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Tuesday, 13 July 2004: 9:30 AM-10:30 AM | |||
Oceanic 3 (Walt Disney World Dolphin Hotel) | |||
A-13: Toward A Comprehensive Pedagogical Model For Web-based Education | |||
| Detailed Description: | Online courses typically evolve by functional addition not by content mutation guided by objectives and audience. Somewhere along the course evolutionary pathway there must be some mutations that mediate the transition from teacher-centered to learner-centered and from face-to-face to full web delivery. This presentation and discussion will illustrate our initial steps in creating a more robust pedagogical "roadmap" (model), the value of such a model, some early initiatives and next steps. | ||
| Presentation Format: | Paper | ||
| Topic: | Enabling learning: Effective instructional practices and flexible design models | ||
| Target Audience: | Course Designers, Faculty and Other Instructors | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | As instructors evolve their courses from face-to-face delivery toward full web-based delivery, many lack a basic understanding of web-based pedagogical alternatives applicable and appropriate to their course objectives and their audience makeup. As a result, instructors rely on their mentors, colleagues and local WebCT support staff for guidance, all of whom have various competencies with both WebCT tools and instructional design. Few instructors move directly from face-to-face to full web delivery and their forays into web supported course delivery (i.e. face-to-face courses with supporting materials on the web) result in few instructional design issues since the CMS becomes a content repository, not a learning system. Few instructors start out with the notion that they will be redesigning their course from the ground up but being reminded that the CMS can be more than a content repository, instructors evolve courses to include more tools layered on the previously structured content. Online courses evolve by functional addition not by content (functional) mutation guided by objectives and audience. Somewhere along the courseware evolutionary pathway there must be some mutations that mediate the transition from teacher-centered to learner-centered. The "Content Selection" models purported in the 1990's which focused on mapping cognitive pathways onto learning styles were a great first step but they lacked the multidimensional robustness necessary to span the facilitation spectrum from teacher-centered to learner centered. This presentation and discussion will illustrate our initial steps in creating a more robust pedagogical "roadmap" (model), the value of such a model, some early initiatives and next steps. | ||
| Session Leader: | John Morris Drexel University | ||
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