Books/Courses thoughts

Books/Courses thoughts

Susan Jones -
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[Skip explanation of the stuff that got me here.]
     I'm helping put together an online course tho' it's not at all in my job description. Today I was looking at what the people officially doing it have, and it's got me reflecting on the difference between a book and a course. 
     Good grief, the first thing they have is "Goals and objectives," just like the beginning of lesson plans.  So much of the "course" looks like ... a math book... 
      So!   This weekend I"m going to muck around in Moodle making this a more welcoming experience 微笑   That's also how I'm compromising on "don't take work home with you" since the college will not have a Moodle version, but I can build my stuff, mindful of who owns what, in Moodle, and then bring it on over on Monday.  Time to pack things up and let the wind blow me home now 微笑 
     
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回复Susan Jones

Re: Books/Courses thoughts

Visvanath Ratnaweera -
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Hi

Sorry, I didn't get the point. Do you say a course should look like a book and the ones you found aren't? Or the other way around?
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回复Visvanath Ratnaweera

Re: Books/Courses thoughts

Susan Jones -
The other way around. It's not that the objectives are even bad, but should an online course be more interactive from the very beginning? THat's my hypothesis. Hello, duolingo? Pretty much any other website educational or not that wants to engage me?
THat said, I might just want to GET TO THE MATH (especially if I'm *me* and have seen so much stuff that doens't meet my needs, so I want to waste as little time as I can), so I think I may demur on "you can't do anything until you've done the survey."
(The objectives -- first half of them -- are: ) 
Whole Numbers

Objective 1 - Determine whether a math problem requires finding the whole through addition or multiplication, or a part through subtraction or division.

Objective 2 - Perform the addition, subtraction, multiplication, or division necessary to solve problems with accuracy.

Objective 3 - Communicate solutions effectively in quantitative terms
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回复Susan Jones

Re: Books/Courses thoughts

Marcus Green -
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"specially if I'm *me*"
I feel it is best to design courses on the assumption that the students are not me or indeed you. Many teachers are "good students" which is why they became students. On average students are not "good students" by comparison with with someone who has become a teacher. Having said that I had the teaching super power of never being a very good student and thus assuming my students needed be constantly coaxed into paying attention to the subject.
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回复Marcus Green

Re: Books/Courses thoughts

Susan Jones -
The rest of the sentence ("and have seen so much stuff that doens't meet my needs, so I want to waste as little time as I can") isn't related to being a "good student..." but more related to "most stuff that they say works really doesn't."

I just took a look-see at an adult ed product that did exactly the same thing -- started with objectives -- then had a short, sweet, entirely procedural video with 3 simple examples solving 2 equations and an inequality with small whole numbers... then "study" had the student doing multistep equations with integers, exponents... and the "explain" key had them substitute the solution in for the variable and show you that it was true. Yea, that's appropriate for our students who didn't get a high school diploma preparing for the GED test! <sarcasm>
    It came with a return shipping label and yes, they'll get it back soon...
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回复Susan Jones

Re: Books/Courses thoughts

Dennis Mix -

Just a quick thought off of the top of my head. Take a look at the ADDIE model. Next, maybe take a look at Khan academy. You might be creating great work that another has already accomplished.

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