Open Source Distance Learning

Autonomy in learning has infinite possibilities for the learner and educational institutional by promoting learner responsibility, determination, drive, and various characteristics in relation to student-centered learning (Simonson, Smaldino, Albright, & Zvacek, 2009). A recent solution to broaden a learner’s educational experience, limit costs, and continuously promote autonomy has been bundled in what is called open source courses. Open source courses provide free public online access to various educational institutional (i.e. college and university) courses. Although open source courses are not credit-based or matriculating courses, they offer the same caliber of information in which a student enrolled with the institution would have received (Simonson, Smaldino, Albright, & Zvacek, 2009). As an instructional designer, open source courses may also be considered an option to an instructional problem. To better understand the features and functionality of an open source environment the MIT open source portal and two courses: SP.400 Special Topics in Women, Spring 2010 (King, 2010) and PE.720 Weight Training, Spring 2006 (Taylor, 2006) were reviewed.

Upon first glance the MIT open source portal appeared to been pre-planned and designed to meet the needs of a distance learning environment. However, after navigating through the introductory pages a few discoveries were made. Although pre-planning may have been conducted there were still areas of opportunity from a structural or navigational perspective. As identified by Piskurich (Laureate Education, Inc., n.d.). the initial stages of developing an online course should consist of storyboarding and site mapping. In this case, the site mapping component required more attention. For instance, the overview referencing the tools and “how to” criteria for the portal and courses was hidden under the help menu. Unfortunately, it was not obvious, from an end-user or learner perspective that this information should be viewed prior to proceeding with the available courses. It lacked directed navigation on where and how to start. After some time, a video, Getting Started with OCW (n.d.), file was discovered that enabled further learner engagement.



In relation to the two reviewed courses, SP.400 Special Topics in Women, Spring 2010 (King, 2010) and PE.720 Weight Training, Spring 2006 (Taylor, 2006), the effectiveness in pre-planning differed. Each course presented a navigational bar on the left of the main page of the course, and the navigational bar provided hyperlinks to the various components such as the syllabus and related materials necessary for the learner’s success. However, from a learner’s perspective SP.400 Special Topics in Women, Spring 2010 (King, 2010) provided a limited amount of detailed information in reference to the subject matter.

Although student writing samples were made available for the SP.400 Special Topics in Women, Spring 2010 (King, 2010) course, this method alleviated the ideal interaction that other online distance education courses promote among colleagues and instructor frequently engaged with the course. The lack of instructional guidance for this course leaves the learner open for self-interpretation versus direct guidance and comprehension of the subject matter and suggested readings. For those unfamiliar with the subject matter or limited monetary resources, the need to purchase the readings with limited information could potentially generate the sense of isolation from the learning experience or leave the learner uninterested in proceeding with the course altogether. The course assignments highlighted the opportunity to read certain books related to the subject matter, but did not offer the chance to interact with others regarding the topic of discussion which had been offered to those enrolled in the course with the educational institution diminishing an avenue towards effective active learning. A learner interested in this course must have a strong desire to proceed without the assistance of others; the learner must be able to work autonomously.

Conversely, PE.720 Weight Training, Spring 2006 (Taylor, 2006) provided a valued amount of detailed information in reference to the subject matter. Video references and detailed lecture notes provided guidance regarding the physical exercises and how to execute each exercise properly. From a technical aspect, the accessibility of the detailed lecture notes via Adobe Acrobat reader when the option to download the video programs were not a viable option made the learning experience better. In addition, the course identified some of the technical requirements upon the introduction to the course which allowed transparency to the needs of the learner to be successful in taking the course. To effectively promote active learning, the PE.720 Weight Training, Spring 2006 (Taylor, 2006) course promoted the need for potential engagement with others when practicing lifts (i.e. spotter) or when utilizing a gym.

As outlined by Simonson, Smaldino, Albright, and Zvacek (2009), the fundamentals of online teaching serve as a framework or guideline for instructional designers regarding the efforts towards creating an effective online distance learning course (pp. 248 – 251). Between the two courses, the PE.720 Weight Training, Spring 2006 (Taylor, 2006) course was found to be more effective and provided a more organized layout. Each made attempts to apply some of these guidelines to promote learner success. The courses alleviated cognitive overload through effective site mapping and promoting self-paced, or student-centered (Simonson, Smaldino, Albright, & Zvacek, 2009), learning. Yet whether distance learning occurs through the methods of open source capabilities, course management systems, learning management systems, or in a traditional classroom setting, it is important to consider the utilization of a structured learning model such as ADDIE (Learning Theories Knowledgebase, 2010). Without a firm foundation to structure a course or training, learning may be haphazard and detrimental to its learners.

Resources

King, Sarah E. SP.400 special topics in women, spring 2010. (Massachusetts Institute of Technology: MIT OpenCourseWare). Retrieved from http://ocw.mit.edu/courses/special-programs/sp-400-special-topics-in-women-gender-studies-seminar-latina-womens-voices-spring-2010/

Laureate Education, Inc. (Producer). (n.d.). Planning and designing online courses. Video program retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Learning Theories Knowledgebase (2010, May). ADDIE Model. Learning-Theories.com. Retrieved from http://www.learning-theories.com/addie-model.html

Massachusetts Institute of Technology: MIT OpenCourseWare (Producer). (n.d.). Getting started with OCW. Video file retrieved from http://ocw.mit.edu/help/get-started-with-ocw/

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

Taylor, H. PE.720 weight training, spring 2006. (Massachusetts Institute of Technology: MIT OpenCourseWare). Retrieved from http://ocw.mit.edu/courses/athletics-physical-education-and-recreation/pe-720-weight-training-spring-2006/