This
week’s application focuses on the use of Open Course websites for distance
learning. Resources for Massive Online
Open Courses (MOOC) present reusable courses, once conducted with a synchronous
group, in an available asynchronous format for curious learners to acquire the
knowledge desired. Open Courses may or
may not be linked to an instructor or tutor.
Learners signing up for courses within a designate time frame may have a
facilitator and peers for collaboration.
This review analyzes the course, Introductions
of Video Game Studies, found at MIT OpenCourseware. Fernandez-Vara (2011) designed the course which introduces “the interdisciplinary study of
videogames.” The analysis
responds to the following questions: 1)
Does the course appear to be carefully pre-planned and designed for a distance
learning environment? 2) Does the course
follow the recommendations for online instruction as listed in your course
textbook? 3) Did the course designer
implement course activities that maximize active learning for the students?
Pre-Planning and Design
First,
the designer appears to have eliminated most “trial and error preparation
(Simonson, Smaldino, Albright, Zvacek, 2012, p. 153)” for this Open Course by
considering the audience in the pre-planning process. Understandably, participants of the free
resource become ineligible for access to a professor or peers, feedback with
grades, and degreed credits. The
assignments consider that participants may not have contact with other
learners. One activity suggested
connecting with a peer or to find a non-gamer outside the instructional context
to analyze their experience. The activities
displayed opportunity for interactivity through the assignments. Prospect of collaborating in groups appears
fruitless due to the lack discussion forums, blogs, or v-logs and other
communication tools. The lecture notes
connect to videos and images of concept maps relevant to key elements of the
topic. The entire course may be
downloaded as an alternative working online.
Model Recommendation
Next,
in our textbook, Teaching and Learning at a Distance: Foundations of Distance Education, Simonson
et al. (2012) recommends following The Unit-Module-Topic Model. This model steers designers with consistent
guidelines for structured instruction.
Four guidelines were examined to explain this model: unit-module-topic, assessment, content, and
teaching. In the first guideline, a
semester equals 1 unit; a unit equals three to five modules; modules equal
three to five topics and every topic results in one learning outcome. This non-credit course does not state the
number of units and lacks a distinct separation of modules. It expands across 14 weeks with meeting two
per week for 1.5 hours. Lab sessions
occur periodically for 3 hours. Next,
the assessment guidelines used for grading also show an organized table
detailing percentages earned for learning outcomes. Plus, the course inserts links to
comprehensive expectations and hints handouts to reduce misperception of the final
product. Then, the online course
presents only three of the five components of multimedia: reading assignments, internet resources, and
graphics. Embedded videos, audio files,
presentation slides, and chat features could be added to enhance learning. Another disappointment comes with the
teaching guidelines. This model suggests
a teacher-student interaction via email, discussion posts, and progress reports
along with the coverage of one module per week.
The asynchronous format does not lend itself to teacher-student
interaction. Overall the course does not
follow the recommendations presented.
Active Learning
Finally,
active learning occurs when learners engage interactively with hands-on
manipulatives. The absences of authentic
assessments, goals, timelines, and inquiry results in the “kiss of death
(Simonson et al., 2012, p. 201)” for distance education. The Introduction
to Videogame Studies course certainly weaves engaging
activities where participants acquaint themselves with featured video games to
analyze focused elements. The course
considers the expert or novice gamer to spend 4 to 5 hours playing the
game. Participants familiar with the
game actively coach a novice. Those
unfamiliar with the game seek someone familiar with the tool to actively play
with as they gain experience in the learner’s role. The instructor expects students to share
novel points, not previously printed about the game. Similar to the assignment described, the
course incorporates engaging activities to maximize learning for students.
References
Fernandez-Vara, C., (2012, December). Introduction to Videogame Studies. Massachusetts Institute of Technology: MIT
OpenCourseWare. Retrieved from http://ocw.mit.edu/courses/comparative-media-studies/cms-300-introduction-to-videogame-studies-fall-2011/index.htm.
Simonson, M., Smaldino, S., Albright, M., &
Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance
education. (5th ed.)
Boston, MA: Pearson
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