Planning a course: Practical strategies for teachers, lecturers and trainers

221 content does not seem relevant or a priority. However, I question the value of the 'clipboards' in the margins, which contain trivial reminders of parts of the text. There are frequent and useful cross-references to the sister volume. So why two books? Having read both, I think that a combination with a little rationalisation would have resulted in a more useful, more structured and less expensive volume. Although there is a section on further reading, the lack of specific reference to other, related work is annoying. Gagn6 (p 43) certainly deserves a little more recognition. Because the book is attempting to cover a lot of ground and only fill 100 A5-sizish pages, some of the ideas lack essential detail. The description of brainstorming, for example (p 18) leaves out some essential aspects of the method. Without direct reference to more information, some of the half-descriptions left me with an impression of superficial, hence inadequate, coverage. Chapter 1 (Alternative Delivery Options) describes the role of the teacher and the learner in a variety of different teaching/ learning approaches, and includes the inherent advantages and disadvantages of the options. The bulleted lists in this chapter prove a rich source of information, but I was surprised that the discussion did not extend to computer-mediated techniques (given the authors' backgrounds). Some of the distinctions made between methods were rather confusing. Tutorials, recorded as a means of 'larger group instruction' were detached from 'smaller group instruction' methods which include seminars, buzz groups, field trips etc (p 17). 'Mass instruction' incorporates lectures to large groups (30 or more learners, but there can be as many as 100 or even more'). It does not seem appropriate to redefine some of the traditional terms in this way, particularly as the stated audience is 'teachers, lecturers and trainers'. Similarly, the division between 'distance education' and 'other types of open learning' (p 20) seemed somewhat arbitrary and unclear. Chapter 2 (Preparing Teaching Material for Your Use) provided many useful pointers for colleagues less familiar with this task, and outlined some of the pitfalls often encountered. The focus on the learner and the exhortation to 'keep it simple' are essential threads of the chapter, which I would support. Chapter 3 (Preparing Materials that Someone Else is Going to Teach) 'outlines the strategies for developing teacher-independent materials'. This chapter includes some useful hints and reminders if one has to produce materials that will be used by colleagues. Chapter 4 (Criteria for Selecting Prepared Instructional Materials) questions the value of re-inventing the wheel and details a systematic approach to evaluating materials that can be 'picked off the shelf'. Common sense advice is framed as the essential questions to ask. The flowchart (p 56) provides a useful summary. Chapter 5 (Some Management Tips for a New Course or New Material) outlines the difficulties, and how to overcome them, if one has the luxury of commissioning materials from a commercial supplier. Print, video and computer materials are discussed. I consider this to be the least impressive and useful chapter. Chapter 6 (Innovation: Preparing the Material) considers the individual and institutional barriers to change, and offers means of overcoming the culture and changing attitudes. Whilst the methods and ideas are useful, this chapter seems misplaced. In some ways it seems a little late in the process of course design to be tackling these issues. Chapter 7 (Issues of Access, Equity and Participation) recognises some of the unintentional barriers that we can incorporate into learning materials. The assumptions that we make about the learner (under and over estimating previous experience and knowledge) and the sophistication of the language used can result, it is suggested, in less effective and efficient learning. Technological and cultural issues are also briefly explored. Chapter 8 (The Independent Learner) asks 'what is an independent learner?' The authors look at some of the criteria to use when planning a course and course materials BIOCHEMICAL

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designed to foster independent learning. The final chapter (Planning to Deliver an Innovation) heralds the third book in the series entitled Delivering a Course, and describes some of the pitfalls of introducing new courses and materials and suggests ways in which they can be avoided. Overall, the book contains some useful guidance and common sense advice. The style of writing and lack of supporting evidence and reference are difficult to live with at times but this may be less of a problem if one is looking for a brief guide to the issues. The book claims to address teachers, lecturers and trainers. Trying to satisfy this diverse audience may be its downfall. C W Butcher

Planning a Course: Practical Strategies for Teachers, Lecturers and Trainers b y I F o r s y t h , A Jolliffe a n d D Stevens. p p 120. K o g a n P a g e L o n d o n . 1995. £12.95 ISBN 0-7494-1529-0 The planning of courses (long or short) is something that all involved in tertiary-level education have to do at some time or other. Almost invariably this is done on the basis of the experience of courses, planned and conducted by someone else, that they have attended. This book supplies a sensible alternative, that of planning a course systematically, ie, by following a well thought-out plan of action. When the guide to this plan of action consists of three individuals whose speciality is instructional design, then it should be practical and comprehensive. These are the characteristics of this little book by authors who hold (or have held) positions in this area at Singapore Polytechnic. The book also offers advice on the development of learning materials or to their redesign. In nine well-organized and clearly written chapters which are rich in tables and figures, the authors guide the reader through what the course (or learning materials) are intended to do, production of a profile of the learners, choice of delivery options, assessment of the learning achieved and evaluation of the materials used. They offer practical strategies for all these steps which clearly arise from a broad expertise in education and instructional design. The subtitle identifies teachers, lecturers and trainers as potential readers. I believe this book would be especially useful for those in these groups who have little or no formal training in instructional design (alas, they constitute the large majority of teachers and lecturers in universities and colleges around the world) and for instructional development courses or workshops intended for them. F Vella

Microbes, Bugs and Wonder Drugs B y F r a n B a l k w i l l a n d M i c R o l p h , with V i c t o r D a r l e y U s m a r . p p 125. P o r t l a n d Press. 1995. £12.99 ISBN 1-85578-065-8 On the back cover this is said to be the first in a series of science books (Making Sense of Science) for "children, teenagers and families". Picking it up one can see immediately that it is lavishly illustrated (the copyright page reveals that the artist is Mic Rolph) and moreover the pictures are of some variety (wash adaptations of photographs and old engravings, maps, microscope slides, molecules, cartoons, hieroglyphs, and some which are uncategorisable, possibly they could be called embellishments). It is pleasant to browse through it and follow, for