Books and articles on instructional design in online learning abound but rarely do we get such a comprehensive picture of what instructional designers do, how they do it, and the problems they solve as their university changes.

Power documents the emergence of an adapted instructional design model for transforming courses from single-mode to dual-mode instruction, making this designer’s log a unique contribution to the fi eld of online learning.

INTRODUCTION
This book deals with the design of distance education at an emerging dual-mode university, that is, a university offering courses both on-campus and via distance education or online in a variety of manners. It was written from the point of view of an instructional designer (ID) working alongside university professors in designing their courses for distance delivery.

It originated as my logbook, which I kept over a period of three years and in which I relate the ups and downs as well as the dos and don’ts of designing learning materials for students studying at a distance. It introduces you to ten faculty members with whom I shared this experience and lifts the veil on a seldom-reported, essentially undocumented, working environment.

Before presenting the cases, I will outline the underlying research study as well as introduce the design model that served as my original design prototype. ...

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by Power, Michael
Published by AU Press, Athabasca University
1200, 10011 – 109 Street
Edmonton, AB T5J 3S8

CONTENTS
Foreword IX
Preface XI
Introduction 1
The Case Studies 7
Introduction to the Case Studies 7
1: Walking the Walk 11
2: Beating the Clock 27
3: Experiencing a Eureka! Moment 47
4: Getting Off to a Good Start 75
5: Getting from A to B 103
6: I Did It My Way 119
7: Let's Shake to That! 147
8: Managing Volume 165
9: I and Thou 179
10: Integrating Technology 197
Synthesis and final prototype 211
Conclusion 215
Epilogue 217
Bibliography 225
Appendices 235

FORWARD
The transformation of a traditional learning institution into a dual-mode institution offering courses on-campus as well as online is not a task for the faint at heart. What has to be appreciated is that subject matter experts, used to teaching in a classroom, face a daunting challenge when requested to teach at a distance or online. Indeed, only a few have ever systematically planned their courses. Yet systematic planning is just what is needed to be a successful teacher.

To implement online learning in a traditional institution, we have to adopt a design model which is both easy to understand and easy to use, namely because faculty generally do not have a lot of time to dedicate to this task. In this book, the course design model proposed by Dr. Power is flexible and represents an important step in making course design both doable and affordable. ...

ABOUT THE AUTHOR
Michael Power is Programs Director and Assistant Professor in Educational Technology at the Faculty of Education, Laval University in Quebec City, Canada. He is Deputy Director and researcher with the GEOIDE/NSERC-sponsored GeoEDUC3D project and researcher with the Inter-university Learning & Technology Research Center (CIRTA).

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