THE COURSE DEVELOPMENT PROCESS IN ONLINE LEARNING
The purpose, goals, aims, vision and mission of eLearning need to be elaborated and are to be spelt out in the beginning. Next, this vision must be shared with all those concerned and those who are likely to be benefited (Shared Vision). Then the Strategy to achieve the set targets is to be planned. To work on the strategies, Structure (Facilities and people) is required. The suitable staff is to be assigned for different tasks. If the staff does not have the necessary skills, the same must be acquired. The style and system of operation should then be detailed out (This is also known as McKinsey’s 7S framework).
The beauty of this open learning system is that “KNOWLEDGE IS FREE FOR ALL”. Hence there is no issue of Copyright. Knowledge is the best Gift that a human can give another being, be it in the form of example, citation, direct or indirect links, suggestions, advice, feedback etc. Each individual has his/ her own pace and style of learning, to which this distance learning readily accommodates. That is because Net based alternatives are flexible, interactive and responsive. Attitudes, aptitudes skills and knowledge that is to be imparted and transferred can be aimed individually, collectively, actively, passively, directly, indirectly etc.
“A true teacher can never truly teach, unless he is still learning; A lamp can never light another lamp, unless it continues to burn its own flame” is a quote by Tagore (1861-1941). In the introduction to eLearning (p4), cites a quote by Thomas Jefferson (1813) - “He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me”(All these years, I have been citing Tagore’s above quote. Now thanks to our course materials, new insight is obtained). The ideas and concepts we gain from the behaviorist, cognitivist, constructivist and connectivist theories may suitably be utilised to design the online learning. Design (Greek) means in order. We are trying to have a order, or a methodology. The basic questions we need to address are What?, Who?, Where?, When?, Why?, and How? ‘Technologies are merely vehicles that deliver instructions, and do not themselves influence student achievement’ (Clark).
Information in sensory store not lasting more than half a second, and if it is not committed to short term memory store within 20 seconds, it is lost. And we will not be able to recall it. Focus on fore ground, back ground and filling in the gaps based on prior experiences is the Perception process. Associative memory, examples, similes, stories etc are tools that can create nodal points in perception process. Decision making of what may be useful and what is not is the key to store long term memory. Kolb’s Learning style inventory and Myers-Briggs Type Indicator on dichotomous scales (Extroversion vs Introversion, Sensing vs Intuition, Thinking vs Feeling and Judging vs Perception) help in designing the mode and speed of knowledge transfer/ dissemination. Keller’s ARC (Attention, Relevance, Confidence and Satisfaction) model helps in keeping and holding learner’s interest. Metacognition is the learner’s ability to be aware of one’s own capabilities and use these capabilities to learn. The Focus here is the learner and participation is ensured in constructivist method where in tasks are distrubutory in nature and every individual has to collectively participate.
Connectivist ideas are for today and part of today’s inevitable technology. The methods may be group oriented in certain tasks, but are also pedagogical in nature, where one to one contact and correspondence is feasible either learner to instructor or learner to co-learner. “Learners must have the ability to recognise what knowledge is no longer valid so they can acquire the new knowledge for a discipline”- Siemens. Therefore the stress is on relevance, with respect to individual, space, time and space/place contexts. The success of a system is in its flexibility and ability to reach the maximum number, irrespective of their space/place, subject/discipline, location/region, etc.
To start the discussion in the forum, I have used the gist of my readings from the course material. (If any thing is worth its while in the above paragraphs, it is entirely to the credit of our Course materials and if there are errors and insufficiency, I alone am responsible). Hopefully, as the discussion continues, we shall add and debate upon. Ganesh 2117, 18-02-2010
The purpose, goals, aims, vision and mission of eLearning need to be elaborated and are to be spelt out in the beginning. Next, this vision must be shared with all those concerned and those who are likely to be benefited (Shared Vision). Then the Strategy to achieve the set targets is to be planned. To work on the strategies, Structure (Facilities and people) is required. The suitable staff is to be assigned for different tasks. If the staff does not have the necessary skills, the same must be acquired. The style and system of operation should then be detailed out (This is also known as McKinsey’s 7S framework).
The beauty of this open learning system is that “KNOWLEDGE IS FREE FOR ALL”. Hence there is no issue of Copyright. Knowledge is the best Gift that a human can give another being, be it in the form of example, citation, direct or indirect links, suggestions, advice, feedback etc. Each individual has his/ her own pace and style of learning, to which this distance learning readily accommodates. That is because Net based alternatives are flexible, interactive and responsive. Attitudes, aptitudes skills and knowledge that is to be imparted and transferred can be aimed individually, collectively, actively, passively, directly, indirectly etc.
“A true teacher can never truly teach, unless he is still learning; A lamp can never light another lamp, unless it continues to burn its own flame” is a quote by Tagore (1861-1941). In the introduction to eLearning (p4), cites a quote by Thomas Jefferson (1813) - “He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me”(All these years, I have been citing Tagore’s above quote. Now thanks to our course materials, new insight is obtained). The ideas and concepts we gain from the behaviorist, cognitivist, constructivist and connectivist theories may suitably be utilised to design the online learning. Design (Greek) means in order. We are trying to have a order, or a methodology. The basic questions we need to address are What?, Who?, Where?, When?, Why?, and How? ‘Technologies are merely vehicles that deliver instructions, and do not themselves influence student achievement’ (Clark).
Information in sensory store not lasting more than half a second, and if it is not committed to short term memory store within 20 seconds, it is lost. And we will not be able to recall it. Focus on fore ground, back ground and filling in the gaps based on prior experiences is the Perception process. Associative memory, examples, similes, stories etc are tools that can create nodal points in perception process. Decision making of what may be useful and what is not is the key to store long term memory. Kolb’s Learning style inventory and Myers-Briggs Type Indicator on dichotomous scales (Extroversion vs Introversion, Sensing vs Intuition, Thinking vs Feeling and Judging vs Perception) help in designing the mode and speed of knowledge transfer/ dissemination. Keller’s ARC (Attention, Relevance, Confidence and Satisfaction) model helps in keeping and holding learner’s interest. Metacognition is the learner’s ability to be aware of one’s own capabilities and use these capabilities to learn. The Focus here is the learner and participation is ensured in constructivist method where in tasks are distrubutory in nature and every individual has to collectively participate.
Connectivist ideas are for today and part of today’s inevitable technology. The methods may be group oriented in certain tasks, but are also pedagogical in nature, where one to one contact and correspondence is feasible either learner to instructor or learner to co-learner. “Learners must have the ability to recognise what knowledge is no longer valid so they can acquire the new knowledge for a discipline”- Siemens. Therefore the stress is on relevance, with respect to individual, space, time and space/place contexts. The success of a system is in its flexibility and ability to reach the maximum number, irrespective of their space/place, subject/discipline, location/region, etc.
To start the discussion in the forum, I have used the gist of my readings from the course material. (If any thing is worth its while in the above paragraphs, it is entirely to the credit of our Course materials and if there are errors and insufficiency, I alone am responsible). Hopefully, as the discussion continues, we shall add and debate upon. Ganesh 2117, 18-02-2010
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