Eye-opening Art and Craft in Course design Tony Earl
Why is this website based on an art and craft approach so worthwhile?
The art and craft approach in course design is a powerful approach that offers many possibilities. Just as one of the reviewers of Tony’s book clearly stated at the time of publication, ‘You need skills like formulation of learning objectives and making a task analysis, but you should also be able to use your imagination and intuition. This focus on art is exceptional and often missing in course design.‘ The reviewer continues with the remark that the process, instruments, and skills for craftsmanship reflect the creativity and intuition that are given a place in design. Concepts like art, intuition and imagination are not often used in instructional design theories. Although, in course design, these concepts are fundamental.’
The need for effective, efficient, valued, and well-liked courses in higher education is growing. More students must pursue higher education in a shorter period, and using ICT in education requires well-designed courses.
Most teachers in higher education must develop their courses or modules.
There are no ‘methods’ in secondary education. Sometimes, teachers will use the design of courses or modules designed by colleagues. They follow the didactic design step by step with minor changes in exercises or contents. Or they adapt the didactical design to their specific context.
On the other hand, what do you do if you are not satisfied with your course design or when the didactical approach in a curriculum is changed and there are no clear-cut and easy-to-use examples?
Tools for fast and professional course (re)design
The book reflects Tony Earl’s ideas about course design. He was not a conventional education scientist. Hence, Tony used scientific results but added concepts, models and heuristics to enable a systematic and design-oriented approach. Moreover, he forced you to think outside the box with the help of some crazy ideas like the Think Tank, the Four Referents, the Response Environment Organizer (REO), and the Melody of a Course. His tools stimulate systematic and creative thinking.
Colleagues considered Tony Earl to be an excellent teacher and instructional designer.
So ......
We learned from him how to design a higher education course, which worked. He offers us some excellent ideas for a course’s fast and efficient (re)design. Therefore, we strongly believe that these ideas will help teachers to (re)design courses that fit modern ideas about higher education and also do their views on good higher education.
Jan Nedermeijer, Ans Ronduite and Pierre van Eyl.
Contact: jannedermeijer@hotmail.com
- The divergent side creates possible new pedagogical options for your course design. At the same time, the convergence side makes choices about which ideas are most promising. Before finishing a design activity, ask yourself: do my ideas fit my educational vision and learning objectives?
- The Figure shows the alternation between divergent and convergent thinking during the Basic DD process. Divergent and convergent thinking are both essential aspects of course design.
- Creativity and intuition are vital elements of divergent thinking in a design process. In other words, without creativity and intuition, your pDD process will end.
