BRIGHTER, BOLDER, BETTER?Perennial Course Design Dilemma Uniformity will get you if you don’t watch out!!
Pressing Concerns in the ALN Landscape • Asynchronous Learning Networks (anywhere, anytime But do it our way) • Accessing new ‘markets’ • Cost effectiveness and efficiency (‘equity policy and market imperatives’) • Content-Quality (“enrich and update”) • “You can’t have two, without the third”
Content - Quality: Critical Dimensions • Explicit Objectives • Affective Learning • Texan Targets [Exhibit 1]
Counterproductive Tendencies: in ALN Delivery • IT isn’t EDU • ALN Quizzes: Make work or Educate? • Efficiency Aims- downsizing, technology substitution • Effort(less) People • Quality Costs, but Bad Quality Tarnishes! • Anathemagenic Activities
Time to Assess the ALN Situation • Up, sideways or down the slippery slope? • Access Politics- Entry Practices? • Accountability: End without Meaning • Quality Assurance: Essential but in danger • Assessment Framework- WHO, HOW, NOW
Developing an ALN Course Assessment Model- Stage 1 • Start with Definitions and Exemplars • Three Web-based Teaching examples • Cecil(C), Real World Physics(RWP), and Mike’s Bikes(MB) [Exhibit 2]
Stage 2- Identifying Critical Quality Criteria • Parameters: Ethical, Contract, Process, Content, Monitor • Using the Quality-Content Model to evaluation exemplar situations • Results from the appraisal of (C), (RWP), and (MB) • Note: You can’t judge a book by its cover!
Sustaining Learning Quality • Priority 1- Recognize Peer Assessment role in maintaining Quality of Content • Priority 2- Develop and agree on an ALN Course Assessment Model (ACAM). • Priority 3- Find ways to ensure ACAM use becomes standard practice. • IF YOU VALUE LEARNING, STAND UP AND START ASSESSING!!
Overriding Priority- PEAK LEARNING EXPERIENCE • Uniformity will rule if you don’t watch out! • What can YOU do? • : Design courses that are “so valuable that they make [student] life worthwhile by their occasional occurrence”.