The week 4 of the Pedagogy First! course
This week the reading of the Chapter 3: Course Design and Development, starts with the presentation of two different approaches regarding the conversion of the course content to an online shape. The cases described are similar in general term to real situations in several educational institutions.
The proposal of the authors is an excellent starting point for any analysis. I think I recognize these situations: you’re in front of course content represented by text documents, diagrams, pictures, presentations, videos, quizzes, homework and other materials traditionally used in the face-to-face sessions, and you have difficult to find a starting point and a way forward to transform it into an online or blended course.
I personally found good tips to help organize a project of transformation to avoid a mechanical conversion of the materials in online content.
No wonder that many times instead of transforming each material individually, the recommended option is a radical proposal associated with a new instructional design that considers the context in which this course will be located, as expressed in the 5 points described on page 53:
- Target group
- Delivered online content
- Student Internet access
- Instructional Design support available
- Available tools
The Difference between goals and objectives
- Goals are broad objectives are narrow.
- Goals are general intentions; objectives are precise.
- Goals can be known; objectives can be demonstrated.
What may seem like an intellectual lucubration expresses a common reality: it is easier to express goals that Learning Objectives.
particularly important the following book references:
- Model of Learning Objectives based on Taxonomy for Learning, Teaching, and Assessing resulting from a Revision of Bloom’s Taxonomy of Educational Objectives http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
- The “revised” new version on http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Introduction to HTML
Good course, not necessary to write HTML but to understand just in case you meet a cryptic html page. Each time I needed to produce web pages, a WYSIWYG tool has been the natural choice.
An attractive tool to produce dynamic presentations. I just looked the tutorials and presentations, so the next step should be to produce one…
I’m just planning a block (3weeks) about collaborative work with online web tools, of a blended course “Socio-cultural Communication and Media”.
- (Understand) Identify the benefits of collaborative work in education
- (Apply) Build a personal web space
- (Apply) Build a collaborative web space
- (Apply) Develop content for didactic unit
Following the book’s Table 3.2 example: each week will include the following details:
Instructor-generated content and presentation:
- How to interact with the LMS platform (Blackboard) and group organization (first week)
- Lectures (face-to-face)
- Guided tutorial
- Video Links
Discussion/ Interaction / Communications:
- Discussion in the weekly forum based on readings, FAQ and assignments
- Feedback and responses from the teacher and other students
- Feedback from group work
Readings and Web resources
- Text assigned reading: selected web articles
- Wikis and Blogs workshop
- YouTube videos (how-to)
Assessments: (individual and group)
- Weekly forum Participation
- Wiki/Blog construction