Information Technology Reference
In-Depth Information
d.
Varied — Rich course content includes graphics, interaction, humor, surprise,
suspense, puzzles, questions, games, aids, analogies, metaphors, and/or
charts.
e.
Challenging — Students' growing level of skills are matched with increasing
challenges (e.g., exercises that are just above students' comfort and skill).
CONCLUSION
The modularization approach in instructional design has been widely applied to a
variety of course development. It also has been used in IT curriculum development for
students and learners. In this chapter, the main purpose was to follow the module instructional
design approach to a computer literacy course. This course will always have students of
different computer backgrounds in the class. Some of them will have strong computer
backgrounds, and will take this course because it is required. Some of them will take this
course because of personal interest. From the instructor perspective, it is hard to provide
general instructional materials to fit all of the students' levels. From the student standpoint,
the course may be distracting and waste time and money.
Incorporating the modularization approach in the course will reduce the gap. Students
can go through predesign evaluation methods to choose their own module to accomplish
their educational goals. All of the students may get the same credit but go through different
discipline settings and methods.
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