Simonson stated that the, "... student-programmed approach uses an extremely loose structure where only the framework of the content is provided to online learners, who are expected to provide the structure, outcomes, and sequence of learning activities" (Simonson, p. 34). With this approach, the student is encouraged to use creative and extensive methods to research in directions of their own self interests. Distance education can use such methods to link to anywhere in the world for information. A future student's world will not be limited by a classroom or textbook. The best that the world can offer is at their fingertips.
However, the law of the hammer, described by Simonson on page 29, must always be considered when designing a set of instruction. Too much might simply be overwhelming, and parameters for an assignment are needed.
"The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise" (Moller, p. 70). This challenge tells us that a sound theoretical approach must be incorporated and considered with what technology is added to a course. More is not necessarily better.
References: Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75.
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63-67.
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29-34.
Ginger, I had not recalled reading about the "law of the hammer". but it certainly makes sense. The instructor has a responsibility to provide resources in such a way that learners can find their way through them to the intended outcomes. The structure provided in laying out the content is significant for success given all of the information available to us all. Sandy
Simonson stated that the, "... student-programmed approach uses an extremely loose
ReplyDeletestructure where only the framework of the content is provided to online
learners, who are expected to provide the structure, outcomes, and sequence
of learning activities" (Simonson, p. 34). With this approach, the student is encouraged to use creative and extensive methods to research in directions of their own self interests. Distance education can use such methods to link to anywhere in the world for information. A future student's world will not be limited by a classroom or textbook. The best that the world can offer is at their fingertips.
However, the law of the hammer, described by Simonson on page 29, must always be considered when designing a set of instruction. Too much might simply be overwhelming, and parameters for an assignment are needed.
"The challenge for ID professionals is not
only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise" (Moller, p. 70). This challenge tells us that a sound theoretical approach must be incorporated and considered with what technology is added to a course. More is not necessarily better.
References:
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75.
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63-67.
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29-34.
Ginger,
ReplyDeleteI had not recalled reading about the "law of the hammer". but it certainly makes sense. The instructor has a responsibility to provide resources in such a way that learners can find their way through them to the intended outcomes. The structure provided in laying out the content is significant for success given all of the information available to us all.
Sandy