Tech Notes

When setting up an online learning experience, the instructional designer and facilitator should strive to build a learning community that encourages interaction, collaboration, and authentic application of concepts taught.  Central to community building is the online discussion board and opportunities for authentic assessment of student learning.

The online discussion component is one essential element of community building.  Through the discussions, which include meaningful instructor feedback, the learner is able to build upon his or her own interpretations of learning concepts, applying critical thinking and synthesis of information.  As an online learner, I feel that online discussions have contributed significantly to my acquisition of knowledge by providing opportunities to learn with and from classmates, and to gain background knowledge from research-based resources.  Additionally, skilled instructors have enhanced the online learning experience through strategic facilitation of discussions and feedback. 

Online learning communities can be sustained through ongoing communication and feedback between learners, the course material, their peers, and instructor.  A skilled instructor is able to tap into various learning approaches, drawing out the reluctant learner, and channeling the energies of the engaged learner so that there is an equitable contribution amongst learners. As Boettcher & Conrad (2010) suggest, it is important for instructors to understand their audience in order to build community, which, in turn, results in greater learner engagement.

In order to build community, a solid instructional design must exist, which includes ice breaker activities at the beginning of coursework, whereby  learners get to know each other, and activities throughout the various phases of the course that gradually move the learner toward greater ownership of the learning process.  The learner’s role moves toward roles that include more authentic activities, such as examining case studies and synthesizing concepts learned from week to week.

Boettcher, J. V., & Conrad, R.-M. (2010). The online teaching survival guide: Simple and practical pedagogical tips (1st ed.). Jossey-Bass.

Plagiarism, or the unauthorized use of material without giving proper credit, has always been a concern in academics.  While plagiarism occurs no more frequently in the online environment as it does in face-to-face, concern about plagiarism, in general, has increased due to more widespread use of the Internet, which provides easy access to copying and pasting.  Moreover, it is important to maintain academic integrity, by taking measures to ensure that students are, indeed formulating their own thoughts through meaningful reflection, as opposed to simply taking credit for the work of a different author (Jacoy and DiBiase, 2006). I tend to side with Paloff and Pratt (n.d.), who express doubt that students set out to cheat or plagiarize, but instead, may lack proper knowledge about what constitutes plagiarism.  For example, I was shocked to learn recently that even use of one’s own work from a previous course, can be considered cheating, in some cases.  This is one example in which a student might inadvertently violate academic integrity, and can be addressed by educating the student on academic policy.  In addition to clearly defining plagiarism and cheating, instructors can take other specific measures, including using plagiarism-detection software and designing assessments to help prevent academic dishonesty.

A plethora of plagiarism-detection software is available, including Turnitin, Mydropbox, PAIRwise EVE2,  WCopyFind, CopyCatch, GLATT, and a host of others.  The following link provides a “Top 10″ review of the most widely used plagiarism tools:  http://www.justfitstudio.com/articles/plagiarism-detection.html  In addition to using one of these tools with student-submitted work, instructors can design assessments in a way that promotes reflection, application, analysis, and synthesis of information.  For example, rather than restrict quizzes to online multiple-choice formats, more authentic assessments involving application of knowledge, and which encourage student collaboration, are recommended.  As Paloff and Pratt (n.d.) discuss in their video lecture on plagiarism, we do not live in a vacuum that restricts us in the real world from drawing upon resources, and therefore it is useful to design assessments that reflect collaboration.  I propose to use this same rationale when assessing students online.  Adult learners, in particular bring with them such a varied and rich background knowledge that it is important to allow them to apply knowledge in a way that connects to and builds upon their current knowledge.  It is from this premise that I would design assessment activities.

References

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1-15. Retrieved from the Walden Library using the Education Research Complete database.

Just Fit Research Team (2011). Retrieved from http://www.justfitstudio.com/articles/plagiarism-detection.html

Palloff, R., & Pratt, K. (n.d.). Plagiarism and Cheating [Video]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=5871191&ClientNodeID=984650&coursenav=1&bhcp=1

When establishing online learning, key components must be in place, including technology tools, clearly communicated learning objectives, and an organized plan for learner interactivity.  As such, an instructor might ask the following three questions to guide the launching of an online learning environment:

1. What is the significance of knowing the technology available to you?

 R. E. Clark (2000) believes that all instructional technologies (e.g., the instructional strategy or method) can be effectively delivered by an online or distance education delivery medium. According to Clark, the technology system is the vehicle by which instruction is delivered. Davidson and Shivers list several instructional strategies that require specific technologies for effective delivery, including 1. Direct instruction through presentations using text, audio, multimedia, streaming audio/video lectures, etc. Instructors who are aware of students’ learning styles can customize instruction to match their preferences. If a group of students tend to be hands-on learners, trying to teach mechanics of a technical application online b having them read it will not result in learning. Traditional classrooms provide face-to-face classroom instruction. New technology has not replaced traditional instruction, however, new training technologies can be blended with face-to-face instruction to maximize learning. 2. Elaborate on the content by using explanation and examples and non-examples with graphics and text-based descriptions. 3. Case studies or problems. 4. Project-based learning, inquiry-based learning, tutorials, etc. 5. Simulations and games. 6. Interactions with experts, discovery learning. 7. Collaborative, cooperative, competitive, or independent learning situations. 8. Demonstrations. 9. Modeling. 10. Reading assignments or reviewing Web sites. 11. Library and Web searches for information. 12. Student-led presentations or discussions.

 2. Why is it essential to communicate clear expectations to learners?

This step is required to ensure that students know what is necessary for them to be successful in completing the course. The expectations should include the following:

1. Specific objectives and milestones
2. Specific action steps and relevant details
3. Schedules
4. Resource requirements and sources
5. A communication process
6. Review, monitoring, and mid-course correction procedures
7. Accountability procedures

3. What additional considerations should the instructor take into account when setting up an online learning experience?

Because the level of student engagement is central to learning, instructors should look for ways to design quality interactivity.  A huge amount of research has been conducted on interactivity, and there are many resources available on the topic.  Instructors might access  research findings as well other guidelines and standards by doing a basic Google search on the Internet, by joining professional societies related to training and instructional design, by searching through periodicals at a local college or university library, by looking through the references sections of related textbooks, or by searching through a myriad of other resources.

 In addition to focusing on learner interactivity, other considerations include analyzing the learner and developing instructional and evaluation strategies.

 References:

Clark, R. E. (2000). Evaluating distance education. The Quarterly Review of Distance Education, 1(1), 3-16.

Dabbagh, N., and Bannan-Ritland, B. Online Learning: Concepts, Strategies, and Application.

Davidson-Shivers, G & Rasmussen, K. (2006). Web-based learning: Design, implementation, and evaluation. New Jersey: Pearson.

In the book  ‘Powering Up,’ Barrett and Greene refer to the term “scope creep” when speaking of a project that grows and grows due to failure to clearly define the scope at the outset (Barrett et al, 2001).  It is important to identify one’s scope, so as not to fall into a state of flux of constantly adding to or modifying my scope.  I recently witnessed a situation in which scope creep became evident and required a few key steps to reign the project back in.

Evidence of Scope Creep

The original project’s scope was abandoned due to the perceived need for the client’s requests to be met, regardless of whether they fit the original plan or not; this included fixing problems that appeared to be unassociated with the goals of the current project.  Measure devices for the project were not clear, so it was difficult to tell whether requests were indeed outside the immediate scope of the project.  Also, the relationship of the project manager and client were more of a retainer relationship than a project relationship, meaning the project manager was afraid of losing business, and therefore reluctant to say no to unreasonable requests.

Addressing Scope Creep

A few key measures might have adequately addressed the issues of scope creep that occurred, perhaps the most important being to establish clear objectives and tight measurement.  The tighter the objectives, the less chance of scope creep occurring.  Another solution would be to have disengagement mechanisms in place to ensure that once the project’s objectives were met, even if completed earlier than the estimate, that the project is finalized.  This would occur in the form of final management briefings, delivery of project summary information, and so on.

REFERENCE

Barrett, K. & Green R. (2001). Powering up: how public managers can take control of information technology. Washington, D.C.: Congressional Quarterly

Post your interpretation of the message as it was delivered in different modalities.   Pause after receiving the communication in each modality, and reflect upon what you interpret the message to mean. Think about the content and tone of the message. Record your interpretation of the message after receiving it in each modality. Then reflect upon the experience by considering the following: , pointing out what, if anything, changed about your interpretation from one modality to the next.

I recently developed a training module called Blogs as Learning Tools.  The training was designed to introduce a group of 3^rd grade teachers to the process of setting up and maintaining a classroom blog to extend student learning. The adult learners of this module were to demonstrate these competencies by setting up and maintaining a grade-level classroom blog for 3^rd grade students.

At the conclusion of the module, learners collaboratively set up a grade level blog to include at least one blog post with an embedded educational link, and received instruction on how to edit and approve comments. This summative assessment aligned specifically to the three established instructional objectives, as the learners applied their skills to real life tasks.

Highlights of the training included sharing in the excitement of teacher enthusiasm regarding extending student learning beyond the classroom via a grade-level blog.  It was quite an experience to develop an avenue for students and parents to interactively engage in extending academic opportunities.

Challenges included dealing with inclement weather, which altered the training schedule, but which provided an opportunity for teachers to engage in self-paced learning.  Also, with teacher workloads at a high during that time of year, and with the primary focus being on preparing students for the spring state (TCAP) test, it was essential to tie the training in to the teachers’ existing goals.  As Morrison points out in “Designing Effective Instruction,” it is important to “recognize that systematic planning can make an important contribution to education or training (Morrison, 2007).  As such, the “role of the instructional designer varies between consultant and proactive designer and leader.  This role is affected by the time frame of the problem, the form of instructional delivery, and the resources available. Economic and time constraints also influence the amount of instructional design a designer can contribute to a project (Morrison, 2007).  It was essential to keep these factors in mind when employing flexibility in facing the above challenges.

To further address successes and challenges, I developed a trainee evaluation form, much like the Post Mortem review questions recommended by Greer (2010), to assess the project’s success. While the learner commitment and evaluation ratings were both excellent, it was noted that the learners might have benefited by being exposed to additional blog sites.  Also, while the session was completed within the anticipated time frame, it was pointed out that time might have been saved by limiting the blog design options to only a few choices. Also, the evaluation process might have been even more helpful, had I held a meeting to discuss the findings in order to avoid repeating any identified shortcomings.  This omitted step might have been handy for developing future training.

References:

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

 Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2007). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

According to McFarlane (2011), while we have been wholly accommodating and technology-friendly as a society, there are still many controversial debates and philosophical contemplations and questions that emerge. These controversies stem from misconceptions that students who attend virtual schools lose their ability to engage in social interactions and build social skills, that the curriculum in virtual schools is not as challenging as it would be in traditional brick-and-mortar schools, and that virtual schools have poor quality and lower standards. In addition, McFarlane (2011) believes many have failed to see virtual schools as complements as well as alternatives to traditional schools, rather than replacement, and this fuels opposition and negative perceptions of virtual schools.  The idea of a complemen­tary relationship between virtual and traditional schooling, as opposed to an either or modality, is supported by the research of Lowes (2008), who studied the impact of virtual teaching experiences on teachers’ pedagogical practices, and the changes they reported making in their classrooms, once they returned to the traditional set­ting.  The findings suggest that “giving more teachers the opportunity to teach online, as well as deliberately encouraging those who do teach online to share what they have learned with their fellow classroom teachers, provides an opportunity to strengthen teaching in both environments.”  Embracing such a perspective contributes to meaningful reflection regarding ways in which instructional designers and facilitators can promote distance education as a valid means of reaching the ever-evolving learner of today. To reach these learners involves looking ahead and constantly finding ways to improve distance learning effectiveness, thereby raising societal confidence.

 Future Perceptions

As new technology makes consistent gains in popularity, the use of elearning tech­nologies is expected to increase dramatically in the next decade.  As stated by Simonson, et. al (2009), “students of all ages are engaging in distance education.  As more technology resources are becoming available to educational settings, more students are becoming more involved in learning at a distance.  There are similari­ties among the learners, but differences do exist and those differences need to be addressed when planning instruction.”  Developing the strategies necessary to teach and learn online successfully requires an understanding of learning styles and how they may be best addressed in the online environment.  Content ought to be presented using various technologies and formats.  In the future, student products will often involve products based on new forms of media” (Dede, 2005).

 How can an instructional designer, be a proponent for improving societal perceptions of distance learning?

 As the use of technology to communicate becomes more readily accepted, and as individuals become more familiar with the various tools available to bridge geo­graphical distances, societal perceptions of distance learning will inevitably change (Laureate Education, Inc.) Still, it is important that instructional designers of dis­tance education courses do their part to achieve effective distance education outcomes, thereby contributing to more positive societal perceptions.  Sound instructional design is integral to this process. To design an effective online course, the instructional designer must understand the motivation, goals, and level of understanding of entering students. He or she must develop clearly defined goals and objectives built on knowledge of entering behavior. Objectives should be designed to produce behavioral change, and planned to generate application of knowledge.

Distance learner characteristics, needs, and expectations, all influence motivation to learn, and ultimately learner success, and therefore should be taken into consider­ation when designing and facilitating any learning environment.   In addition to factors that should be considered for designing effective instruction in general, several unique elements exist when considering the diversity of the distance learner. When planning online instruction for the distance learner, factors of diversity to consider include differences in age, experience, attitude, general abilities, prior knowledge, personal responsibilities, and learning styles.  In order for an instructional designer to be a proponent for improving societal perceptions of distance learning, she must consider these factors.

 Final Thoughts: An Impetus for Improvement

In considering factors of diversity, as well as prevailing perceptions of distance education, I have increasingly come to realize how distance education has become integral to the learning process of a wide spectrum of learners, ranging from young children to adults (including myself and the students I currently teach online). From the standpoint of an online instructor, as well as an instructional designer, this realization calls for addressing perceptions of distance learning as well as combining best practices in education with sound instructional design principles, to meet the needs of diverse learners.  To accommodate diverse learners, and thus to be a positive force for continuous improvement in the field of distance education, I will keep in mind that the skills and knowledge that are necessary to be an effective instructional designer or online instructor include the ability to extend the know­ledge, skills, and experiences of the student.  To achieve this, I will encourage stu­dent-teacher interactions and develop independent learning activities.  Moreover, I will apply what I have learned in this program to future design projects, such as training more teachers and students to use various technology-based tools to enhance student learning.  I envision student-led technology teams within schools, promoting innovative learning beyond traditional classroom methods.  While pur­suing this vision, I will keep in mind the importance of clear and open communica­tion between myself and all stakeholders, and adherence to a strategic design process which includes critical elements of analysis, design, assessment, and evaluation. 

 References:

 Dede, C. (2005). Planning for Neomillennial Learning Styles. EDUCAUSE Quarterly, 28(1), 7-12. Retrieved from EBSCOhost.

 Laureate Education, Inc. Walden University. (2011) “The Future Of Distance Education [Video Webcast]. Retrieved from:

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1

 Lowes, S. 2008. Online teaching and classroom change: The trans-classroom teacher in the age of the internet. Innovate, 4(3). Retrieved from http://www.innovateonline.info/index.php?view=article&id=446

 McFarlane, D.A. (2011). A comparison of organizational structure and pedagogical approach: Online versus face-to-face. Journal of Multidisciplinary Research 8(1), January 2011, 1-43.  http://www.thejeo.com/Archives/Volume8Number1/McFarlanepaper.pdf

 Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2009).  Teaching and learning at a distance:  Foundations of distance education. 4^th ed.  Boston:  Pearson.

Converting to a Distance Learning Format

In order to convert a traditional face-to-face program to a distance learning environment or even a blended learning class, an instructional designer must first consider what differentiates online learning from face-to-face learning.  An important point to consider is that one cannot directly convert traditional training to online training simply by dumping information from face to face training into a web format.  Rather, the Equivalency Theory posits that the online learning environment needs to be equivalent in achieving the same learning outcomes as traditional learning.  A variety of equivalent instructional approaches should be provided for students (Solomon et al., 2009).  In determining which instructional approaches will be most effective, the instructional designer should engage in preplanning strategies, which take into account differences between distance learning and traditional methods; he or she should then plan a structured course delivery, using a Course Management System (CMS); and the facilitator and student roles must always be a factor, when planning for interactivity, engagement, and thus effective distance learning.

Preplanning Strategies: Considering Differences in Course Delivery Methods

There are four key differences between traditional and online facilitation (Piskurich, n.d.). It is important to be aware of these differences as you plan your online or blended class.

1. Online is more difficult to know what your learners are doing and how they are doing. Connecting with them is even more important.

2. Activities and applications are the heart of an online course.

3. Content is critical, but in the end it’s the activities that will help students learn the content.

4. You must build time into the implementation phase to think about and practice the role you will play in facilitating the online portions of your class.

Matrix: Distance Learning Models

Keeping in mind the distinct characteristics of online learning, the instructional designer structures the online learning, usually with the aid of a course management system (CMS).  a  CMS will provide the online tools needed to facilitate student activities and online discussions. There are many free CMS choices available such as Ectolearn (www.ectolearning.com ), Moodle (www.moodle.org) and Lecture Share (www.lectureshare.com).  Once a CMS has been selected, it is time to decide what activities, assignments and other parts of the coursework should be face-to-face and what should be online. You need to consider your learners, the content, the method and materials, and the environment, including the technology (Simonson, 2009). Each of these components must interact both efficiently and effectively to produce quality learning experiences.

Consider the following bulleted items as you are considering the online portion of your class:

• The focus of the instruction shifts from classroom lecture and presentation to visual presentations, engaged learners, and careful timing of presentations of information.
• Illustrate key concepts, or topics, using tables, figures, and other visual items.
• Plan activities that encourage interactivity. The students may require some training to participate actively in online activities.
• Plan activities that allow for student group work. This builds and supports a social environment. You may want to present case studies which the students could discuss and collaborate on a solution.
• Be prepared in the event technical problems occur. Discuss with students ahead of time alternative plans in case there is a technical problem to avoid confusion and loss of class time (Herring & Smaldino, 1997 as cited by Simonson, 2009).

Assuming the students do not know one another,  the first week of class is a good time to use an ice breaker or self introduction activity. You could have each student provide an online introduction of themselves in the blog or discussion area of your class. Use this activity to allow students to form a connection with one another.

When selecting your content you should follow this guideline. It may be necessary to reduce the amount of information delivered and to increase the interactive value of the learning experience (herring & Smaldino, 1997 as cited by Simonson et al., 2009).  Some of the content that had been included in your traditional class format might need to be reduced or deleted. Make sure the instructional goals and expectations are clear and they should be defined and shared with your students

 The Threaded Discussion

“The threaded discussion is one of the most powerful techniques used in distance education” (Simonson et al., p. 186).  Online discussions provide students with the opportunity to improve and apply critical thinking skills and enable students to form a community with their fellow learners. The facilitator’s role in threaded discussions is to read each post and evaluate the quality of the scholarly responses. The facilitator can expect to respond to about 1 of every 4 posts by students as a general rule of thumb.  This can become less as the course progresses and students begin to teach and learn from each other.  (Simonson, 2009). Throughout the discussions, the facilitator can promote engagement by adding additional questions to consider and providing additional resources.

Roles of the Facilitator and Students

The Facilitator

As the instructor of an online course, your role is more facilitator than trainer. To allow your students to be actively engaged in the online segments, you must not be the lead presenter. Rather your role as a facilitator is to monitor their online activity, make sure they are engaged, and keep them on task with the discussions and assignments.

As the facilitator follow these tips for your class to be effective.

1) Thoroughly review the lesson plan and know how the material will be taught and what problems the students will work on.

2) Learn the software that you and your students will be using

3) As the instructor, make sure you are prepared and not fumbling through the lesson plan as you are attempting to teach it.  Nothing loses the students attention faster (Psikurich, n.d.)

4) You must participate in all synchronous and asynchronous discussions, constant monitoring the discussion and following the student progress

5) Show the learners that you care about their success

The Students

“They [students] will need to be motivated to participate and to engage in the types of learning experiences in which they may have little experience” (Simonson, Smaldino, Albright, & Zvacek, p. 162).  Provide an opportunity for collaboration for the students.  “Although many distance students are cited as being independent learners, they derive value from collaborative experiences… working together creates a richer learning experience for the individual participant”  (Simonson, Smaldino, Albright, & Zvacek, p. 165). However, the students need to take responsibility for their own activity and learning in the class. They need to understand the software and technology that will they will be using. They must participate in all online discussions and assigned group activities.

Summary

Providing an opportunity for students to learn at a distance can be both challenging and rewarding.  The instructional designer needs to understand key differences between traditional class environments and blended environments. Keeping these differences in mind, the designer must invest time in his or her own understanding of the most effective technology and methods for the particular course to be delivered at a distance.

Considering the content that will be taught and deciding which pieces lend themselves best to the online portion of your class is very important. Through online learning you can create a very engaging learning experience. One of the most effective activities used in online learning is the discussion thread. A discussion thread is an engaging and effective learning tool.

The role of the trainer or instructor is to be a facilitator. It is critical that the instructor guide and monitor the learning and realize the students are the main players and their role is to be engaged and actively involved in the online activities and discussions.

Online learning has been found to add a higher level of learning to students if the class is developed using best practices. By following these guidelines, and investing the time to understand and develop material to suit a distance education environment, it is possible to effectively engage students at a distance.

References:

Piskurich, Dr. George. (2010) Video Program: “Facilitating Distance Learning”, Walden University, L aureate Education.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education (4th Ed.). Boston, MA: Pearson.

Open Source, also referred to as Open Course, is a trend in distance learning in which “software is intended to be freely shared and can be improved upon and redistributed to others” (Simson et al, 2009).  More detailed descriptions can be found on the site  www.thefreesource.com (http://www.thefreeresource.com/opencourseware-definition-resources-and-list-of-universities-offering-opencourseware-collections), which describes open courseware as a collection of free, non-credit courses often in the form of audio, video, and PDF files which are open to access via the internet. 

While courses offered in this manner do not offer college credit, many are of high quality, and are offered on a wide range of topics, often in collaboration with colleges and universities.

The open course I chose to explore is offered through Massachusetts Institute of Technology, and is called “The Mathematics in Toys and Games.”  The course appears to be carefully preplanned and designed for the intent in which MIT makes clear regarding its open courseware, which is to serve as a repository of coursework used in its face-to-face coursework (MIT News, April 1 2001).

Course Design

The course follows a well-defined format that appears to be consistent among open courseware offered at MIT.  This is undoubtedly the result of a well-arranged course management system (CMS), which includes links to the course syllabus, calendar, lecture notes, assignments, and projects.  As such, the course follows some recommendations for online instruction cited in the text, “Teaching and Learning at a Distance: Foundations of Distance Education.” In this text, Simonson recommends the Unit-Module-Topic (UMT) model for course design, with the unit being the largest component of a course (or a unit can refer to the course itself); modules are combined to form the unit; and units are broken down into topics (Simonson, et al, 2009).  The MIT course is divided into weekly modules, consisting of topics related to the overall unit, making ease of learner-content interactivity quite evident; however, little opportunity exists for learner-to-learner or learner-to-instructor interactivity.  Of interest to note is the myth that interaction is needed and should always be available.  Simonson warns that interaction is not the “end all and be all” of learning, and forced interaction can be as strong a detriment to effective learning as is its absence (Simonson, et al, 2009). Keeping this in mind, lack of learner-instructor interactivity in the MIT courseware could be supplemented with tools such as wikis, blogs, or asynchronous and synchronous chat feature, but this would go beyond the original intent of the courseware, which is simply to serve as a resource of information used in traditional course delivery.

Course Mastery Assessment

Although at first, I was a bit unclear about the manner in which a student would assess him or herself for mastery, especially given that the course contains no quizzes, I found that the course does outline checkpoints and grading percentages for various activities.  A quick review of their overview video revealed that the courses offered are those taught on campus at MIT, and therefore the grading/assessment simply does not apply when one is completing the coursework online. While I can appreciate the accessibility of the courseware for potential or current MIT students, in general, the courseware does not include a means to assess mastery of the material.

Conclusion

While MIT is to be commended for providing such a comprehensive resource of information to support its face-to-face courses, it is clear that the courseware itself does not serve as an effective stand-alone distance learning vehicle, due to the lack of student-to-student and student-to-instructor interactivity that needs to exist.  Furthermore, the courseware does not offer a valid means to assess course mastery, which is essential to gauge distance education effectiveness.

 MIT Open Courseware Video Link

 REFERENCES

Li, Jing, Erik Demaine, and Melissa Gymrek. SP.268 The Mathematics in Toys and Games, Spring 2010. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 27 Jul, 2011). License: Creative Commons BY-NC-SA

MIT News (April 01, 2001, Retrieved from:  http://web.mit.edu/newsoffice/2001/ocw-facts.html

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009). Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson

Massachusettes Institute of Technology Courseware (Spring 2010) SP.268 / ESG.SP268 The Mathematics in Toys and Games. Retrieved from: http://ocw.mit.edu/courses/special-programs/sp-268-the-mathematics-in-toys-and-games-spring-2010/index.htm

Website: http://www.thefreeresource.com/opencourseware-definition-resources-and-list-of-universities-offering-opencourseware-collections