Thursday, December 9, 2010Blog Assignment: Analyzing Scope Creep
Blog Assignment - Analyzing Scope Creep
Working in a school that did not make Annual Yearly Progress (AYP), has shown me how the scope of the teachers’ job could increase rapidly. This particular school had made the APY at the end of that first year I was working there. However, in order for the school to be taken off the list of not meeting the standards academically, the school had to achieve the AYP two years in a row. During this time, teachers underwent intense pressure to meet the various intervention strategies that were being implemented by both the Regional Office and the School District. Teachers were forced to deviate from the ongoing curriculum so as to use the various methods that were being given to improve the AYP situation.
On many instances, the teachers felt that it was the Principal who wanted these changes. Many of them had years of experience teaching the curriculum but now these new methods were being introduced radically so that the school could achieve their goals and learners could learn. Many of the new strategies were coming from Instructional Designers who the School District was hiring to make these changes.
Because the Principal was new, even though she had years of experience doing on the job teaching, she too was taken by surprise by these new methods of teaching which were being forced on her and also the teachers. She was betwixt and between the two forces. Teachers thought she should have been the one to intervene on their behalf and the School District and the Region wanted her to play a better part to help teachers use these invention strategies. These strategies were being changed at a rapid pace and even the Principal who had other jobs to do could hardly keep up with them. It is my belief that she did try to alleviate the scope creep, that is the tendency of those above to try to improve a situation even as the situation is in progress. (Portny, S., Mantel S., Meredith, J., Shafer, S. Sutton, M. & Kramer, B. 2007), but these directives were coming from above so had to be adhered to. In addition, the principal was new and had her own challenges to overcome.
Because of my position, I was not in the real heat of things, but I did try to do my part so that the Principal did not have my job to worry about also.
The good thing about this is that it ended up well for the school. The school did achieve the AYP the following year. They would not have to continue using the various intervention methods, but would be able to use the normal curriculum in the District.
What I have learned is that even though there might be scope creep, changes in scope might not always be a bad thing, it can be beneficial and should be handled in a business-like manner go to http://michaelgreer.biz/?page_id=636.
References
http://michaelgreer.biz/?page_id=636.
Portny, S., Mantel, S., Meredith, J., Shafer, S., & Sutton, M. (2009). Project Management: Planning, Scheduling and Controlling Projects. John Wiley and Sons. USA.
Saturday, December 18, 2010
Thursday, November 18, 2010
Blog Assignment: Communicating Effectively
Blog Assignment: Communicating Effectively
In the different modalities shown, my interpretation of the message as written text was that Jane requested the information. The emphasis was on getting the information. This was shown in her writing style.
In the second modality, an audio message, my interpretation was Jane wanted to finish her report. The emphasis was more on finishing her report. This was gathered from her tone of voice.
In the third modality, my interpretation was that Jane was requesting that Mark send her the report as soon as he was able, even if it was only the data. The emphasis here was on Mark sending the report. This was shown from her facial expression and tone of voice.
The interpretation in the first instance was that the information was demanded. Then in the second instance, the interpretation was that Jane wanted to finish her report. Finally, in the third case, Mark’s sending of the report was more emphasized through Jane’s facial expression and voice tone.
This implies that we can get the wrong interpretation from emails and audio, but if we have verbal and visual communication of the message, the true message would be received.
It is further implied that communicating with members of a project team visually and verbally, is better than sending an email or voice mail. Dr. Stolovitch in his Video Program on Communicating with Stakeholders stated that project managers need to be diplomatic because their spirit and attitude would convey more than the words they use.
In conclusion, verbal and visual communication with members of a project team would ensure proper receipt of a message.
Reference
Stolovitch, Dr. Communicating with Stakeholders (Video Program).
In the different modalities shown, my interpretation of the message as written text was that Jane requested the information. The emphasis was on getting the information. This was shown in her writing style.
In the second modality, an audio message, my interpretation was Jane wanted to finish her report. The emphasis was more on finishing her report. This was gathered from her tone of voice.
In the third modality, my interpretation was that Jane was requesting that Mark send her the report as soon as he was able, even if it was only the data. The emphasis here was on Mark sending the report. This was shown from her facial expression and tone of voice.
The interpretation in the first instance was that the information was demanded. Then in the second instance, the interpretation was that Jane wanted to finish her report. Finally, in the third case, Mark’s sending of the report was more emphasized through Jane’s facial expression and voice tone.
This implies that we can get the wrong interpretation from emails and audio, but if we have verbal and visual communication of the message, the true message would be received.
It is further implied that communicating with members of a project team visually and verbally, is better than sending an email or voice mail. Dr. Stolovitch in his Video Program on Communicating with Stakeholders stated that project managers need to be diplomatic because their spirit and attitude would convey more than the words they use.
In conclusion, verbal and visual communication with members of a project team would ensure proper receipt of a message.
Reference
Stolovitch, Dr. Communicating with Stakeholders (Video Program).
Thursday, November 11, 2010
Blog Assignment: Learning from a Project "Post Mortem"
Blog Assignment: Learning from a Project “Post-mortem”
The project I chose was basically a school project that I took and used as a project to train some of the leaders in a church I currently am a member. Some of these leaders knew of the procedures and some did not. This project was based on "How to Conduct an Effective Business Meeting". Most churches use parliamentary procedure to conduct their business meetings and also this is how an organization is structured. Therefore conducting an effective business meeting would work both in a church as well as in a business. However, because churches are non-profit organizations, they do not run like businesses so this project was not completely business oriented even though some churches do have a hierarchical structure which run like businesses, this project did not follow this pattern. This project was more like a teaching and learning project. Therefore this post-mortem analysis would not allow for stakeholders or funding offices and so on. In this case however, my stakeholder was the pastor of the church and his representatives.
In my post-mortem analysis, some of which I gathered from the assessment that I gave in the form of pre-test and post-test and some are from my own evaluation, I found that
1. Negatively speaking, some of the persons did not like the fact that I did the Pre-Test Post-Test as one test. The point made was that the Pre-test should have been done before and the Post Test afterwards. This was a good suggestion as a Pretest not only test persons’ prior knowledge of the content but could also be used as a way to gather information on the type of learners I am dealing with.
2. From my own personal observation, more artifacts could have been submitted in different forms like animation, text design and other graphical designs should have been used to make the learning more interesting.
3. If I had a magic wand and would change anything, I would have set up the project to include all leaders in the church as this would have given them the background knowledge they needed to conduct a business meeting.
What contributed to the project’s success was the motivation of the learners as they were all adults, most were highly trained educationally and some had background knowledge of the topic. From th Post-Test, why it failed was that all of the post test questions were not answered correctly even though most questions were answered correctly. This showed that more training could have been done.
The part of the Post Mortem process if it was included that would have made the project to become more successful was the part with the artifacts. Most likely if more artifacts or learning objects were included in the project, then all the questions would have been answered correctly as more visual methods which help learners to learn would have been used.
References
http://www.experiment-resources.com/pretest-posttest-designs.html
Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects. http://michaelgreer.biz
The project I chose was basically a school project that I took and used as a project to train some of the leaders in a church I currently am a member. Some of these leaders knew of the procedures and some did not. This project was based on "How to Conduct an Effective Business Meeting". Most churches use parliamentary procedure to conduct their business meetings and also this is how an organization is structured. Therefore conducting an effective business meeting would work both in a church as well as in a business. However, because churches are non-profit organizations, they do not run like businesses so this project was not completely business oriented even though some churches do have a hierarchical structure which run like businesses, this project did not follow this pattern. This project was more like a teaching and learning project. Therefore this post-mortem analysis would not allow for stakeholders or funding offices and so on. In this case however, my stakeholder was the pastor of the church and his representatives.
In my post-mortem analysis, some of which I gathered from the assessment that I gave in the form of pre-test and post-test and some are from my own evaluation, I found that
1. Negatively speaking, some of the persons did not like the fact that I did the Pre-Test Post-Test as one test. The point made was that the Pre-test should have been done before and the Post Test afterwards. This was a good suggestion as a Pretest not only test persons’ prior knowledge of the content but could also be used as a way to gather information on the type of learners I am dealing with.
2. From my own personal observation, more artifacts could have been submitted in different forms like animation, text design and other graphical designs should have been used to make the learning more interesting.
3. If I had a magic wand and would change anything, I would have set up the project to include all leaders in the church as this would have given them the background knowledge they needed to conduct a business meeting.
What contributed to the project’s success was the motivation of the learners as they were all adults, most were highly trained educationally and some had background knowledge of the topic. From th Post-Test, why it failed was that all of the post test questions were not answered correctly even though most questions were answered correctly. This showed that more training could have been done.
The part of the Post Mortem process if it was included that would have made the project to become more successful was the part with the artifacts. Most likely if more artifacts or learning objects were included in the project, then all the questions would have been answered correctly as more visual methods which help learners to learn would have been used.
References
http://www.experiment-resources.com/pretest-posttest-designs.html
Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects. http://michaelgreer.biz
Thursday, October 28, 2010
Reflection
Reflection
In both the 5-10 and 10-20 year spans, my perception of the future of distance learning is that both in the k-12 and adult age groups distance learning would be the predominant program in all schools. This could be either in a hybrid form or in a complete online form. This would be because Video conferencing or other synchronous methods could be used to replace the traditional classroom. Traditional classes would become absolute as more of our young learners become more technology savvy as this is the trend of our new baby boomers. Also traditional schools that have barely promoted online courses on their Home pages if at all (Gambescia and Paolucci 2009), would then be one of the prominent features on most school websites and probably even the only thing on most websites. Then those remaining diehard traditional school would be talking about reverse Academic Fidelity and Integrity Attributes. Also the Helix module of education comprising of universities, governments and business (Siemens 2010) would even be more in place as one body.
can as an Instructional Designer serve as a proponent of Distance Education by making sure that I am an integral part of this phenomenon aspect of distance learning in whatever field I am working in. Also I can make sure that Academic Fidelity and Integrity are maintained (Gambescia, S., & Paolucci, R. 2009) in Distance Education.
I would be a positive force for continuous improvement in the field of distance by making sure that the ADDIE model is followed when designing programs, aiming to be as fluent as possible in multimedia technologies and communal learning especially with the expectancy of neomillenial learning styles. According to Dr. Saba, Theory in Distance Learning is a guide or map that would help Instructional Designers plan effectively and we must as designers endeavor to support its continual progress. I also need to consider all aspects of the system, the learner, the content, the method and material and the technology. I would have to remove any extraneous materials to make my work be professional. Basically I would make sure especially if
I am in the Education field that discussion groups and collaboration are all an integral part of online forums. One of the things I have learned especially from my research this week was that persons view online programs as being rigorous but we can overcome it all and still be a positive force for continuous improvement in the field of distance education.
References
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly. 28(
1), 7-12.
Gambescia, S. , & Paolucci, R. (2009) Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings. University of West Georgia, Distance Education Center.
http://www.westga.edu/_distance/ojdla/spring121/gambescia121.html
Simonson, M. L., Smaldino, S., Albright, M. & Zvacek, S. (2009). Teaching and Learning at a Distance. Foundations of Distance Education. Pearson USA.
Video Program: Simonson (Dr.), & Saba, (Dr,)"Theory and Distance Learning"
In both the 5-10 and 10-20 year spans, my perception of the future of distance learning is that both in the k-12 and adult age groups distance learning would be the predominant program in all schools. This could be either in a hybrid form or in a complete online form. This would be because Video conferencing or other synchronous methods could be used to replace the traditional classroom. Traditional classes would become absolute as more of our young learners become more technology savvy as this is the trend of our new baby boomers. Also traditional schools that have barely promoted online courses on their Home pages if at all (Gambescia and Paolucci 2009), would then be one of the prominent features on most school websites and probably even the only thing on most websites. Then those remaining diehard traditional school would be talking about reverse Academic Fidelity and Integrity Attributes. Also the Helix module of education comprising of universities, governments and business (Siemens 2010) would even be more in place as one body.
can as an Instructional Designer serve as a proponent of Distance Education by making sure that I am an integral part of this phenomenon aspect of distance learning in whatever field I am working in. Also I can make sure that Academic Fidelity and Integrity are maintained (Gambescia, S., & Paolucci, R. 2009) in Distance Education.
I would be a positive force for continuous improvement in the field of distance by making sure that the ADDIE model is followed when designing programs, aiming to be as fluent as possible in multimedia technologies and communal learning especially with the expectancy of neomillenial learning styles. According to Dr. Saba, Theory in Distance Learning is a guide or map that would help Instructional Designers plan effectively and we must as designers endeavor to support its continual progress. I also need to consider all aspects of the system, the learner, the content, the method and material and the technology. I would have to remove any extraneous materials to make my work be professional. Basically I would make sure especially if
I am in the Education field that discussion groups and collaboration are all an integral part of online forums. One of the things I have learned especially from my research this week was that persons view online programs as being rigorous but we can overcome it all and still be a positive force for continuous improvement in the field of distance education.
References
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly. 28(
1), 7-12.
Gambescia, S. , & Paolucci, R. (2009) Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings. University of West Georgia, Distance Education Center.
http://www.westga.edu/_distance/ojdla/spring121/gambescia121.html
Simonson, M. L., Smaldino, S., Albright, M. & Zvacek, S. (2009). Teaching and Learning at a Distance. Foundations of Distance Education. Pearson USA.
Video Program: Simonson (Dr.), & Saba, (Dr,)"Theory and Distance Learning"
Sunday, October 24, 2010
Application: Converting to a Distance Learning Format
Application: Converting to a Distance Learning Format Summary
In order for the training manager to convert all current training modules to a blended learning format, there are necessary things he will have to consider. For instance in his pre-planning strategies, he would have to make sure that first of all the needs of the learners are met. The content of the courses will need to be changed and how he would use technology.
The aspects of the original training program that could be enhanced in the distance learning format would be use of more technology using synchronous or asynchronous methods like discussion boards, webinars or video conferencing.
The role of the trainer would definitely change as especially in the discussion forms he would take on more or a facilitator role. The learners would depend more on their cohorts for support and so on.
The steps the trainer should take to encourage the trainees to communicate online is by letting them use things like discussion boards, blogs or wikis and technology like video conferencing. Also more visuals would be used.
References
Piskurich, G. (Dr.) & Chauser, J. (2010). Facilitating Online Learning. Video Program.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Check Sheet for Best Practices guide for Trainer
Pre-planning strategies the trainer needs to consider before converting his program?
___ Check with Learners to see needs of Learners.
___ Rethink how much of the course could be retooled.
___ Use of synchronous discussion forums.
___ Use of videoconferencing
___ Remove any extraneous text in content that is not needed.
What aspects of his original training program could be enhanced in the distance learning format?
___ Combined meetings – no longer complete separation.
___ Use of technology – video conferencing etc
___ Combine online and face to face learning.
___ Increase Infrastructure or use more technology
How will his role, as trainer, change in a distance learning environment?
___ Facilitation not teaching in discussion groups
___ Change strategy in teaching – no longer completely face to face
___ Learners depending on cohorts more
___ Use of more technology such as visuals and audio instead of face to face teaching
___ Use assessments and evaluation methods
What steps should the trainer take to encourage the trainees to communicate online?
___ Use of blogs, wikis
___ Use discussion forums and collaboration
___ Emailing
___ Show videos
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
In order for the training manager to convert all current training modules to a blended learning format, there are necessary things he will have to consider. For instance in his pre-planning strategies, he would have to make sure that first of all the needs of the learners are met. The content of the courses will need to be changed and how he would use technology.
The aspects of the original training program that could be enhanced in the distance learning format would be use of more technology using synchronous or asynchronous methods like discussion boards, webinars or video conferencing.
The role of the trainer would definitely change as especially in the discussion forms he would take on more or a facilitator role. The learners would depend more on their cohorts for support and so on.
The steps the trainer should take to encourage the trainees to communicate online is by letting them use things like discussion boards, blogs or wikis and technology like video conferencing. Also more visuals would be used.
References
Piskurich, G. (Dr.) & Chauser, J. (2010). Facilitating Online Learning. Video Program.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Check Sheet for Best Practices guide for Trainer
Pre-planning strategies the trainer needs to consider before converting his program?
___ Check with Learners to see needs of Learners.
___ Rethink how much of the course could be retooled.
___ Use of synchronous discussion forums.
___ Use of videoconferencing
___ Remove any extraneous text in content that is not needed.
What aspects of his original training program could be enhanced in the distance learning format?
___ Combined meetings – no longer complete separation.
___ Use of technology – video conferencing etc
___ Combine online and face to face learning.
___ Increase Infrastructure or use more technology
How will his role, as trainer, change in a distance learning environment?
___ Facilitation not teaching in discussion groups
___ Change strategy in teaching – no longer completely face to face
___ Learners depending on cohorts more
___ Use of more technology such as visuals and audio instead of face to face teaching
___ Use assessments and evaluation methods
What steps should the trainer take to encourage the trainees to communicate online?
___ Use of blogs, wikis
___ Use discussion forums and collaboration
___ Emailing
___ Show videos
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Monday, October 18, 2010
The Impact of Open Source
Application Blog – The Impact of Open Source
http://oyc.yale.edu/
The choice of my Open Source website is as above. The featured course was on Financial Markets with Professor Robert Shuler.
To my mind the course appears at first to be carefully pre-planned and designed for a distance learning environment. This is so because it follows a systematic process and when it does so learning will occur. In other words, it does apply technology to the teaching and learning process. Even though it was recorded in the Yale Classroom, it is available in video, audio and text transcript which is appropriate for the distance learner. In addition to this all the components of the system are somewhat in place, the learner, the content as is seen by the class sessions, the method and materials and the technology which is all part of the environment. These components are in place so as to work efficiently and effectively. Furthermore, a survey is there that is used for evaluation.
The only thing that I see in this Open Source is that the course does not follow the recommendations for online instructions. This course is basically a course that is taught on campus twice per week. It would appear that it was recorded in a classroom so it was not really retooled completely for an online setting as is one of the criteria for teaching online courses even though there are visual presentations to be viewed. Also another negative aspect is that the timings of the presentations were recorded for whole class sessions.
As for the course designer implementing course activities that maximized active learning for the students, I can see there is active learning. However, I would not say that it maximizes active learning in an online setting. For this to be really applicable to distance learning, discussion groups and more student participation among other things need to be included.
Although the course follows a systematic approach and some problem solving is involved, in concluding I would say that it does not maximize learning for all students as it does not include the necessary forums that are used in distance learning.
References
http://oyc.yale.edu/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
http://oyc.yale.edu/
The choice of my Open Source website is as above. The featured course was on Financial Markets with Professor Robert Shuler.
To my mind the course appears at first to be carefully pre-planned and designed for a distance learning environment. This is so because it follows a systematic process and when it does so learning will occur. In other words, it does apply technology to the teaching and learning process. Even though it was recorded in the Yale Classroom, it is available in video, audio and text transcript which is appropriate for the distance learner. In addition to this all the components of the system are somewhat in place, the learner, the content as is seen by the class sessions, the method and materials and the technology which is all part of the environment. These components are in place so as to work efficiently and effectively. Furthermore, a survey is there that is used for evaluation.
The only thing that I see in this Open Source is that the course does not follow the recommendations for online instructions. This course is basically a course that is taught on campus twice per week. It would appear that it was recorded in a classroom so it was not really retooled completely for an online setting as is one of the criteria for teaching online courses even though there are visual presentations to be viewed. Also another negative aspect is that the timings of the presentations were recorded for whole class sessions.
As for the course designer implementing course activities that maximized active learning for the students, I can see there is active learning. However, I would not say that it maximizes active learning in an online setting. For this to be really applicable to distance learning, discussion groups and more student participation among other things need to be included.
Although the course follows a systematic approach and some problem solving is involved, in concluding I would say that it does not maximize learning for all students as it does not include the necessary forums that are used in distance learning.
References
http://oyc.yale.edu/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Friday, October 8, 2010
Application: Blog – The Impact of Open Source
Open Source Selected – Open Yale Courses on Financial Markets with Professor Robert Shuller,
http://oyc.yale.edu/
The choice of my Open Blog Source and the featured course is as above.
This course on Financial Markets to my mind appears to be carefully pre-planned and designed but whether or not it is completely for a distance learning environment would be looked into later on. It is preplanned and designed because it follows a systematic process and when it does so, learning will occur. It also does apply technology to the teaching and learning process. However, it was recorded in the Yale classroom. Nevertheless, it is available in video, audio and text transcript which is appropriate for the distance learner. In addition, some of the components of the system we could say are somewhat in place that is the learner to some extent, the content as this could be seen by the class sessions, the method and material and the technology could be described as being part of the environment which would work efficiently and effectively in the regular classroom. A survey is also there that could be used for evaluation.
As for the course following the recommendations for online instruction as listed in our course text books, I would say that it does not completely follow the recommendations. Even though this course is an Open Yale Course and may be following the Linear design for instruction, which allows for a test and then an exam etc., one of the issues I have with it is that this course is geared to be taught in the classroom. As stated in our text, “that courses previously taught in traditional classrooms may need to be retooled”. Even though there are visual presentations that could be obtained, the learners are not completely engaged that is the course specifically designed with them in mind. For instance, I would not say that the activities were particularly planned for student group work, discussion forums and so on. It may have been included a bit but remember as a system, the components must be working both efficiently and effectively and there should be a balance, that is none can take on a higher position than the other. In this case, in my opinion, that was not accomplished. Also the timing of the presentations was recorded for the whole class room in mind from all appearances.
In looking at the course designer implementing course activities, as stated above, the activities does not maximize active learning for the students. This course was specifically designed for a traditional classroom setting and learners are not
In conclusion, even though the course follows a systematic approach and some problem solving is involved, it does not maximize learning for all students as noted in our text. This course was basically taught in a classroom and for a classroom setting and recorded there. As was indicated, this course should be redesigned if it is going to be totally applicable for a distance learning setting.
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning
at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
http://oyc.yale.edu
Open Source Selected – Open Yale Courses on Financial Markets with Professor Robert Shuller,
http://oyc.yale.edu/
The choice of my Open Blog Source and the featured course is as above.
This course on Financial Markets to my mind appears to be carefully pre-planned and designed but whether or not it is completely for a distance learning environment would be looked into later on. It is preplanned and designed because it follows a systematic process and when it does so, learning will occur. It also does apply technology to the teaching and learning process. However, it was recorded in the Yale classroom. Nevertheless, it is available in video, audio and text transcript which is appropriate for the distance learner. In addition, some of the components of the system we could say are somewhat in place that is the learner to some extent, the content as this could be seen by the class sessions, the method and material and the technology could be described as being part of the environment which would work efficiently and effectively in the regular classroom. A survey is also there that could be used for evaluation.
As for the course following the recommendations for online instruction as listed in our course text books, I would say that it does not completely follow the recommendations. Even though this course is an Open Yale Course and may be following the Linear design for instruction, which allows for a test and then an exam etc., one of the issues I have with it is that this course is geared to be taught in the classroom. As stated in our text, “that courses previously taught in traditional classrooms may need to be retooled”. Even though there are visual presentations that could be obtained, the learners are not completely engaged that is the course specifically designed with them in mind. For instance, I would not say that the activities were particularly planned for student group work, discussion forums and so on. It may have been included a bit but remember as a system, the components must be working both efficiently and effectively and there should be a balance, that is none can take on a higher position than the other. In this case, in my opinion, that was not accomplished. Also the timing of the presentations was recorded for the whole class room in mind from all appearances.
In looking at the course designer implementing course activities, as stated above, the activities does not maximize active learning for the students. This course was specifically designed for a traditional classroom setting and learners are not
In conclusion, even though the course follows a systematic approach and some problem solving is involved, it does not maximize learning for all students as noted in our text. This course was basically taught in a classroom and for a classroom setting and recorded there. As was indicated, this course should be redesigned if it is going to be totally applicable for a distance learning setting.
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning
at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
http://oyc.yale.edu
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