New Idea: How to determine if a course is onlineable?

I was preparing for a workshop about online training. The audience were teachers who never created an online material. I was wondering how can I tell them that not all courses could be converted to online courses. Then, an epiphany came. It is simple and based on known theories. But its uses are limitless.

The idea is to classify every course objectives into one or more of the following:
1- Behavior: if the objective encourages behavioral change.
2- Information: if the objective focuses on acquiring information.
3- Constructive: if the objective entices the learner to create their own knowledge.
4- Networking: if the objective aims at building knowledge through communicating with others.
5- Rhizomatic: if the activity is ...

oops... my son is calling be to drop him at work... I will continue later...

Stumbled Upon: Learning Theories

Just FYI: while doing my usual research, I stumbled upon this Learning Theories website that tries to build a repository of all learning styles and models. One nice feature is that it allows you to contribute to its content. Try it.

TEDx: An effective Teacher must be less helpful

Watch Dan Meyer video (11 min). He is advocating teaching Math in a new way where students define the problem. One interesting outcome he suggests is that teachers should be “less helpful”… How can being less helpful more effective in teaching!? Could this concept be applied in subjects other than Math? What are your thoughts?

Anas’ KWL

I have uploaded my KWL chart in Bubbl.us format on my site because EDDL 514 blog system does not support embedding. Let me know your thoughts by commenting here.

Michelle/Tracy: Is Bibbl.us format acceptable or do you still want me to publish a tabular form?

Anas' KWL

Below is a pubbl.us representation of my KWL chart

Berge’s Types of Interactions: Add Intrapersonal Interaction

Berge (1995) identified 2 types of interactions in learning: interactions with content and interpersonal interactions. I think we need to add a third one: intrapersonal interaction (i.e. self-reflection) since reflection is an essential learning activity that leads to understanding and appreciation (Boud, 1985; Schön, 1991). Otherwise, we will limit the learning to rote learning!

As such, I would like to paraphrase Berge’s statement to read:

An educator designs a course that is to promote higher order learning, such as analysis, synthesis, and evaluation, rather than rote memorization, it becomes important to provide an environment in which [the three] kinds of interaction [interaction with content, interpersonal interaction and intrapersonal interaction] can occur. (Berge, 1995, p.22).

Our online courses, like our classroom delivery, should include e-tivities that intice self-reflection as well as presenting suitable content and facilities for interactions among individuals.

Your thoughts?

References:

Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations From the Field. Educational Technology. 35(1) 22-30.

Boud, D., Keogh, R. Walker, D., (1985). Reflection: Turning Experience into Learning, Routledge Imprints.

Schön, D. A. (1991) The Reflective Turn: Case Studies In and On Educational Practice, New York: Teachers Press, Columbia University.