Design, Design, Design

Bates said that similar to real estate, where the important element in home selection is location, location, location. In online courses, the important element is design, design, design. Bates states that design drives "costs and effectiveness in a course." Logically, this would be a person's first thought that a well desinged course would have greater benefits in the overall success of a course in regards to quality and cost matters. However, many institutions are not willing to put forth the effort upfront to focus on the desing of a course prior to its go live period. There is still an underlying belief that if the course is already developed, then transferring this information to an online system is essentially easy.

In reviewing the information from module 5, there are many different factors to consider in the design of of an online course. One must decide if it will be delivered synchronously or asynchronously; if the course will use internet technologies, or another method to relay course information; also the type of interactivity used in the course makes a difference. In the design of a course, I believe that these components will have an effect on the overall outcome of the course.

An area that Bates touched on in chapter 8 of the text was the cycle of development in web-based learning. I found this argument interesting because it shows how elearning progresses through a university. First, there is an instructor/professor/lecturer, that looks to incorporate newer technologies in the course. Although this may not be the best solution, it is a step towards change which may not cost the institution much, but will open the door to the potential expansion of education. From this section, which Bates terms the 'lone ranger, the technology is slowly moved through the ranks of the university until it gets to the point that the univeristy decides to invest in the new learning venture and backs the technology. This appears to be a natural progression of growth for elearning, but Bates, then mentions another facotr. He states, "if teachers can learn all the skills needed to design, develop, deliver and maintain Web-based materials in such a way that the technology is fully exploited...then there is no need for the support of other professionals such as instructional designers, project managers and Web developers" (p. 173). Although this statement not only puts myself, and many others out of a job, it appears that this would be contradictory to the Lone Ranger idea. This idea would mean that the instructor would encompass all of these additional tasks, in addition to the normal teaching and research loads. I am not saying that this is not possible, however, it is burdensome on the instructor. The team effort I believe is necessary, to ensure that the overall design is benefical for all parties involved.

At this time, i think that i am talking in circles. for this reason, i am going to stop posting this message, return in the morning to clarify and move on to module 6 and the group project. Good Night.

At the End

The end of this course, is proving to be very trying for everyone in the class. There are perks of a course online, and there are some downfalls of the technology being used. Although, there is a great push at the end of the course, I want to make sure that I am able to document my thoughts for these final course modules.

During the end of the course, there were many technological and life 'glitches' that attempted to hinder progress within the course. However, everyone's dedication to the course ensured that the course continued to progress. During the discussion with Bates, there was extreme frustration on many parts, the technology system and the multiple assignments due at once. Luckily enough, the students persevered and the course was able to continue.

Although this time period was rather trying for me as a student, I attempted to continue with my course readings. It is difficult to keep up with all the readings, but an attempt was made. Therefore, the final posts this semester will stem from module 5 through the end. Although it is possible to continue to post on the system, they will not garner much of a response from the class, as they are delayed. However, in review of the material it did indeed trigger a lot of thought for me.

Thanks.

My Aha Moment

This is very late, and very much in hindsight, but very valid nonetheless. I have finally had my 'Aha' moment in this course (Economics of Distance Education). Granted, for a large part of this month I was sick and unable to think clearly, but something happened when I got better and was able to start my studies again. Everything started to click and everything began to make sense.

First, coming into this course, I figured that it makes sense to have an econonics of budgeting course in an distance education program, especially since this program can prepare its students to become director's of DE programs. However, while reading Bates, "Technology, E-Learning and Distance Education" I came across an idea that brought it all together for me. For a while, I thought that the technology of DE was a separate concept from the overall cost of the DE program. I thought that the cost factor of the DE program was similar to the cost factor of any other education institution. But, then, what was the purpose of justifying the technology, and deciding which technology would have the greater return on investment.

I am starting to think that it all comes down to justification. Why is so much research and emphasis placed on the newest technology? Why must the proponents of DE prove that this is an effiecient learning mehtod and worth the investment? Why must it be proven that it is worth the cost of investing in an LMS that costs a huge investment upfront versus using a free open source system or general blog open for everyone?

I am just now starting to connect the dots within this entire DE system. Granted, I am still at the early stages. I also hope that this weeks conference with the guest instructor Tony Bates will provide me with more insight.

More insights to come as more lightbulbs go off.