In Chapter 6 "Course Design and Development" of Moore and Kearsley's Distance Education: A Systems View (1996), the authors address different methods of designing and developing distance education courses.
Although the authors focus on Instructional Systems Design (ISD), a widely accepted method for developing instructional programs, other design models include: the author-editor model and the course team model. Also, in additional to the general description of ISD provided by Moore and Kearsley, ISD has six design subsystems that can be applied to instructional programs. They are: Dick and Carey, Hannifen and Peck, Knirk and Gustafson, Jerrold Kemp, Gerlach and Ely, and Rapid Prototyping.
This purpose of this final project is to compile on-line sources about these three major design models--ISD, author-editor, and course team--as a preliminary step in determining which would be most appropriate for professional writing courses in the Compressed and Accelerated Program, a mixed-delivery CIS curriculum at DeVry Institute of Technology. Courses in the Compressed and Accelerated Program meet for 7-week terms instead of 15-week terms, and students meet in face-to-face classroom settings 70% of the time. The remaining 30% is "at a distance." At this stage in the curriculum development, the 30% "at a distance" can be defined however an instructor deems most appropriate, subject to academic and administrative approval.
Since I will responsible for developing a curriculum guide for one of the Compressed and Accelerated courses, ENGL 225: Professional Writing, I will locate and evaluate on-line sources that focus on curriculum design models. And, in particular, I will seek out sources that are specifically related to issues of design for professional writing courses. Then I will be able to begin making decisions about the best way to structure and design the "at a distance" learning time for the Compressed and Accelerated ENGL 225 curriculum guide.
Instructional Design Models
http://www.seas.gwu.edu/student/sbraxton/ISD/id_models.html
Constructed by three graduate students in the Computer Science Department at The George Washington University in Washington, D.C., the link describes the six ISD models--Dick and Carey, Hannifen and Peck, Knirk and Gustafson, Jerrold Kemp, Gerlach and Ely, and Rapid Prototyping--and provides a matrix that classifies each model according to these design considerations: expert level, orientation, knowledge structure, context, purposes and uses, and theoretical basis. Also included are flowchart diagrams depicting the stages of the various models.
http://www.reeusda.gov/new/programs/distanced/id.htm
First published in print on August, 1996 by Maupin House, Publishers. Co-authors are Bridwell, C.; Bretz, R.; DeVries, H.; King, J.; and White, B. "Instruction Design for Distance Education," a chapter in Communicators Handbook: Tools, Techniques and Technology (3rd ed.), includes discussions of "Steps to Designing Learner-Centered Distance Education"; "Writing Learner-Centered Objectives"; "Evaluation"; "Developing the Content"; "Selecting the Instructional Method/Strategy"; and "Selecting the Delivery Method(s)". The authors focus on learner-centered approaches to distance education in which learner-autonomy is high and the instructor serves as facilitator/tutor.
http://www.cudenver.edu/~mryder/itc/idmodels.html
Constructed at the University of Colorado at Denver, School of Education, the authors offer an extensive four-page listing with links to approximately 100 articles on instructional design (ID) and technology. In addition to links to ISD models, other articles discuss behaviorism and instructional technology and cognitive theories as they relate to ID and learning.
http://www.port.ac.uk/adc/cal2.htm
Originally presented as a paper at CAL 95, University of Cambridge. Author John Scriven of the University of Portsmouth describes a model in which the computer is viewed as an artifact of distributed intelligence for use by a "community of learners with differing approaches contributing to a socially constructed network of distributed knowledge." This model appears to be in alignment with communication theory, which is widely respected in the academic world of teaching professional writing. Further, the paper discusses the evaluation of learning styles as they relate to computer aided instruction and recommends the administration of a learning styles inventory to make learners aware of their particular styles.
http://www.usd.edu/intec/isdresource/index.html
This site compiles information used for training faculty in ID at the USD Center for Instructional Design and Delivery (CIDD). Seven ID resources are included: foundation of ID; learning/understanding/remembering and ISD; A*S*S*U*R*E model of ID; a planning context for ID; principles for designing presentations; and selecting media in ID. The site can be viewed in text, slide, or Quick Time movie versions.
Instructional Design Focus: Professional Writing
http://www.cohums.ohio-state.edu/english/People/Locker.1/kolhome.htm
Kitty O. Locker, Associate Professor in the Department of English at The Ohio State University, produced this site, "Kitty O. Locker's Introduction to the Web," for students in Business and Technical Communication classes at The Ohio State University. Students and visitors access the site to learn to use the web, do research on the web, or design home pages. The site also includes links to journals in business and technical communication and online writing centers (also known as Online Writing Labs or OWLs) where students can get online writing advice.
http://omni.cc.purdue.edu/~tkrause/
This is Purdue University's site for students and instructors interested in a case-study approach to learning business writing. Links to course documents include syllabi and schedules; client-based research assignments; and resources for instructors interested in on-line instructional environments. Note: Case-study approaches are widely used in distance education curricula.
http://www.bus.okstate.edu/QUIBLE/home.htm
Oklahoma State University's home page for business communication students offers links on how to search for information on the Internet; find a job; obtain help with writing; find business resources; and create a home page. The site, anchored to BCOMM 3113, a business communication course, includes links to the class web board. This highly structured and well-designed site provides an appropriate model that could be utilized by most any course, traditional or distance, because it organizes and links information essential to the content and scope of the course and offers additional resources.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company.