Designing online courses: User-centered practices 指導教授 : 陳 明 溥 研 究 生 : 許 良 村 Blythe, S.(2001).Designing online courses: User-centered practices. Computers and Composition, 18 (4)

Purpose  compare two models for design-systems and user- centered  argue that models of technology design can be applied to the development of Web-based courses

A systems approach to technology design need analysis → design → write the program → test

Compare two competing models of technology design  System-centered approach - Waterfall model: need analysis →design →write the program →test need analysis →design →write the program →test interaction between designers and owners interaction between designers and owners design ignores user knowledge and does not reflect user values design ignores user knowledge and does not reflect user values

A user-centered approach to design need analysis → design → write the program → test

 User-centered approach  Waterfall model: need analysis →design →write the program →testneed analysis →design →write the program →test beginning with the user’s practical knowledgebeginning with the user’s practical knowledge interaction between designers and usersinteraction between designers and users this model can give users much more power or influence over the system designthis model can give users much more power or influence over the system design Compare two competing models of technology design

A systems approach to Web-based course design

 follow a systems approach Designers control Designers control formal specifications (procedures) formal specifications (procedures) existing technologies (published materials) existing technologies (published materials)  instructors acting as designers set specifications set specifications creating a Web-based course to meet those goals creating a Web-based course to meet those goals  students acting as users may not be included in course design until the course is underway may not be included in course design until the course is underway A systems approach to Web-based course design

 two unwanted effects: a designer’s own discourse could blind her/him to several promising opportunities that might more easily be revealed by a different kind of discourse. a designer’s own discourse could blind her/him to several promising opportunities that might more easily be revealed by a different kind of discourse. a designer’s complete control over discourse could disenfranchise others with no experience in that register. a designer’s complete control over discourse could disenfranchise others with no experience in that register. A systems approach to Web-based course design

A user-centered approach to Web-based course design

 follow a user-centered approach  instructors acting as designers set specifications with students set specifications with students creating a Web-based course creating a Web-based course  students as active participants direct participation in the design process direct participation in the design process enable them to set some goals for learning enable them to set some goals for learning enable them to create a Web-based course enable them to create a Web-based course

The difficulties of enacting user-centered instructional design  three factors: time time -the time necessary for participatory forms of design -the time necessary for participatory forms of design -users and designers together are difficult enough in a workplace setting -users and designers together are difficult enough in a workplace setting transiencet transiencet -teachers cannot recruit the users, students, before registration is completed -teachers cannot recruit the users, students, before registration is completed -students’ main task in those weeks is to complete the course -students’ main task in those weeks is to complete the course

Power Power -students have not acquired the terminology to express their experiences -students have not acquired the terminology to express their experiences -instructors are invested with the power of evaluating students’ expression or performance. -instructors are invested with the power of evaluating students’ expression or performance. The difficulties of enacting user-centered instructional design

First efforts at adopting a user-centered orientation  it is impossible to know who the users of a distance course will be until after they have registered  offer an initial assignment asking students to explore their writing and computer habits  designe prompts to elicit meaningful responses  determine whether I have offered enough support and whether I have placed that support where students can easily find it

Conclusion  teachers who develop Web-based courses must learn to act like designers.  the type of design practice one undertakes has more than pedagogical implications.  teachers who design elaborate online resources with adequately consulting users’ perspectives