- Learning objectives are measurable/demonstrable via an assessment in an online course.
- Learning objectives reflect real world requirements, taking into account regulatory, industry, and instructor objectives.
- To the extent possible, learning objectives represent practical, meaningful tasks from the learner’s perspective.
- Near the beginning of each lesson, learning objectives are presented conversationally in terms of benefits to the learner, or “WIIFMs” (what’s in it for me).
- During the WIIFM presentation, learning objectives may be combined and condensed for the learner, but all learning objectives for the lesson are covered in the WIIFMs.
Organisation, Structure Modularity
- Course content is broken into easily consumed, logically organized chunks: Modules (≈ 2-4 hours in length), Lessons (≈ 45-60 minutes in length), Topics (≈ 15-20 minutes in length), Slides (≈ 20 seconds – 8 minutes in length)
- The name of each module, lesson, topic, and slide is unique and clearly indicates the content covered.
- “Special issues” that might be appropriate for some audiences and not for others are pulled out as separate topics, lessons, or modules, as appropriate.
Content & Writing Style
- Content is accurate.
- Content is complete and appropriate, given the target audience, learning objectives, and stated regulatory requirements.
- Thought progression is logical and organized.
- Writing level is appropriate for the audience. For a general audience, readability should be 8th grade or less on the Flesch-Kincaid scale.
- Use of jargon is relatively limited and appropriate for the audience.
- Writing sounds natural when read aloud.
- Writing is error-free, in terms of spelling and grammar.
- Content has not been plagiarized.
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The report, Innovating Pedagogy 2014, is the third annual report concerning technological trends that could revolutionize education. It suggests that the next step in the world of MOOCs is to introduce massive open social learning.
“Recent Moocs have taken an instructivist approach, with course materials created by a university and delivered by video and text…it can be a lonely experience,” it says. “There is more that can be done to engage people as active learners, sharing their ideas and discussing their different perspectives as they learn online.”
Mike Sharples, a co-author of the report and chair in educational technology at The Open University Institute of Educational Technology, said the the big question to be answered is to find out “what sort of pedagogies get better as you scale.”
“If you can manage learning so that people are really connecting with others’ perspectives, then the more people there are, the better the learning gets,” he theorised.
Silicon Valley startup Coursera is beginning to consider offering its users the option of engaging in intimate online discussions with the university professors that teach their MOOCs, much in the same way as Google Hangouts operates.
“Down the road, we’ll probably go to a premium layer that you could pay for that would give you live interaction with a professor by video or something like that—a seminar within a MOOC,” CEO Rick Levin told WIRED.
The company currently runs 845 MOOCs through 128 universities, with the goal of increasing those courses with direct discussions.
While the courses are free to take, Coursera makes its money by charging users for certificates that show they have completed a course. Levin said that users will also be charged to participate in the online video seminars with professors. “We think higher-touch interaction will appeal to some people,” Levin says. “It’s a way to get some money out of the lifelong-learner population, as opposed to the career builder.”
Meanwhile, universities across the country are participating more and more in the world of MOOCs. Cornell University recently expanded their online program to include four more programs.
“We want to engage our faculty in efforts like this to want to continue to offer four each year,” says Joseph Burns, dean of the University Faculty at Cornell University.
The university offered its first four online courses last spring, enrolling over 55,000 people worldwide.
- See more at: http://www.educationnews.org/online-schools/open-university-online-learning-must-be-collaborative-social/#sthash.TfAbyhUs.dpuf
Online education has been receiving significant attention in the United States. The explosive growth of this segment of education, even during a recession, is nothing short of spectacular. It clearly indicates to the world that there is a fundamental
shift in how Americans are being educated after high school. The flexibility, lower cost and variety of choice are just a few reasons about why online education has become an essential component of today’s education system.
Degree Scout published an infographic that gives you a better idea of the scope, impact, and future of online education. The following are a few important things I’d like to bring to your notice.
Types of Online Education:
Online education: It’s a course where most (80+) or all of the content is delivered online. They typically have no face-to-face learning.
Web Facilitated: 30-79% of content delivered online.
Blended/Hybrid: 1-29% of content delivered online.
Traditional: Course in which no online technology is used. Content is delivered in writing or orally.
Size of Online Education:
96% of traditional universities offer at least one online-only class.
17% growth rate for online enrollments far exceeds the 1.2% growth of the overall higher education student population.
Over 4.6 Millions of students were taking at least one online course during the fall 2008 term.
More than 50000 searches are done each month for the key word “Online Universities”.
A college education is a must. While there are many brick-and-mortar institutions, a degree from one could cost you more in the end. One economical path to higher education is through an online university. The How Online Universities Can Save You Money Infographic presents how an online education could be best for your time and your finances.
Online Education Saves on Tuition
2013-2014 Average annual tuition at:
- An in-state public university: $8,893
- An out-of-state public university: $22,203
- A private non-profit university: $30,094
- Ashford University Online: $13,100
Online Education Does Not Require Room and Board
Living in your own place off campus is comparable with living on campus at a public university and you could save a bundle by avoiding the campus housing of a private university.
- Average annual cost of room and board on campus at a public university: $ 9,498
- Average annual cost of room and board on campus at a private university: $ 10,823
- Average annual rent for a student living off campus in a shared apartment: $ 5,987
- Average annual cost of utilities per person in a shared apartment: $ 425
- Average annual cost of Internet and cable per person in a shared apartment: $ 193
- Average recommended cost of food per year: $ 3,271
- Total average annual cost of living off campus: $ 9,876
Online Education Works on Your Time
School class schedules can be difficult to navigate. You must commute to class (from home or campus), wait until the scheduled start time, head to a different building for another class, and then walk to your dormitory or parked car. If you live off campus and drive to school, there is the additional aggravation of fighting traffic in and out of a crowded area.
The benefits of teaching online? Simple: Flexible hours; work from almost anywhere; greater student diversity; growth industry; more control over what you teach; global network of colleagues; personalized instruction; larger pool of students; easier and cheaper to share content; small investment to get started.
But what factors are most important to consider when teaching an online course? While more and more teachers are discovering the benefits of hosting such courses (in addition to teaching in traditional classrooms), many lack experience in online education and aren't sure how to get the ball rolling.
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