This blog discusses the impact of open source. I chose to analyze an open source offering from Stanford University, one of the leading members in the open source community. Open source refers to program in which the source code is available to the general public for use and/or modification from its original design free of charge, i.e., open. Open source code is typically created as a collaborative effort in which programmers improve upon the code and share the changes within the community.
I
chose this course to increase my knowledge about technology related courses. The
review gave me an opportunity to access another CMS’ system, other than what I
have been presented at Walden.
Does the course appear to be carefully
pre-planned and designed for a distance learning environment? How so?
Introduction to Databases in my opinion is
thoughtfully prepared for DL environment. This is because the site outlook is
clean, clear, organized, and highlights Course Information in bold readable
text. There was an introduction to the
course, by the instructor, and why the course is scheduled to hold. The
You-tube video describes the course content, expectation, and application and
certification process. Simonson, Smaldino, Albright, & Zvacek.
(2009) State, ‘instructors of online courses must make the course organization,
calendar of activities, and expectations as clear as possible.”
Interestingly,
the same course is offered to the traditional student. The video mentioned that
this course has been modified for open source purposes. Simonson, Smaldino,
Albright, & Zvacek. (2009) Cautioned that …” courses taught previously in a
traditional classroom may need to be retooled. The focus of the instruction
shifts to visual presentation, engaged learners and careful timing of
presentation of information. ”p.127.
Introduction to databases requires a high
speed internet connection, because the course content is based on videos and
online exercises. The course is entirely asynchronous and offers multiple
visual cues. The course information includes
a detailed syllabus, course schedule and what will be covered for the next 9
weeks. In addition, there are optional exercises for learners to get accustomed
to the instruction. This is not a credit
based course, but a certificate of participation will be issued at the end of
the course. Course will use topic
approach with about 9 topics total. This
course has weekly assignments, and one examination that will be posted later in
the course.
Though, there
are no prerequisites for this course, information pertaining to other
materials, technology tools, lecture videos, textbooks (optional),
communication and contacts were clearly posted on the main page as FAQ. This is
helpful for anyone interested in the course before course registration.
A discussion forum is included as part of the
course content. Questions not answered by other students will be answered by
the teaching staff; top-ranked questions will be discussed by the instructor in
a weekly video.
Does the course follow the recommendations for
online instruction as listed in your course textbook?
During my review of “Introduction to Databases”
I realized that the course is scheduled to start in October 10, 2011 and will
run till the end of December, 2011. Course followed the standard of identifying
the goals and objectives. Simonson et al. (2009) the absence of stated learning
objectives makes observing and measuring learning outcomes impossible.
Part of the introductory information
highlights the different communication methods for this course. Already, there
are multiple announcements about course offerings, and other pertinent
information. There is a clear understanding of when and how the instructors
will respond to questions or signs of difficulty. This support what Simonson et al (2009) wrote”
another important issue when teaching online is that of establishing the
communication framework.”
All
the requirements are complete and posted so that new distance learners can
familiarize themselves with the layout of the site. A crucial aspect is the schedule of
assignment. When I signed for Introduction to database, all required
assignments are posted with due dates, and expectation are clear.
Course
identified the technology, and how to access the selected software’s download. The key here is” to ensure that whatever
technology is accessible by learners and the facilitators” Piskurich (n.d).
Technology should be engaging to all types of learners. The
course identified the basic requirements of the learners especially in the use
of technology tools. There are optional exercises to work on before the
beginning of the course. I consider those as warm up exercises. An introductory
exercise discusses the learner’s context and experiences. I read some of the
postings; the environment is quite
diverse. Morrison, Ross and Kemp (2004) as cited by Simonson et al. 2009 refer
to the three types of context: Orienting, instructional and transfer context. Additional
considerations posted identified the site coordinators and their roles.
Did the course designer implement course
activities that maximize active learning for students?
Introduction to Database defined the
activities, the application, and planned to give learners access to a hands-on
experience working with raw data as an
opportunity to build their skills. Consequently, there are a number of prerequisite
topics to ease the learners to the new topic during the course.
The
discussion forum will be assessed weekly to monitor the level of interaction
among the learners. Assignments will be completed via this method. Simonson
et al (2009) cited Kanuka, Rourke, and Laflamme’s (2007) viewpoint that
learner engagement comes from “well-structured” instruction with “clear
learner’s responsibilities” that “provokes deeper levels of discussion” p. 166.
Finally, the site offers the opportunity for learners
to evaluate the course, instructor, and ease of use of this site for future
improvement.
References
Piskurich, G. & Chaseur, J.
(n.d.) Laureate Video Presentation.
Simonson, M., Smaldino, S., Albright,
M., & Zvacek, S. (2009). Teaching and learning at a distance:
Foundations of distance education (4th Ed.) Boston, MA: Pearson
Webopedia, (2011) Open source.
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