TY - CHAP
T1 - Teaching Design to Public Health Majors
T2 - A Design Case of an Undergraduate Interdisciplinary Course
AU - Abramenka-Lachheb, Victoria
AU - Lachheb, Ahmed
AU - Ozogul, Gamze
PY - 2020
Y1 - 2020
N2 - This design case describes the design of an interdisciplinary undergraduate course that teaches multimedia design and production skills to undergraduate students majoring in public health. Over the years, the course evolved from a technical skills training course, in which students learned basic “how-to” procedures of developing multimedia using computer software, into a design course focused on the interdisciplinary area between instructional design and public health. While the course was built due to the demands of the public health job market, the latest point in the course evolution was built under the philosophy that multimedia design and production skills are crucial to future public health practitioners, who will face complex and interesting problems that can be addressed through an instructional design approach. Therefore, learning experiences in this course needed to be contextualized and authentic to the field of public health. This case is structured around two iterations of the course design process that spanned over two academic years. We—the authors and the designers—first report a description of the course. Then, we describe how the course was designed through the first and second iterations by narrating our design failures and explaining our design decisions.
AB - This design case describes the design of an interdisciplinary undergraduate course that teaches multimedia design and production skills to undergraduate students majoring in public health. Over the years, the course evolved from a technical skills training course, in which students learned basic “how-to” procedures of developing multimedia using computer software, into a design course focused on the interdisciplinary area between instructional design and public health. While the course was built due to the demands of the public health job market, the latest point in the course evolution was built under the philosophy that multimedia design and production skills are crucial to future public health practitioners, who will face complex and interesting problems that can be addressed through an instructional design approach. Therefore, learning experiences in this course needed to be contextualized and authentic to the field of public health. This case is structured around two iterations of the course design process that spanned over two academic years. We—the authors and the designers—first report a description of the course. Then, we describe how the course was designed through the first and second iterations by narrating our design failures and explaining our design decisions.
U2 - 10.1007/978-3-030-53875-0_21
DO - 10.1007/978-3-030-53875-0_21
M3 - Chapter
SN - 9783030538750
T3 - Educational Communications and Technology: Issues and Innovations
SP - 265
EP - 279
BT - Intersections Across Disciplines
ER -
