in terms of how these contribute to knowledge construction, rather than whether the outcome per se is desirable: the latter issue is already addressed comprehensively in current instructional design paradigmsen
dc.language.isoenen
dc.subjectInstructional designen
dc.subjectMixed-modeen
dc.subjectOnline learningen
dc.subjectHigher degree programmesen
dc.titleAn analysis of the design features of three mixed-mode courses in a master’s degree programmeen
dc.typeArticleen


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