It is important for faculty, students, and online program administrators to understand how the online course interface mediates the e-learning space during the instruction of an online course, resulting in shifts of instructor identity, student identities, course content, and pathways to achieving learning goals. Continue reading ‘Interface-Mediated Identity: Conceptual Underpinnings’
Archive for January, 2004
As interfaces in web-based instruction evolve, interface mediation will most likely increase rather than decrease over time. This is particularly the case as instructors begin to develop their own libraries of shareable content objects that they re-use for multiple sections and variations of their online courses. Further, time constraints and frequent upgrades with respect to software, hardware, and connectivity make it more difficult for instructors to dedicate time and resources to programming. Given the situation now and ones projected for the future, it is more vital than ever that instructors understand not only how, why and when the interface mediates instruction, but how to work within the phenomenological realities to assure effectiveness and satisfaction. Continue reading ‘Interface-Mediated Instruction, Part 2′
Although the goal of course management software, course websites, and all online learning is, ostensibly, to make the role of the instructor as transparent as possible in pursuit of effective “facilitating,” “mentoring,” and “guiding on the side,” the realities of online instruction suggest that the instructor’s role is far from transparent. In fact, instead of a clear shepherding role, what generally results is something fairly murky. The instructor quickly realizes that the course interface (the website or software “learning space” where the learners and instructor negotiate amidst the myriad “chunks,” “kernels,” or “objects”) is, de facto, a kind of learning partner. In this case, the term “interface” is narrowed include all the websites and software used as a part of the instructional experience, but does not include support and service functions such as registration, bursar, etc. The interfaces that learners and instructors primarily deal with are course management software, course websites, and e-mail clients.
Continue reading ‘Interface-Mediated Instruction: Understanding and Overcoming Challenges’
The proposed program is designed to build capacity in Iraqi universities by training educators in the effective use of online educational resources and web-based instructional activities, evaluations, and resources. Not only will Iraqi educators learn how to build and customize curricula with the help of online resources, they will also build capacity by learning how to develop web-accessible and downloadable content, research tools, virtual libraries, evaluations, assessments, learning activities, and professional development resources. A special emphasis is placed on developing sharable content objects (SCOs) in terms of text, graphics, assessments which are adaptable for culturally and needs-modified applications. This is essentially a train-the-trainer approach, which will be applicable across the curriculum for undergraduate as well as graduate-level courses. A broad set of deliverables will result, as well as a core of highly trained and capable educational professionals who will become adept at working collaboratively with U.S. educators to modernize, reform, and repair university education and resources. The model developed here can be utilized in other countries that have similar needs and are experiencing similar circumstances. Continue reading ‘RAPID RESTORE: Using Online Courses and Resources to Restore Conflict- and Regime-Affected Educational Infrastructure’
Weblogs and Economic, Political, and Cultural Stabilization in Times of Impending Conflict or Crisis
What do you do if you are in a place bordering one facing impending economic, political, or physical crisis, which threatens to destabilize your own? Weblogs are both locally specific and global, which allows for instantaneous dissemination of information, contributions from multiple points, and rapid updates. This is of critical importance to e-learners, because destabilization makes one need to be both reactive and proactive. There is a risk, however, of flawed information, simply because there is often insufficient time to thoroughly review the incoming data. There can be a deliberate attempt to post disinformation, and sabotage of discussion threads can occur. Nevertheless, advantages generally outweigh disadvantages, and in the case of impending destabilization (either or negative or positive), weblogs can be a key element in maintaining a vital organization with focused team-members. Continue reading ‘Weblogs and Economic, Political, and Cultural Stabilization in Times of Impending Conflict or Crisis’
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