Context-Oriented Instructional Design for Course Transformation
New Directions for Teaching and Learning Volume 118, ISSN 0271-0633
Instructional designers working in international settings are often interested in reports on how particular courses or programs have been implemented in other contexts; doing so either confirms or extends their own experiences. In the hope that such information can benefit the larger design community, this article specifically shows how contextual elements have impacted instructional design decisions. The article begins with an overview of a specific project that sought to create Web-based classes for learners in Malawi. It continues by relating formative evaluation data collected through feedback of selected courses that were pilot tested. The conclusion of the article focuses on implications for course developers regarding context-based design, and a few thoughts on internationalization and design.
Perkins, R.A. (2009). Context-Oriented Instructional Design for Course Transformation. New Directions for Teaching and Learning, 118, 85-94.