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Design Alchemy pp 183-196 | Cite as

Transforming Programs and Courses

  • Roderick Sims
Chapter
Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII, volume 8)

Abstract

In Parts I and II, the Design Alchemy architecture has been analysed in terms of its origins, its place in the design community and the three components that constitute its practice: pedagogy, practice and assets. In this chapter, four examples are provided to illustrate the efficiency and results of that process, as well as the thinking behind the practice. In each case the selected programs or courses have been targeted for revitalisation through conversion from traditional face-to-face to online delivery, and the teaching staff assigned had limited experience in either design or online teaching and learning. Applying Design Alchemy practice to redesign a course, including activities and assessments, is both practical and efficient. The essential design specifications for each of these courses were completed in a matter of hours, highlighting the efficiency and practicality of the transformational process. Following specification of these essential course components, the specifics of learning activities, assessment tasks and online implementation required additional, but not extensive, effort. Design Alchemy is able to achieve its efficiency through focusing the design effort on five critical and interrelated course elements: knowledge application, learning outcomes, assessment, learning activities and learning resources.

Keywords

Learning Outcome Assessment Task Knowledge Application Corporate Environment Corrupt Behaviour 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Australian Institute for Teaching and School Leadership. (2012). Standards. Available from http://www.teacherstandards.aitsl.edu.au/organisationstandards/organisation. Accessed October 13, 2013.
  2. Sims, R. (2006, May 16). Beyond instructional design: Making learning design a reality. Journal of Learning Design, 1(2), 1–8. (Keynote Paper) Available from http://www.jld.qut.edu.au/. Accessed October 6, 2013.Google Scholar
  3. Trekles, A. M. (2013). Learning at the speed of light: Deep learning and accelerated online graduate courses. Capella University, ProQuest, UMI Dissertations Publishing, 3558242.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Roderick Sims
    • 1
  1. 1.KnowledgecraftWoodbumAustralia

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