The Impact of Open Source

     In researching an Open Course to select for this weeks assignment I finally found one that was interesting to me. I choose Communicating in Cyberspace through MIT Open Course Ware URL http://ocw.mit.edu/courses/comparative-media-studies-writing/21w-785-communicating-in-cyberspace-fall-2003/index.htm. In reviewing the questions of the pre-planning I would have to say that under the preplanning of course management, I noticed that the MIT course met some of the “components of a course management system,” through the use of a dashboard that presents the contents of a syllabus, and the assignments, however to fully meet the preplanning requirements each assignment needs to be listed with learning the objectives and an ongoing announcement area.  This does not meet the full “components of a course management system (Simonson et al, 2012).” 

      Also, I did not notice a student roster and maybe I needed to enroll before I could see that. In the recommendations for online instruction are mostly met. The required coarse readings are posted in a designated area and I noticed that the discussion boards, group projects, are set up to be selected through the student group choice, which all meet the “components of a course management system (Simonson et al, 2012).” As an instructional designer I would also add a course evaluation tool for my students in order to meet the requirements of Simonson and et al, list of “components of a course management system (2012). According to Beldarrian, through the use of emerging technologies, which this course does, to individualize each level of instruction and interaction, (2008).  

     In answering the question did the course designer implement course activities that maximize learning for the students; I would have to say yes. The learner’s needs were the focus in the early stage of the designing (Simonson et al. 2012). The course designer in this MIT course knows that experienced technology users would be enrolling in this course and are familiar with how to use technology and the designer provides several options for group choices. The designer knows that the more the needs of the learners are met, the more they can feel confident in their engagement and their learning. Through the ability to recognize the needs of our learners we can build and create more efficient designs.

Resources

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498

Edward Barrett. 21W.785 Communicating in Cyberspace, Fall 2003. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 7 Apr, 2015). License: Creative Commons BY-NC-SA

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