case-based design madison_2008

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Page 1: Case-Based Design madison_2008

UT TeleCampus | www.uttc.org | www.uttcturns10.orgUT TeleCampus | www.uttc.org | www.uttcturns10.org

Learning Archetypes

Michael Anderson

June, 2008

Page 2: Case-Based Design madison_2008

UT TeleCampus | www.uttc.org | www.uttcturns10.org

• Overly simplistic• Reuse becomes overuse

Templates Are a Dead-end

Page 3: Case-Based Design madison_2008

UT TeleCampus | www.uttc.org | www.uttcturns10.org

Learning Objects Are Dead

• Contextual Paradox• Stylistic Paradox• Communicative Paradox

Page 4: Case-Based Design madison_2008

UT TeleCampus | www.uttc.org | www.uttcturns10.org

Tool Templates: toolates/toolattés

– Content control with faculty– Design control with developers– Human not machine control– Infinite variety

Or Are They?

Page 5: Case-Based Design madison_2008

UT TeleCampus | www.uttc.org | www.uttcturns10.org

• Deconstruction of learning goal layer

• Mapping layer to assessment• Construction of enabling

activities• Making accessible domain-

specific tools of invention, discovery, and community

Domain Analysis

Page 6: Case-Based Design madison_2008

End

Page 7: Case-Based Design madison_2008

Contextual Paradox

Page 8: Case-Based Design madison_2008

Stylistic Paradox

Click to see two sequential objects from diverse sources

Page 9: Case-Based Design madison_2008

Communicative Paradox

Page 10: Case-Based Design madison_2008

CaseStudyInterface.xml