Instructional Design and Technology

Week 5 Application: Blog—The Impact of Open Source

on October 8, 2012

The online open course offered through Yale is the Philosophy 181: Philosophy and the Science of Human Nature.  This course is designed like you are sitting in the lecture hall. The course itself was not truly designed for the online learner, but for the face to face.  There were some components that were added for the online setting, as in, having reading guides, credit list, and some online test.  These test were more for self-knowledge and to see if you had the right idea behind the philosophy class.

The course was broken up into video sections that were designed the same way a regular classroom course would be divided, with each video lecture being around 35 to 50 minutes in length.  The videos were recordings of Professor Gendler’s lectures of the course.  The philosophy class had student interaction during parts were the in-class student was able to respond with technology to select what they thought was the appropriate thing to do in a given situations.

The students were given A, B or C options and the percents were computed for the class responses.  This allowed for some interaction between the in-class learning, but the online learner of this open course was not able to participate. Open classroom students would not be able to participate in this style of questioning because the actual class itself is not being taught at the given time that the online learner is seeing it.

The course itself followed the design process in order for it to be implemented, such as the ADDIE, but when it comes to the online there were only some components of design carried out.  The online version or open course allows the learner to see the progression of videos.  The video lectures are displayed in order and once one is started or opened there are options for the learner to download transcripts, reading guides and reference lists.  This open course is just a classroom technology that is using recordings of the lectures to present to learners (Simonson, 2012).

There were activities with in the philosophy course that allowed the in class learner to become interactive with the peers and instructor, but the online learner was unable to participate.  The online course offered links to self-test that were used to keep the learner encaged and interested in continuing.  These online links were not mandatory, but allowed for some interaction without the professor needed to be available.

Open course URL – through Yale

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teacher and learning at a distance: foundations of distance education. (5th ed.) Boston, MA: Pearson.


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