breaking our own codes teaching with greater clarity and …打破自己的代码更清晰，教学…

BREAKINGOUROWNCODESDESIGNINGINSTRUCTIONFORGREATERCLARITYANDAPPROPRIATECONTROLMARKSTONER,CALIFORNIASTATEUNIVERSITY,SACRAMENTODEPARTMENTOFCOMMUNICATIONSTUDIES/CENTERFORTEACHINGANDLEARNINGSTEVEHIGGINS,DURHAMUNIVERSITYUKSCHOOLOFEDUCATIONDIEGOBONILLA,CALIFORNIASTATEUNIVERSITY,SACRAMENTODEPARTMENTOFCOMMUNICATIONSTUDIESPAPERPRESENTEDATTHE18THINTERNATIONALLEARNINGCONFERENCE,UNIVERSITYOFMAURITIUS,MAURITUSJULY2011FORCORRESPONDENCEREGARDINGTHISESSAY,PLEASECONTACTMARKSTONER,STONER1CSUSEDUPRESENTATIONHANDOUTSAVAILABLEATHTTP/WWWCSUSEDU/INDIV/S/STONERMPRESENTATIONSABSTRACTUNDERSTANDINGTHATREPRODUCTIONORPRODUCTIONCODESCANBEAPPROPRIATEDFORBETTERCOURSEDESIGNHASSTRONGIMPLICATIONSFORMANAGEABLEREFORMORDEVELOPMENTOFHIGHEREDUCATIONRECOGNIZINGTHATTHEBOUNDARIESIMPOSEDBYSOCIALLYCONSTRUCTEDANDORDEREDCLASSIFICATIONSANDFRAMESALLOWSUSTOCREATIVELYEXPLORETHEBOUNDARIESOFOURDISCIPLINESWITHANEYETOREPOSITIONINGOURCURRICULAANDCOURSESINCONSCIOUSANDSOPHISTICATEDWAYSTHATENCOURAGETHEDEVELOPMENTOFVALUABLENEWKNOWLEDGEANDSKILLSFROMRELEVANTCOMMUNICATION,SEMIOTIC,DESIGNANDPEDAGOGICALTHEORY,WEHAVECONSTRUCTEDATOOLWHICHINDIVIDUALORGROUPSOFINSTRUCTORSCANUSETODETERMINEWHATDESIGNCHANGESMAYBENEEDEDFORANYCOURSEORCURRICULUMITCANBEUSEDASWELLFORDEVELOPINGGROUNDEDRATIONALESFORCHANGEORMAINTENANCEOFPRESENTINSTRUCTIONALDESIGNSINSTRUCTIONALDESIGN,APPLIEDTOHIGHEREDUCATION,ISARELATIVELYNEWPHENOMENONNUMEROUSARTICLESANDBOOKSGROUNDEDINTHEMETAPHOROF“DESIGN”HAVEBEENWRITTENTOASSISTTEACHERSATTHEPRIMARYANDSECONDARYLEVELSDAVIS,HAWLEY,MCMULLANKALANTZISREIGELUTH,1983,1999ANDUNIVERSITYBOTURRIDICK,CAREYFINK,2003INNES,2004PACERICHLIN,2006WIGGINSSUCHCLARITYOFVISIONISNECESSARYINORDERTOAPPLYEFFECTIVELYTHESPECIFICPRACTICESDESCRIBEDBYDICK,CAREYANDCAREY2009,RICHLIN2006,WIGGINSANDMCTIGHE2005,INNES2004,FINK2003ANDOTHERSALTHOUGHTHESEPRACTICALTEXTSPROVIDEVALUABLEADVICEFORUSINGAVARIETYOFTEACHINGSTRATEGIES,SIGNIFICANTATTENTIONMUSTBEPAIDTOTHEABSTRACTINVISIBLENATUREOFTHECOMMUNICATIONPROCESSESTHATFORMTHECONTENTINORDERTOIMPROVEOURABILITYTO“ENABLEOUROWNSTUDENTSTOLEARN”RICHLIN,206,PIXTHISESSAYOFFERSATHEORETICALAPPROACHANDAPRACTICALTOOLTHATCOMPLEMENTSEXISTINGINSTRUCTIONALDESIGNTEXTSBYFACILITATINGANALYSESOFCOURSESANDCOURSESOFSTUDYFORTHEPURPOSEOFMAKINGINSTRUCTIONALDESIGNDECISIONSTHATENHANCETHEMEANINGFULNESSOFCOURSESFORSTUDENTSWHATSNEWISAFOCUSONTHELARGER,CODEDCOMMUNICATIVEFRAMEFORINSTRUCTIONALCOMMUNICATIONINOURSCHEME,DECODINGISTHEPROCESSOFMAKINGSENSEOFPATTERNSOFHUMANACTIVITYTHATARESYMBOLICANDPOTENTIALLYMEANINGFULSUCHPATTERNSARENOTALWAYSEXPLICIT,ESPECIALLYINEDUCATIONALCONTEXTSWHEREINMANYPATTERNSARETAKENFORGRANTEDANDWHEREINMOSTCOGNITIVEEFFORTISDEVOTEDTOTHESPECIFICCONTENTOFTHEINSTRUCTIONALINTERACTIONSO,BYDISCERNINGOR“BREAKING”THESECODES,WECANBETTERUNDERSTANDANDCONTROLTHELIMITATIONSTHATCOMMUNICATIONPRACTICESWITHINEACHDISCIPLINEINVARIABLYIMPOSEUPONHOWEACHISTAUGHTFURTHER,WECANUSEUNDERSTANDINGOFTHESECODESTOIDENTIFYWAYSTODESIGNCOURSESANDCURRICULATHATESTABLISHAPPROPRIATECONTROLOVERCONTENTANDLEARNINGBYUSANDOURSTUDENTS1INTHISESSAYWEFIRSTLAYOUTOURCASEFORAPPROACHINGDESIGNFROMACOMMUNICATIONPERSPECTIVETHENWEEXPLAINTHREEEXPLICITMESSAGESYSTEMSUSEDFORDESIGNINGANDTEACHINGCOURSESINANYDISCIPLINE,THEMEANSFORCONTROLLINGTHEMANDTHEPRODUCTIVEORREPRODUCTIVERESULTSOFTHEIRINTERACTION2FINALLY,WEPRESENTATOOLFORANALYZINGMESSAGESYSTEMSINORDERTOFACILITATEWELLFOUNDEDEXECUTIVEDECISIONSFORDESIGNINGCOURSESANDCURRICULAINSTRUCTIONALCODEBERNSTEINDEFINESCODEAS“AREGULATIVEPRINCIPLE,TACITLYACQUIRED,WHICHSELECTSANDINTEGRATESRELEVANTMEANINGS”1990,PP202214INOTHERWORDS,OVERTIME,WEATTRIBUTEMEANINGTOPATTERNSOFACTIVITYFORINSTANCE,INBOTHUNDERGRADUATEANDGRADUATESCHOOL,INSTRUCTORSORADVISORSDEMANDSTHATRESEARCHPAPERSORTHESESPRESENTCITATIONSOFESTABLISHEDSCHOLARSTODOCUMENTWHATOFTENSEEMTOBEREASONABLECONCLUSIONSBYSTUDENTWRITERSDRAWNFROMTHEIRPERSONALEXPERIENCEMAKESCLEARTOSTUDENTSTHATLEGITIMATEKNOWLEDGEISNOTPERSONAL,BUTTHATWHICHHASBEENVETTEDBYEXPERTSINTHEFIELDTHEPATTERNOFREQUESTSFORDOCUMENTATIONSERVESASACODEDMESSAGEWHICHREGULATESKNOWLEDGECLAIMS3DIFFERENTDISCIPLINESORGANIZEKNOWLEDGEDIFFERENTLYCHOULIARAKIPACEENGINEERINGREQUIRESFACILITYWITHGRAPHICALANDMATHEMATICALLANGUAGESTHEDIFFERINGDISCOURSESOFTHEDISCIPLINESSHAPECORECOMMITMENTSTOWAYSOFUNDERSTANDING,ANALYZING,ORGANIZING,VALUING,ANDINSOMEDISCIPLINESCRITIQUINGPHENOMENAWITHINTHEIRPURVIEWCONSEQUENTLY,THROUGHSCHOOLING,WEAREINDUCTEDINTODISCIPLINARYFRAMEWORKSANDTHEIRAPPROVEDAPPLICATIONSPOLANYI,1962THESETAKENFORGRANTEDFRAMEWORKSINTURNINFLUENCEDECISIONSABOUTHOWTOFACILITATEANDORGANIZESTUDENTLEARNINGUNDERSTANDINGHOWDISCURSIVEFORCESEMANATEFROMOURDISCIPLINARYLANGUAGESPROVIDESAWAYTOEXPLAINORCRITIQUECURRICULARANDCOURSEDESIGNSINOTHERWORDS,BYBREAKINGOUROWNCODESWECANTEACHWITHGREATERCLARITYANDAPPROPRIATECONTROLTHREEMESSAGESYSTEMSOURDISCIPLINESANDTHECOURSESWEDESIGNTOTEACHTHEKNOWLEDGECONSTITUTINGTHEMARECONSTRUCTEDFROMOURDISCIPLINARYLANGUAGESOFCOURSE,NOTEVERYTHINGISDISCURSIVELYSOCIALLYCONSTRUCTEDHACKING,1999,BUTTHETERMSTHATALLOWUSTOTALKSENSIBLYABOUTSPECIFICIDEAS,CONCEPTSANDTHEORIESNECESSARILYARESOCIALCONSTRUCTIONSCHRISTIE,2002HACKING,1999V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