I am working on integrating some content from the National Repository of Online Courses (NROC) into our College Physics course. This content is high quality multimedia - I think Mayer would call it a cognitive aid based on knowledge construction rather than information delivery.
This content was probably designed using a model similar to that described by Khan in the P3 Model. This is content that far exceeds what a small organization like I work for could create. Side note - this is Open Source content available online for anyone to view. We license the content from NROC so that we can embed it directly into our courses. So the Physics instructor has viewed all of the content and decided where and how to integrate it into his course. This is a great role for the instructor/course designer to play. He doesn't need to spend energy creating the content, but rather organizing it in a way that guides and supports student learning through the course management system. This support includes navigational instruction, threaded discussions, and assessment.
For some reason, this is a big "aha" moment for me. I hadn't made the connection between the instructional design of the NROC content and the role of the instructor in designing a course to lead students through the content until just now.
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2 comments:
Thanks for sharing! This is great! I love hearing about the connections to your work and what you are learning! Keep up the great work.
Jodi what you are doing is pretty cool and I can imagine someday elearning will be just that... A collaboration of multiple works. Sometime an ID just cannot provide the same detail or context that someone else has created without copying it word for word. Through xml and other text based linking formats we are now able to access and reorganize the chunks that we need to make our course more effect. Thanks for bringing this up because I think it is truly an insight in how instruction will be created. It bridges the gap between research and delivery.
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