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THE CONCEPTUAL DESIGN
This is an example of a modified template for assignment 3
Student’s assignments for the “Design a recording studio” online course demonstrate a sound understanding of the course product and content. Linking prior learning knowledge, an authentic learning experience (Jonassen1934. p35) and Blooms Taxonomy to provide the structure for formative assessment and learning, students were able to build and collaborate on creative ideas through online and F2F environments. The following example from the week 3 assignment “design a digital and analogue studio” shows evidence of higher order thinking and enquiry learning by the student:
Evidence of learning is clearly demonstrated in this example from a week 7 assignment which was supported by a graphic template. (Roblyer, 2006, p.42) The main objective was for students to enquire about how the audio conversion process works in a digital multi track recording studio. Students discussed and reflected on the type of USB A/D converters covered in week 2 of the course which helped them to understand how the process works using a different type of digital optical interface.
Relevant literature and discussion forums suggested that using a spread sheet could help with course management. This proved to be effective strategy.
Students Evaluations online
Mywebspiration usernames and passwords
Course forum participation and assignment monitoring
Weekly email reminders and updates
Component was added
Direct link to the course evaluations
At the end of the course students applied the knowledge they gained to complete an authentic task. The high quality of the work provided clear evidence that the students gained an in depth understanding of the course content and achieved the intentions of the online course. The pass rate and quality of work was much higher than those who used traditional methods.
The course provided the platform for learning in both the online and face to face environments producing excellent results. Comments from students who participated in the online course were very positive and most felt they had an advantage over the other students who weren’t participating online. Here is some student feedback about the online course:
The online course encouraged students to collaborate and promoted the use of higher order thinking skills. As a result, students gained a more in-depth understanding of the topic and produced a higher standard of work. Using these technologies motivated the students and enabled them to access, manage and edit their work from home.
Kamo High School