This week’s assignment was to evaluate an Open Source class and carefully consider if the course is appropriate as a distance learning course.
The course chosen for review was Introduction to Copyright Law by MIT. I specifically chose this course because it included video lectures, which I find to be a nice addition to any distance learning program. Many courses that I have taken in the past have had audio only portions or none at all. Because I am a visual learner, I like to see something besides static print on a page so I look for courses that will excite my senses, so to speak.
Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
This course appeared NOT to be carefully planned for the distance learning environment. For example, in the first video segment, the Instructor, Keith Winstein, is about to give a live lecture. He tells the class that they do not have to be on camera if they do not want to. Obviously, the class was not well prepared ahead of time. This course was a live course and recorded for use as a free course, leaving the impression that the distance learner is just an observer of a live classroom and that no real concern seems to be given to the learning outcome. The syllabus is clearly written for the live classroom. It speaks of class participation being expected and describes how students will be graded. The course felt almost like a public service announcement, a one way communication with the hope that the message was received as intended.
The course contained a syllabus, readings, assignments and video lectures. In addition, an option is given to download the course materials all packaged together, which was a nice option for the mobile learner. The Readings page appeared to be useful for both classroom and distance learners alike. Assignments were given, but there was no way to turn in the assignment or receive feedback or ask questions regarding the assignment.
This course appeared NOT to be carefully planned for the distance learning environment. For example, in the first video segment, the Instructor, Keith Winstein, is about to give a live lecture. He tells the class that they do not have to be on camera if they do not want to. Obviously, the class was not well prepared ahead of time. This course was a live course and recorded for use as a free course, leaving the impression that the distance learner is just an observer of a live classroom and that no real concern seems to be given to the learning outcome. The syllabus is clearly written for the live classroom. It speaks of class participation being expected and describes how students will be graded. The course felt almost like a public service announcement, a one way communication with the hope that the message was received as intended.
The course contained a syllabus, readings, assignments and video lectures. In addition, an option is given to download the course materials all packaged together, which was a nice option for the mobile learner. The Readings page appeared to be useful for both classroom and distance learners alike. Assignments were given, but there was no way to turn in the assignment or receive feedback or ask questions regarding the assignment.
Does the course follow the recommendations for online instruction as listed in your course textbook?
The course did not follow recommended guidelines for online instruction. This course broke the first fundamental principle listed in the text – “Avoid dumping a face-to-face course onto the web” (Simonson, Smaldiono, Albright, & Zvacek, 2009) . This is exactly how this course is presented, as a complete dump.
In addition, the text breaks e-learning into cycles, that progress in complexity. This course fit best into cycle 1. Cycle 1 provides for basic level technologies such as web resources and other aids “without fundamentally altering their instructional strategies” (Simonson, et al, 2009).
Did the course designer implement course activities that maximize active learning for the students?
Yes. The course does implement a course activity that appears to be designed to promote active learning. As stated on the Ohio Learning Network website, “Active learning works because its goal is simple: To move students from passive recipients to motivated participants through more contextualized, hands-on teaching activities” (Use Active Learning Techniques)
My observation of the assignment is that its weakness is that although students would need to be self-motivated to complete the assignment, there appears to be no feedback mechanism for the student to know if the work that they produce is of quality.
As an additional note, in sampling many of the courses on the site, it appears that the courses on this site are not updated after the initial release.
Conclusion
Although this course does not meet the requirements of a true online course, I find it difficult to be critical of the course because the intent is to provide general knowledge for the learner who is motivated to use the available resources to learn something of interest. If the learner needs formal education, then he or she will seek a formal class on the subject matter.
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References___________________________________________
Simonson, M., Smaldiono, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance.
Use Active Learning Techniques. (n.d.). Retrieved April 2, 2011, from The Ohio Learning Network: http://www.oln.org/ILT/7_principles/active.php
Winstein, Keith. 6.912 Introduction to Copyright Law, January IAP 2006. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 29 March, 2011). License: Creative Commons BY-NC-SA
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