Online Design The next phase of the new program and course development process is to examine, research, and design the new proposed course as an online course. Online course delivery options must be explored. A variety of resources need to identified to successfully develop a new online course. These resources may include a variety of publications, possibly even the oversight of a faculty mentor. California State University, Chico provides a detailed site for the development of an online course. In developing the new course in public management as an online course the Chico State rubric was used as a guide that helped with the design of the online delivery system. I have found that use of rubrics in online design is supported by many institutions. The Chico State rubric for online teaching and learning served as the rubric that was used to develop the new online course in public management for Folsom Lake College. To build an online course there must be a process; this process needs to incorporate the methods of instructional design and applying these components into an online format. The overall end result is that the student learning outcomes are developed into instructional activities used for learning. Key decisions were made into developing the online design. Part of the process included documentation as to the online design, methods for interactivity, number of contacts with the faculty-member, and methods for online assessment and evaluation. One thing that was important to realize was that developing an online courses was different than developing a traditional face-to-face course. An article written by Nanette Johnson-Curiskis, a faculty member from Minnesota State University has provided some additional cons... ... middle of paper ... ...omes. Modules are standardized in terms of organization. Each module contains student objectives, materials and readings, a discussion board for sharing information, a homework assignment, an online quiz and additional resource materials. Students are able to focus on a key area or concept in each module and each module contains activities and exercises to support learning. A variety of materials are provided to encourage exploration and understanding of the key concepts. In the course itself and in each module students would be provided with opportunities to interact and connect with other students and the instructor. Discussion boards were built into each module to facilitate communication, collaboration, and interactivity. Additional group exercises were developed to further foster the development of collaboration and community building within the course.
However, when a student takes an online class the student and professor are at a disadvantage of building an interpersonal relationship. For example, a professor is unable to read the nonverbal cues of a struggling student through a computer screen or is unable to tell if a student is experiencing a true emergency. Just as, a student is unable to read their professors nonverbal cues that a particular chapter or assignment is vital to passing the course. I have taken classes on campus and online classes for three semesters now and have learned that regardless of class format a student needs to be dedicated, structured, self-motivated and not afraid to ask questions. A disadvantage of taking an online class is if a web portal is not working properly.
Provide opportunities for “learning beyond the classroom” to make learning hands-on and enjoyable (“Cooperative education,” 2000, p.8). Create assignments that utilize field trips, guest lectures, and work experience as sources of information through which students can create their own understandings of the larger world by building upon their existing knowledge.
After completion of the guided questions and annotations, student will peer assess their answers in debrief circles. Students will be encouraged to respectfully agree or disagree with one another's answers. Once the students have come to a consensus on the answer for that segment, they will rotate and move to the next question for a discussion. They will be actively, using our class laptops, adapting their answers and revising their conclusions.
"In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." therefore:
When considering the options for collaboration activities it is important to have a central point of contact from which the participants can seek advice and guidance. When the instructor divides the class into smaller groups a specific person within each group should be elected to represent the group. This person would also be responsible for keeping the group on track for discussions. Keeping lines of communication open for each group member in regard to assigned tasks and making sure the group assignments are completed and submitted on time is essential. This central point of contact should optimally rotate around the group, depending on the length of the workshop and the number of participants in the group. In this way, everyone is given an opportunity to lead a discussion, collect assigned tasks, and further contribute to the deadlines set by the workshop facilitator....
Secondly, QUT encourages interactions between students with communities where students discuss about a specific topics they are
The explanation in this required reading article is very similar to collaborative work environments. While reviewing the materials its understandable that the concept of a personal learning community is an opportunity to become a better scholar and professional because it allows members to share knowledge, collaborate and communicate. It will enable members to both provide and receive instruction comfortable and quickly. It is best to make this information searchable, accessible and consistent with the growth of the learning community. Members of the learning community are the management team, Walden instructors, academic advisors, classmates, professional peers, and immediate family.
The learning space of a community is built through a history of learning together over time. Commitment derives from identification with a shared domain of interest and with others who share that identification with the domain. There is enough continuity to develop a shared repertoire of language, concepts, and communications tools that make practice discussable. All this contributes to building relationships and trust that enable a joint inquiry into practice. (p. 3)
It focuses on understanding the learner and their needs and not just on a problem to fix. When working on a new course the designer has a defined roadmap of where to start and how to go through the process until the end. This is useful for instructional designers because there are no questions about what to do next. Since technology is built into the design, this is a strong format for designing an online course. The learner will have opportunities to participate and use active learning throughout the class as well.
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
When students are deciding on where to go to college, they have the option of choosing between online classes and the traditional classroom classes. Today, some students are finding it much easier to maintain a job, family and start a college career, all by taking online classes. Although some students still prefer to stick with the traditional classroom classes, they still have the option to take online classes. Both online and the traditional classes will provide the educational requirements needed to obtain a college degree and opportunities in the work field. Although the online classes offer just as much as the traditional classes, they are completely different when it comes to teaching methods, course material and time.
The following article is a study on the effectiveness of online courses and their effectiveness in both teacher-guided assistance and non-guided learning. The author stated the problem of online learning for students, as being the distractions of the internet itself; online shopping, gaming and social networking. While two advantages of online learning includes the convenience of studying at a place of choice and independent work, students are challenged in staying focused or being disciplined enough to continue or even complete their course of studies.
Throughout the integrated learning program, students have developed new skills and enhanced their depth of knowledge. In particular, I have developed my communication skill and my ability to think critically and creatively throughout integrated learning, which I have successfully incorporated into other areas of my life. I had also applied this skill extensively throughout the retreat, as this event encouraged the students to be socially active with others as they conducted various activities. These activities were specifically designed to allow students to express themselves, in particular
Is technology helping or hurting people learn? Technology is increasing every day, and is soon going to be a big part of everyday life. The change of teaching students on online class is way different to what they are used to, and will take awhile to get used to. There are disadvantages, advantages, opportunities, and challenges in the technology in education. The role that teachers play now will change in the future when the major demand for the use of technology hits. There is a big change in the way that students are learning with this new online learning. Technology is changing the learning of students in a big way. Some ways are positive, and some are negative but either way there is a big impact on the way students learn. Sometimes it just depends on the student’s way of learning. Those kind of students should have the choice of what they would rather use a book, or a computer. Students need to be able to decide the type of learning that they want to do to help them learn. Students need to know which way it is that they learn the best. Each person has to find out which way they learn the best to better themselves. Find out the best way that they learn so that it can benefit them in life.
In the undergraduate educational setting, student proficiency and comfort with technology are stressed, but the essential mission of most undergraduate institutions (especially, liberal arts institutions such as Dartmouth) is on the development of the individual. The nurturing and supportive environment of most undergraduate institutions helps students mature and develop. The rave and fad of online undergraduate learning causes students to miss out on too many intangibles of an on-campus education. Our current theory on education hasn’t adequately dealt with the intricacies of a web-based education, and therefore the effectiveness of such is highly questionable.