My E-Brary -EDU630
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Applying your Knowledge
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Unit 8 E-Brary Resource(s)
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Parker, Robyn E. (2013). Redesigning courses for online delivery : Design, interaction, media & evaluation. Emerald Group Publishing Limited. Vol. 8 113-137. Retrieved from http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/ebookviewer/ebook/ZTAwMHhuYV9fNjA1MDcxX19BTg2?sid=90ace094-8e43-450b-baef-c68d8d0bebb2@sessionmgr103&vid=1&format=EB&rid=2 |
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This text looks at the process various online programs took to make their courses in compliance with state university level standards. It offers an analysis of the course design and pedagogical challenges while trying to adhere to a scrupulous rubric. This text explains how measuring the quality of a higher education program was centered on pedagogy, learner outcomes and content in the past. But now it suggests that the measure of quality has expanded beyond those elements. It speaks to the consideration of the entire process which includes the activities that contribute to the learning experiences. It emphasizes a more all inclusive approach. So according to Mapopa William Sanga, the entire learning process should be evaluated, not just the product. Qualitative data was collected and the following categories were identified as challenge areas:
___________________________ William Sanga, M. (2017). Designing for quality: An analysis of design and pedagogical issues in online course development. Quarterly Review of Distance Education. 2017, Vol. 18 Issue 2, p11-22. 12p. Retrieved from http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=3&sid=90ace094-8e43-450b-baef-c68d8d0bebb2%40sessionmgr103 |
Reviewing and Assessing Online Courses
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Unit 7 E-Brary Resource(s)
This is a guide laying out the systematic process to designing an effective online course. It denotes a procedure that includes first analyzing, then designing, developing, and finally, implementing and evaluating.
I learned that all of these different stages work in concert with each other. When one stage or component is missing, the success of the online course falters. This book gives additional insight on how to effectively review a course. It reveals the essential components I should look for during my evaluation of a course design. This guide will be beneficial as I continue to design the remaining modules in my own personal course. ___________________________ Stavredes, T.: Herder, T. (2014). A guide to online course design: Strategies for student success. Jossey-bass. 171-186 Retrieved from http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/ebookviewer/ebook/bmxlYmtfXzY3NzE2OF9fQU41?sid=90ace094-8e43-450b-baef-c68d8d0bebb2@sessionmgr103&vid=1&format=EB&rid=5 |
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Online Learning
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When considering course design, usually the architects refer to a learning theory or pedagogy to help guide them and give them a framework for designing it. Learning theories help guide instruction and insight into the learning process. This article briefly states how the constructivism theory is centered around the instructor moving away from traditional teaching methods to make it more student centered around collaborative work. It also discusses how cognitivism is characterized by individualism and self-paced learning. This includes no or very minimal cooperative partner or group work. The article argues that it is difficult to connect the two theories. This is attempted however through a third theory, connectivism.
Connectivism is defined as self-pace learning that is individualized. The greatest example of connectivism is the creation of MOOCs which are massive open online courses. The learning is flexible, you are able to track your progress and it is done in short intervals. Interaction with instructor and peers is also encouraged. This is connected to our study of the various learning theories. It is always a good idea to determine the learning theory that is more applicable to your own practice. While this particular theory is not, I appreciate learning about their importance and contributions to our educational systems and course designs. ___________________________ Mallon, M. (2013). Extending the learning process: Using the theory of connectivism to inspire student collaboration. CULS Proceedings, 3, 18-27. Retrieved from http://soar.wichita.edu:8080/bitstream/handle/10057/5571/1833-6771-1-PB.pdf?sequence=1 |
Unit 6: Learning Theories into Practice
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Unit 6 E-Brary Resource(s)
Continuing my study on connectivism, I learned that it has only been around since 2005. It is a new concept, and from this concept birthed the MOOCs or massive open online courses model. Again, it falls in line with our analyzing of different learning theories. Critics have proposed that connectivism is not actually a learning theory because it did not construct a new idea. Instead, it took old established and well-known theories, mixed them, than presented the outcome as a new theory. This authors postulate the idea of abandoning the term or theory of connectivism but not the product of the theory. They believe in the continued use of MOOCs and its significance as another distance learning option. I have pondered over the idea of becoming a MOOC instructor. But in terms of my personal goals and what I want to accomplish with my course design, experiential learning still works better. ___________________________ Clara, M.; Barbera, E. (2013). Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129-136. Mallon, M.N.. Retrieved from https://post.blackboard.com/bbcswebdav/pid-4237966-dt-content-rid-31564240_1/courses/EDU630.301086045299/Documents/construct%20article.pdf |
Unit 5 E-Brary Resource(s) |
Unit 5: Online Learning Theories
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This article allows me to explore connectivism in practice. The 3 co-authors were participants in a MOOC course and offers a combined analyzation and reflection of their experience. They begin with defining and giving a brief history of the term connectivism prior to revealing the results of their reflection. Then the authors delve into how the study of various philosophies, behaviors and other approaches can inform on how learning occurs. They specifically compare behaviorism, cognitivism, constructivism and connectivism. They answer the following 5 questions through the lens of each of the named learning theories:
When considering the question, the type of learning best explained by connectivism, I learned the answer to be complex learning and diverse sources of knowledge. Students were able to select the modules they were most interested in and present on them. This allowed for widespread participation. There were group size limitations set for each module. Students preselected interests and emailed them ahead of the course. This allowed for the instructor to facilitate the process better. When describing their experience, they spoke to the comfortability of having a diverse staff which positively influenced everyone’s voices and perspectives being embraced. They also explained how despite the enormous amount of work, it was so engaging that they didn’t even mind completing it. They also discussed being assigned roles and working cooperatively with others. The instructor shared power as he allowed students to moderate, facilitate, and interact with each other. This is all part of connectivism. ___________________________ Barnett, J.; McPerson, V.; Sandieson, R. M. (2013). Connected teaching and learning: The uses and implications of connectivism in an online class. Australasian Journal of Educational Technology, 29(5) 685-698. Retrieved from https://ajet.org.au/index.php/AJET/article/view/243/757 |
Unit 4 E-Brary Resource(s) |
Unit 4: Online Learning Theories
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This article explores the effectiveness of the modifications made to a higher education, Latino public speaking course. The purpose of this course was to enhance student’s understanding and inspire growth. But also to advocate for culturally sensitive public speaking. The objectives require students to:
___________________________ Colvin, J.; Tobler, N. (2014). Cultural Speak: Culturally relevant pedagogy and experiential learning in a public speaking classroom. Journal of Experiential Education. 36(3) 233-246. Retrieved from https://post.blackboard.com/bbcswebdav/pid-4237978-dt-content-rid-31564232_1/courses/EDU630.301086045299/Documents/CRP.pdf |
Unit 3 E-Brary Resource(s) |
Unit 3: Online Learning Theories
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This article discusses the changes online learning has undergone as a result of advancements in technology and evolved pedagogy. It explores current models and approaches to online learning such as hybrids and fully online methods. In the pedagogical sense, ideas have shifted to favor student-centered strategies that encourage peer discussions and collaborations. These are all strategies more conducive to 21st century learning.
The articles starts by offering an historical framework for distance education. It briefly discusses the ways in which other experts have approached the study of the evolution of online learning. But ultimately, this article focuses on the evolution of distance learning as it relates to changes in teaching methods and learning. It dives into the various types of learning objects to help students learn. Learning objects are described as having the following characteristics: sharable, digital, reusable and discoverable. These learning objects include digital libraries, tutorials and subject guides. Finally, the article compares the tales of two universities, Ball State University and Indiana University. It takes a look into both universities transitions into online learning, approaches, advancements and challenges. The challenges help to inform my planning as a future course instructor. For example, I will make sure my course is accessible to people with disabilities and ADA compliant. This is so I can make sure my course is inclusive. More specifically, I can use video tutorials explaining things for my course and make sure they include captions and scripts. _____________________________ Courtney, M. and Wilhoite-Mathews, S. (2015). From distance education to online learning: Practical approaches to information literacy instruction and collaborative learning in online environments. Journal of Library Administration. Routledge Taylor and Francis Group. 55: 261-277. |
Unit 2: Online Learning Models
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Unit 2 E-Brary Resource(s)
This article compares online and traditional learning. It explains how online education was initially viewed as an inferior form of learning. However, with all of the technological advancements, online has become more of a competitive form of learning. It allows for instructors and adult learners to better balance commitments for work, family and other obligations with asynchronous learning. It also discusses how brick and mortar classes and online class can continue to coexist as complementary to each other because they both have their benefits and serve a purpose.
According to this article, the evolution of distance learning has occurred for five generations in the following capacity:
This article connects to what we have explored in regards to the different models of online teaching. It includes a breakdown of the classification of the models (traditional, web-facilitated, blended/hybrid and online) which includes type, description and percentage of the content being delivered online. Online learning and brick and mortar are on opposite ends of the spectrum in terms of student and teacher approaches. It also connects to our understanding of the changes that have driven these developments in online education. _________________________ Goralski, M. A.; Falk, L. K. (2017). Online vs. Brick and Mortar Learning: Competition or Complementary. 15(2), 271 |
The Big Picture
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Unit 1 E-Brary Resource(s)
This article discusses how distance learning is an alternative to the traditional brick and mortar class option. It addresses challenges that adult learners face during their post secondary education such as geographic and time. It is also mentions options for those learners who prefer flexibility and instructional delivery method of learning. Additionally, this article summarizes what it believes to be effective practices of online pedagogy. The 3 categories listed that ensures a successful online practice include:
_________________________ Crawford-Ferre, H. G.; Wiest, L. R. (2012). Effective online instruction in higher education. The Quarterly Review of Distance Education. (13)1, 11-14. Retrieved from https://post.blackboard.com/bbcswebdav/pid-4238008-dt-content-rid-31564226_1/courses/EDU630.301086045299/Documents/Effective%20Online%20Instruction.pdf |