This document discusses considerations for developing online courses. It notes that technology should be used as a tool and that how and why it is used is key. Student diversity in socioeconomic status, access to technology, and learning styles must be considered. While new technologies provide opportunities, limitations like isolation, access issues, and individual constraints still exist. The document advocates establishing backup plans and providing clear instructions to help overcome potential barriers to student success. It also stresses that course development should make the content personal and relevant to students through examples and allowing them to share their own experiences.
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Glass life
1. A Day Made of Glass
by Corning Incorporated - http://youtu.be/6Cf7IL_eZ38
2. First Impressions
• Technology used for social interaction
• Connected, wireless, & mobility
• Applications for home, work & consumer
• Technology to increase convenience &
customization
• Sleek gadgets that will impact education
• Cool factor - selling innovation!
5. A Closer Look
• A perfect family (Dad, Mom & 2 kids)
• Million dollar house with a new car
• School uniforms for the children
• Urban setting without nature or litter
• High fashion & slim models
• Void of technical problems
6. Relating to Online
Education
• Student socio-economic diversity needs to
considered when incorporating new
technologies. Offering choice will help.
• Social use of technologies differs from
educational use and experiences vary
between students. Providing clear
instructions is vital.
7. • Urban vs rural locale and internet
infrastructure can limit access affecting
student success. Established back-up plans
are needed.
• Limitations to be mitigated are isolation,
technology access, family constraints,
language barriers, & learning styles
8. Takeway
• There will always be emerging technologies
to take advantage for distributed learning
• Technology is just the tool; pencils & paper,
typewriter, tv, video, smart phone, or iPad
• HOW and WHY it is being used is key!
10. Overcoming Myths
• ‘Oh, your suppose to make our courses
look pretty!’
• ‘You must be quite techy’
• ‘How are the courses you work on any
different than my face-to-face URCourses
site?’
11. The Context
• The date is Aug 28, 2011 - one week before
the start of the term
• An instructor hasn’t been hired yet
• Ninety students currently enrolled
• Department Head asked, ‘I don’t want to
cancel, will you consider developing this
course while it is being delivered?’
14. Initial Meeting
• An instructor was hired & I held an initial
meeting via phone because of her
schedule. Ex. works full-time, teaches a F2F
course, & just had a baby.
• Discussed course details, possible
assignment choices. She has not taught
fully online and was very apprehensive!
15. Course Development
• We firmed up the assignments and course
details during that week
• A custom textbook with an online
supplement relieved some copyright
constraints.
• Sun-Tue. Speed dating content revisions in
between.
16. Making it Personal
• Thanksgiving Address
• Royal Commission on Aboriginal Peoples
(RCAP) version
• Local example: Dr. Doolittle reciting a
Mohawk version with a literal translation
and audio so student can hear the
language
17. Making it Personal
• The Creation Story - 4 versions
• 2 Mi’kmaq (video & pdf)
• Cree (website)
• Forum Topic: The student’s creation story
- either passed down thru family,
community, or ethnic group
18. Feedback & Technical
Forum
• Technical forum is active and provides
insight into course improvements (14
threads with 47 posts)
19. Next Delivery
• Inconsistencies in course structure because
of time factor. Example: PowerPoints in
week 6 seem disjointed
• Images need to be added
• Rewrite learning objectives and examine if
the unit content test those objectives
• Risks to making changes once posted
