2. Course Reviewed: IT7130,
Facilitation of Online Learning
Due to the limited experience in online
learning AND the diverse background of
group members in professional experiences,
we have decided to observe and renovate
IT7130, as it is a course with which we are all
familiar.
3. Current Learning Environment
• Online course, content and activities
presented via Blackboard
• Largely asynchronous
• Graduate level, required course
• offers flexibility in accessing course
materials for students
• Purpose is to guide students to effectively
plan, prepare and create, and implement an
online course to other learners
4. Current Course Design
• course navigation tabs include items such
as: course documents, assignments,
discussion boards, wiki, tools, etc.
• assignments consist largely of various group
work
• individual assignments include discussion
participation, course readings, reflective
blogs (6), tools activity, and special topic
presentations
5. Areas in Need of Improvement -
Teamwork vs. Individual Work
• too much emphasis is placed on group work
over individual work
• not enough of a comprehensive evaluation
system of group work (only the CRP offered
members an opportunity to evaluate each
other on participation and input)
• It is difficult to coordinate schedules and
learning styles with so much group work
• There is definite value to the group work
assigned, but a more comprehensive
6. Areas in Need of Improvement -
Better Turn-Around Time for
Feedback
• Pedagogically speaking, feedback is a vital
part of student growth and the learning
process, and is directly tied to student
performance
• Currently, there is far too little feedback
offered from the professor on student
performance on graded assignments
• A reasonable timeline must be created,
communicated, and implemented to ensure
timely feedback and student growth
7. Areas in Need of Improvement -
Communication from Professor
• Communication is key for all parties if an
effective and efficient classroom and
learning environment is to be established
• Currently, it is too difficult at times to get
communication from Professor -
communication is sporadic
• Lack of communication causes frustration for
students and a lack of understanding of
expectations
8. Areas in Need of Improvement -
More Explicit Instructions
• Explicit instructions are vital for the
understanding of all learners, regardless of
age or level
• If instructions are too vague, there leaves
too much room for misguided and multiple
interpretations of a given assignment,
especially with heavy group work, causing
frustration
• Special Topic is especially important to be
explicit, as classmates are largely grading
each other, and so they must all be on the
9. Areas in Need of Improvement:
Organized Layout
• Information files must be consolidated into
fewer folders in order to allow ease of
accessibility
• Course direction is necessary in order for
students to stay updated on course
materials, readings, and assignments
• When a course is organized and students
have an understanding of what is expected
of them they are able to work at their own
pace, increase understanding, and therefore
meet expectations.
10. Areas in Need of Improvement:
Delivery of Materials in Relation to Diverse
Learners
• Initial learning is done independently with no
opportunity for the learner to clarify any
misunderstandings. An improvement would
be to make a screencast or powerpoint
available to provide learners with the chance
to reflect on each unit.
• Even in online learning individual learning
needs must be addressed.
11. Modified Activities:
Assessment of Participation in Special
Topic Activities
• The special topic session cannot succeed without the learner's
participation and support. If there are some peers who do not participate
as the facilitator required or hoped, it is unfair to ask the facilitator to take
the responsibility of making an “unsuccessful” presentation and have non-
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participating learners evaluate the facilitator.
Therefore, we suggest that the assessment of the special topics be altered
and more comprehensive. We may divide the credit of ST as two parts,
one goes to participation credit, the other goes to the facilitator credit. This
can be subdivided into two subgroups further: one part is based on how
the facilitator presented the special topic to participants, whether she or he
provided enough materials, and whether these materials are related to the
topic. The other part is decided whether the facilitator can guide the target
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learners well.
There should also be an additional section set aside on the evaluation for
facilitators to take note of an non-participating members so that their
evaluations may be thrown out or reconsidered by the professor.
12. Modified Activities:
Clear Classification Between Assignments
and Reading Materials
• One of the graded assignment “Technologies,
Tasks, and Learners Activity (the Tools activity)”
did not appear under assignment thread but in
the reading materials section.
• This can be a source of confusion and an
opportunity for missed points for students.
Students do have the responsibility to read the
learning materials each week, yet with clear
definition of what are assignments, students
would be more goal-oriented, and , thus, more
successful. We think it would be better for the
instructor to state all assignments clearly.
13. New Activities:
Videostreamed Conferences
• A beneficial learning activity that could be incorporated
into this course is videostreamed conferences and
events found in phase 3 of the R2D2 Model
• . Assignments could cover either live or recorded video
conferences where students have the opportunity to
experience professional development while reflecting on
key course concepts (Bonk & Zhang, 2008).
• This is beneficial for visual and auditory learners
because they are able to listen to and view the
conference, while reviewing course concepts. After
students review the conference there could be a
facilitator or student lead discussion, or student could
create a blog post to reflect on material learned.
14. New Activities:
Digital Storytelling
• Another activity that is appropriate for IT 7130 based on the
R2D2 model found in phase 4 is digital storytelling on a
specific course topic. Digital storytelling allows an individual
to apply text, videos, pictures, and sound (Bonk & Zhang,
2008).
• Therefore, this is appealing to hands-on learners. Student
could use this as a platform for online instruction to
showcase other technologies FIT’s could use to facilitate or
to cover key course concepts.
• Students could then share their storyboard with the rest of
the class. It would be beneficial for learners because they are
being exposed to different viewpoints in a hands-on way.
Students could also be allowed to comment on each other’s
storyboard to provide discussion and feedback.
15. New Activities:
Summary of Course Discussion
• In relation to Gilly Salmon’s 5 Stage model a possible
activity during the stage 2 of online socialization is the
facilitator summarizing course discussions. This could
be completed in a blog or on a discussion board.
• This is beneficial because it would reiterate key points
covered. This would also offer a collection of multiple
perspectives, allowing the student to be open-minded
and broaden their understanding of the topic.
• Students could then post any additional questions they
might have. The student could also refer back to this
later in the course to aid in understanding
16. New Activities:
• Another possible activity based off of the 5 stage model
is in stage 5 of development in which learners are
encouraged to relate the skills and information they are
learning to their own area of work.
• For example, with the different interactive technologies
students are being exposed to during the special topic
project, students could create a blog or discussion post
explaining how or if they could use this technology in
their own line of work.
• Also, if they have experience using it or even want to
implement it into their work, provide an explanation of
success or failures.
