Final Assignment: Coursera Review Using SECTIONS Model

 

Introduction

Coursera was one of my first exposures to the world of Massive Open Online Courses (MOOCs). I came across the website two years ago, while searching the internet for a higher education online course that would keep me occupied over summer break. I was appealed by Coursera’s popular Learning how to Learn course, and decided to give it a try. I was doubtful that MOOCs could provide me the same benefits as courses delivered in the classroom setting. However, after completing my course from Coursera, I learned that MOOCs can provide a well-balanced blend of visual, auditory and written content to accommodate different learning styles, much like face-to-face learning. Furthermore, I appreciate that MOOCs allow learners to work at their own pace, which is often difficult to accomplish with synchronous learning methods. The convenience and flexibility of online learning has fuelled its expansion among academic institutions and employers across the world (OEDb, n.d.). As digital learning options become increasingly popular, it is important that course developers understand how to choose the appropriate media and technology for the subject matter (William, 2019). In Teaching in the Digital Age-Second Edition, William (2019) uses the SECTIONS (Students, Ease of use, Costs, Teaching functions, Interaction, Organizational Issues, Networking, Security and privacy) model to describe a set of criteria and questions for analyzing educational technologies. In this post, I will review the Coursera website using the SECTIONS framework.

About Coursera

Coursera is a for-profit online educational platform, founded by two Stanford Computer Science professors in 2012 (Coursera, n.d.). The website offers online courses, specializations, certificates and degrees that incorporate video lectures, practice exercises and community discussion forums (Coursera, n.d.).  Coursera offers hundreds of free courses; however, students may also choose paid courses that provide additional course material along with a shareable course completion certificate (Coursera, n.d.). Coursera prides itself for its credible course content, developed by “top instructors from world-class universities and companies” (Coursera, n.d., para. 2). Furthermore, Coursera strives to make its course content highly accessible, so that anyone, anywhere can access the “world’s best learning experience” (Coursera, n.d., para. 1).

Students and Teaching Functions

The Students criterion of the SECTIONS model highlights the importance of choosing media and technology that promotes accessibility and takes under account the differences in how students learn to meet the diverse learning needs of the student population, while the Teaching Functions criterion recognizes principles of effective multimedia design (William, 2019). Understanding the student demographic will help course developers and instructors tailor course material to meet the learning needs and skills of students (William, 2019). Unfortunately, meeting the individual learning needs of each student is not feasible in MOOC based learning, as there are simply too many students to account for. It is estimated that in 2019, the MOOC movement had acquired approximately 110 million learners (excluding China), with 45 million learners enrolled in Coursera programs (Shah, 2019).

To compensate for the lack of highly personalized course content, Coursera promotes inclusive learning, by delivering course content that can be adjusted in a format that learners can understand and consume (Coursera, n.d.; FLOE, n.d.). For instance, Coursera provides learners the option to select video subtitles from 30 different languages, to accommodate a diverse global audience (Coursera, n.d.). In addition, Coursera’s courses are designed to include various modes of technology and media to address a variety of student preferences (Coursera, n.d.; William, 2019). These forms of media and technology are designed according to cognitive processes, to ensure efficiency (Coursera, n.d.; William, 2019.). Both visual and auditory learners benefit from comprehensive lecture videos that incorporate helpful animations and graphics to illustrate key concepts (Courser, n.d.; FLOE, n.d.; William, 2019). For those with auditory impairment, all lecture videos include video transcripts, rather than on screen text, to avoid redundancy (Courser, n.d.; FLOE, n.d.; William, 2019). As a kinesthetic learner, I found Coursera’s internal note-taking feature especially helpful, as it presented my notes next to the corresponding video or text, ensuring spatial contiguity (Courser, n.d.; William, 2019). In addition, course content on Coursera is presented in user-paced weekly segments, which is proven more effective than long, continuous lessons (Courser, n.d.; William, 2019). It is important to note that MOOCs have staggeringly high drop out rates (William, 2019). I would argue that not all learners are suited to MOOC based learning, as students need to be intrinsically motivated to complete the course in a timely manner. Learners enrolled in Coursera’s courses must reach out to other learners in discussion forums, which requires them to have a sense of urgency. Additionally, learners must be willing to invest 4-6 weeks to complete a course from Coursera (Arcytech, n.d.). Students participating in MOOCs over eight weeks long are more likely to drop out (Crosslin, 2018).

Coursera allows learners to take notes while watching lecture videos.
Weekly segments allow learners to move through course content at their own pace.

In terms of accessibility, MOOCs tend to exclude those who do not have access to the Internet (William, 2019). Coursera is a web-based application; hence students must have access to the Internet to participate in its courses. For this reason, access to MOOC based learning tends to be restricted in developing countries (William, 2019). However, Coursera may suit those who can access the Internet during certain parts of the day. For instance, University students who do not have access to the Internet off campus can download video lectures on campus, to watch later.

Ease of Use

Ideally, educational technologies should be easy to use, as MOOCs that are too difficult to navigate can distract the student from the learning process (William, 2019). I personally found the Coursera interface to be extremely intuitive. Course content is chunked into weekly modules, which are marked off upon completion (Coursera, n.d.). This allows students to easily identify what they need to work on. Furthermore, Coursera provides learners with various helpful tools that can help them navigate through their courses. For instance, each course contains a “Course Info” tab that provides course-specific details such as grading requirements, information on deadlines and submission details (Coursera, n.d.). Help is also available through the Coursera Help Centre page, which walks students through the process of troubleshooting common issues (Coursera, n.d.). Learners are also able to search for the issue they are experiencing through the Help Centre search bar (Coursera, n.d.). With help easily available, students feel reassured and empowered to take ownership of their learning.

Coursera’s “Help Centre” is organized and easily accessible.

Cost

The main advantage of MOOC based learning is that it costs significantly less than other courses featuring student-teacher interactions (William, 2019). This is because most MOOCs have zero delivery costs, considering they do not provide the student direct support (William, 2019). Furthermore, the high enrolment in MOOCs decreases the average cost per student (William, 2019). Although Coursera offers hundreds of free courses, some courses are available upon a one-time payment ranging from $29-$99, or through subscription payments ($39 – $79 per month) (Arcytech, n.d.). At UVIC, domestic undergraduate students pay approximately $569 per course, thus Coursera courses are an affordable option for those who cannot pay for university courses (UVIC, n.d.). Furthermore, upon course completion, learners must pay a fee to obtain a Course Certificate (Coursera, n.d.). The cost of obtaining a certificate starts at $49, however Coursera provides learners who cannot afford this fee an option to apply for financial aid or scholarships (Arcytech, n.d.; Coursera, n.d.). I believe Coursera courses are a practical option for those who would like to expand their skill set, without paying a hefty price.

Interaction and Networking

Interactive course elements can encourage active learning and improve comprehension (William, 2019). Coursera provides various opportunities for students to interact with learning materials. For example, students must complete multiple choice quizzes each week, to assess gaps in their learning (Coursera, n.d.). These quizzes are automatically graded and can present a basic overview of the student’s understanding of the material (Coursera, n.d.). A common issue with MOOCs is that student-teacher interaction and feedback is either limited or non-existent, which can tamper with the student’s ability to develop higher order learning outcomes (William, 2019). Free courses on Coursera do not support student-teacher engagement, however graded activities and instructor feedback is available in some paid courses (Coursera, n.d.; William, 2019). Most MOOCs enable students to network and engage in student-student interaction, through participation in online discussion forums (William, 2019.). Coursera offers an assortment of asynchronous discussion forums categorized by purpose (i.e. Introductions, General Discussion, Study, Social Media) (Coursera, n.d.). By engaging in the thread of their choice, students can build external connections with others in the community. Furthermore, students can also engage in external social discussion forums such as Reddit, which include forums specifically designed for Coursera learners. The quality of student engagement in discussion forums is dependent on various factors, including preparedness and motivation (William, 2019). One downside of asynchronous discussion forums is that students may not receive an immediate response, with can make meaningful discussions more difficult. Overall, the lack of personalized feedback and engagement is a major pitfall in MOOC based learning.

Weekly multiple choice quizzes provide instant feedback.

Organizational Issues

Many institutions have recognized the value to invest in digital learning for students both on and off campus (Maggioncalda, 2019). As a MOOC that has enrolled millions of people, Coursera is often a platform used by Ivy League universities to expand access to world-class education across the world (Maggioncalda, 2019). Furthermore, Coursera encourages life-long learning, by providing courses alumni can access at any stage of their career to gain a competitive advantage (Maggioncalda, 2019). As noted by William (2019), institutions are more inclined towards supporting technologies that introduce minimum organizational change. As online courses continue to grow in popularity, I believe more institutions would be willing to invest in MOOCs such as Coursera.

Security and Privacy

Canadian students should be aware that Coursera is an American company, thus student information may be held on cloud servers in the USA (William, 2019). Per the Patriot Act, the U.S. government can access personal information “without the end user’s knowledge or consent”. (William, 2019, para. According to Coursera’s Privacy Notice, Coursera may gather “information related to the [student’s] use of the site” and “personally identifiable information provided by the [student] or via third parties” (Coursera, 2020, para. 5). Such information may include (but is not limited to) the student’s browsing history, geographic location and demographic information (name, birth date, etc.) (Coursera, 2020).

Conclusion

I would highly recommend Coursera to other learners wanting to upgrade their skills, acquire more knowledge on a topic of their interest or gain a competitive advantage in the workplace. I appreciate that Coursera is easy to use, affordable and accredited by world-class universities. I also appreciate the flexibility it provides for all learners, at every stage of life.

 

References

Arcytech. (n.d.). Coursera Cost and Pricing. Retrieved from Arcytech Education: http://www.arcytech.org/coursera/

Coursera. (2020, January 1). Privacy Notice. Retrieved from Coursera: https://www.coursera.org/about/privacy

Coursera. (n.d.). About. Retrieved from Coursera Blog: https://blog.coursera.org/about/

Crosslin, M. (2018). Effective Practices in Distributed and Open Learning. https://via.hypothes.is/https://uta.pressbooks.pub/onlinelearning/chapter/chapter-5-effective-practices/

FLOE. (n.d.). Video Content and Learning. Retrieved from FLOE: https://via.hypothes.is/https://handbook.floeproject.org/VideoContentAndLearning.html

Maggioncalda, J. (2019, October 3). Coursera for Campus: A New Way to Help Universities Everywhere Deliver Job-Relevant Learning. Retrieved from Coursera Blog: https://blog.coursera.org/coursera-for-campus-a-new-way-to-help-universities-everywhere-deliver-job-relevant-learning/

OEDb. (n.d.). 10 Advantages to Taking Online Classes. Retrieved from OEDb: https://oedb.org/ilibrarian/10-advantages-to-taking-online-classes/

Reddit. (n.d.). Coursera. Retrieved from Reddit: https://www.reddit.com/r/coursera/

Shah, D. (2019, December 2). By The Numbers: MOOCs in 2019. Retrieved from Class Central: https://www.classcentral.com/report/mooc-stats-2019/

University of Victoria. (n.d.). Tuition fee estimator. Retrieved from University of Victoria: https://www.uvic.ca/vpfo/accounting/services/tuition/tuitionestimator/index.php

William, A. (2019, October 10). Chapter 9: Choosing and using media in education: the SECTIONS model . Retrieved from BC Campus: https://pressbooks.bccampus.ca/teachinginadigitalagev2/part/9-pedagogical-differences-between-media/

Images (from top to bottom):

(1)  Retrieved from: https://www.edsurge.com/news/2017-04-20-moocs-started-out-completely-free-where-are-they-now

(2) Retrieved from: https://www.coursera.org/business/

(3) Retrieved from: https://spectrum.ieee.org/the-institute/ieee-news/qa-with-chair-of-new-ad-hoc-committee-on-diversity-inclusion-and-ethics

(4) Screenshot from Coursera (Learning how to Learn)

(5) Screenshot from Coursera (Learning how to Learn)

(6) Screenshot from Coursera (Learning how to Learn)

(8) Retrieved from: https://www.cloudflare.com/learning/security/what-is-web-application-security/

 

Showcase Post: Thoughts about Flexible Learning for Open Education (FLOE)

The Flexible Learning for Open Education (FLOE) project recognizes that everyone learns differently. We all experience unique barriers that inhibit our ability to lean to our full potential.  FLOE provides resources that personalize the way we learn by addressing barriers to learning (FLOE, n.d.). These resources are especially relevant to digital platforms, which is important as we increasingly depend on online education programs. I am very impressed with the variety of learning accommodations suggested on the FLOE website, along with the information about personalized learning covered in the FLOE handbook. As a student, I can reflect on experiences in which I have benefited from personalized learning strategies. Furthermore, I have worked as an instructor in both the education and healthcare field and I can see myself applying the learning accommodations suggested by FLOE in both contexts. I also appreciate that FLOE is an Open Educational Resource (OER), as it is free and available to all people to use.

As mentioned in the FLOE handbook, videos are becoming an increasingly popular learning platform on the web. As a student, I can attest to YouTube videos from Khan Academy and  Crash Course for saving my grades on multiple occasions, however I also agree with FLOE that there are multiple factors that contribute to the inclusivity and effectiveness of videos. In short, these factors include multimodality, visual and aural perceivability, Localization of content, operability of the video player and linearity of the video content (FLOE, n.d.). I would describe myself as a visual learning, who prefers “seeing a video” rather than listening to it (FLOE, n.d., para. 3). However, such preferences vary from student to student. For instance, students who are visually impaired may opt to listen to a video, which highlights the importance of aural inclusion. Those with auditory impairment may require a text interfaces, such as subtitles and transcripts (FLOE, n.d.). I believe all learners can benefit from “scannable and skippable content”, which allows them to view relevant content (FLOE, n.d., para. 8). Videos are often used to communicate information to patients in Health Informatics, hence I will consider FLOE’s suggestions for inclusive content in my career.

Here is a Crash Course Video I believe incorporates all the elements of inclusive video content (Retrieved from https://youtu.be/8kK2zwjRV0M)

Screenshot retrieved from: https://www.youtube.com/watch?v=8kK2zwjRV0M
Subtitles are included, for those with certain learning preferences.

 

Table of Contents in the YouTube video description box ensures “skippable and scannable” content.

 

I find strong visuals and animations extremely beneficial to my learning.

An initiative being launched by FLOE, I believe would be quite useful for all learners would be personalized digital interfaces. The FLOE project is collaborating with the Global Public Inclusive Infrastructure to develop Preference Editing Tools (FLOE, n.d.). These tools would allow individuals to declare and store their personal preferences for a variety of digital platforms (FLOE, n.d.). For instance, users would be able to enlarge font size and adjust the contrast of their desktop and browser interface (FLOE, n.d.). Personalized digital interfaces are a simple way to accommodate diverse learners with unique needs and challenges. While working at a help desk for a medical application, I got many calls from elderly users who had issues viewing text and graphics on the application website. Some issues could not be resolved with the basic alteration of visual settings on the web browser, hence I sought more efficient ways to alter the digital interface. Preference Editing Tools would have been very useful in that case and I believe they would be of great use, once launched.

Preview of Preference Editor interface.

 

An idea from the FLOE handbook that stood out to me was that “Some learners are more constrained than others and are therefore less able to adapt to the learning experience or environment offered; for this reason the learning environment or experience must be more flexible” (FLOE, n.d, para. 3.). Reflecting on my experience as a high school tutor, this is true. Students should not be viewed as a homogeneous group. Each learner has their own unique needs and challenges. I believe instructors should do their best to present students who face barriers (such as learning disabilities) with the appropriate support they need to succeed. Technology can be extremely helpful in this case.

The student I tutored had dyslexia and struggled with writing and forming sentences. His teachers had provided him the option to use the Dragon software, which transcribes speech to text. This gradually helped develop his writing skills. Furthermore, FLOE’s idea of inclusivity can be applied to this experience. FLOE states that inclusivity is to provide the end user with enough tools and features, so that they can chose which one fits their requirements in the given context (FLOE, n.d.). Students of all ages should be provided different learning accommodations from a young age, so that they can develop an understanding of which one suits their learning style the best.

Here is a short video explaining the benefits of the Dragon software, which is commonly used to transcribe speech to text (Retrieved from https://youtu.be/tj85zQT184o:

 

One concept in the FLOE handbook I am having difficulty understanding is virtual cycles- specifically how altering a factor in one system can induce a reaction in another system. FLOE explains this with the example of how changing the education system in one country can impact the world economy (FLOE, n.d.). I do not understand how minor changes (such as those in education systems) could have such adverse effects. I would believe a combination of factors would contribute to larger changes; however, this is not explained in the handbook. Another idea that puzzles me is how personal discovery can be conducted for children (under the age of 10). I would believe young children may struggle expressing themselves and understanding their needs and challenges. In that case, teachers may recommend ways of interacting or learning, according to their own assumptions or medical diagnoses. However, according to the handbook, “this limits the user’s choices and makes no space for the unexpected or for variations and nuances” (FLOE, n.d.).

I have one question about Universal Design, specifically in the context of self awareness and personal learning needs:

What are some ways individuals who do not fully understand their learning challenges and barriers, increase their self awareness? Are their resources on the web that can guide individuals through the process of personal discovery?

References:

FLOE. (n.d.). Where to Begin? . Retrieved from FLOE: https://via.hypothes.is/https://handbook.floeproject.org/introduction.html

FLOE. (n.d.). Video Content and Learning. Retrieved from FLOE: https://via.hypothes.is/https://handbook.floeproject.org/VideoContentAndLearning.html

FLOE. (n.d.). Virtuous Cycles. Retrieved from FLOE: https://via.hypothes.is/https://guide.inclusivedesign.ca/insights/VirtuousCycles.html

Flexible learning for open education (FLOE) Project website (n.d). FLOE. Retrieved from FLOE: https://floeproject.org/

 

Reflection #4

The Flexible Learning for Open Education (FLOE) project (website: https://floeproject.org/) recognizes that everyone learns differently. We all experience unique barriers that inhibit our ability to lean to our full potential.  FLOE provides resources that personalize the way we learn by addressing barriers to learning (FLOE, n.d.). These resources are especially relevant to digital platforms, which is important as we increasingly depend on online education programs. I am very impressed with the variety of learning accommodations suggested on the FLOE website, along with the information about personalized learning covered in the FLOE handbook. I have worked as an instructor in both the education and healthcare field and I can see myself applying the learning accommodations suggested by FLOE in both contexts. I also appreciate that FLOE is an Open Educational Resource (OER), as it is free and available to all people to use and benefit from.

An initiative being launched by FLOE, I believe would be quite useful for all learners would be personalized digital interfaces. The FLOE project is collaborating with the Global Public Inclusive Infrastructure to develop Preference Editing Tools (FLOE, n.d.). These tools would allow individuals to declare and store their personal preferences for a variety of digital platforms (FLOE, n.d.). For instance, users would be able to enlarge font size and adjust the contrast of their desktop and browser interface (FLOE, n.d.). Personalized digital interfaces are a simple way to accommodate diverse learners with unique needs and challenges. While working at a help desk for a medical application, I got many calls from elderly users who had issues viewing text and graphics on the application website. Some issues could not be resolved with the basic alteration of visual settings on the web browser, hence I sought more efficient ways to alter the digital interface. Preference Editing Tools would have been very useful in that case and I believe they would be of great use, once launched.

Preview of Preference Editor interface:

An idea from the FLOE handbook that stood out to me was that “Some learners are more constrained than others and are therefore less able to adapt to the learning experience or environment offered; for this reason the learning environment or experience must be more flexible” (FLOE, n.d.). Reflecting on my experience as a high school tutor, this is true. Students should not be viewed as a homogeneous group. Each learner has their own unique needs and challenges. I believe instructors should do their best to present students who face barriers (such as learning disabilities) with the appropriate support they need to succeed. Technology can be extremely helpful in this case. The student I tutored had dyslexia and struggled with writing and forming sentences. His teachers had provided him the option to use the Dragon software, which transcribes speech to text. This gradually helped develop his writing skills. Furthermore, FLOE’s idea of inclusivity can be applied to this experience. FLOE states that inclusivity is to provide the end user with enough tools and features, so that they can chose which one fits their requirements in the given context (FLOE, n.d.). Students of all ages should be provided different learning accommodations from a young age, so that they can develop an understanding of which one suits their learning style the best.

Here is a short video explaining the benefits of the Dragon software, which is commonly used to transcribe speech to text:

 

One concept in the FLOE handbook I am having difficulty understanding is virtual cycles- specifically how altering a factor in one system can induce a reaction in another system. FLOE explains this with the example of how changing the education system in one country can impact the world economy (FLOE, n.d.). I do not understand how minor changes (such as those in education systems) could have such adverse effects. I would believe a combination of factors would contribute to larger changes; however, this is not explained in the handbook. Another idea that puzzles me is how personal discovery can be conducted for children (under the age of 10). I would believe young children may struggle expressing themselves and understanding their needs and challenges. In that case, teachers may recommend ways of interacting or learning, according to their own assumptions or medical diagnoses. However, according to the handbook, “this limits the user’s choices and makes no space for the unexpected or for variations and nuances” (FLOE, n.d.).

I have one question about Universal Design, specifically in the context of self awareness and personal learning needs:

What are some ways individuals who do not fully understand their learning challenges and barriers, increase their self awareness? Are their resources on the web that can guide individuals through the process of personal discovery?

References:

Inclusive Learning Design Handbook from OCAD University. https://via.hypothes.is/https:/handbook.floeproject.org/

Flexible learning for open education (FLOE) Project website. https://floeproject.org/

 

Reflection # 3

My most memorable online learning experience was the San’yas Indigenous Cultural Safety Training course. This was an employee training course I completed several months ago, during my co-op at the BC Renal Agency- an agency of the Provincial Health Services Authority (PHSA). This online employee training course was created in response to the “Transformative Change Accord First Nations Health Plan”, which aimed to create cultural competency health authorities (PHSA, n.d.). The content aimed to increase self awareness and strengthen the skills within health care workers who deal directly or indirectly with First Nations people (PHSA, n.d.).

Here is a video that explains more about the San’yas Indigenous Cultural Training Safety Course:

As mentioned in chapter seven of Creating Online Learning Experiences by Matt Crosslin (2018), it is important to understand “what is best done face-to-face and what online, and in what contexts”. Traditionally, employees are trained synchronously. Either they would attend presentations with a live speaker present in the room, or they would take part in a conference call with the presenter. Although these methods may be beneficial in providing immediate feedback, using them to train thousands of employees would be impractical, as they would deplete financial sources. In the case of PHSA, online training would have been the most practical option. Matt Crosslin also mentions that isolation is a common issue that can occur to learners in online learning (Crosslin, 2018). To overcome the effects of isolation, educators can think of ways to “humanize” online learning (Crosslin, 2018).

One thing I appreciated about the San’yas Indigenous Cultural Training course, was how connected I felt with other learners and the instructors. The course was asynchronous in nature, as participants worked on the modules at their own pace. However, facilitators had created a humanized learning experience, by ensuring that it was interactive and well-moderated.

Each participant was able to choose a time to start the course and assigned a deadline for course completion. This enabled moderators to assign the participants to smaller groups, which made it easier for participants to interact with program facilitators (student-teacher interaction), as well other participants (student-student interaction). Learning activities within each module incorporated multi-media such as videos and games, along with a Q & A forum to encourage discussion. I was especially surprised at how prompt moderators were at providing feedback. I would always receive a reply within 2-3 hours, which I think made the experience personalized, and tailored to my learning needs.

Another aspect of the course I found valuable was that discussions were completely anonymous. The content covered in this course may be sensitive to some participants. Furthermore, people generally have various levels of understanding regarding Indigenous issues. Because names were anonymous in discussion questions, I was more inclined to asking questions and participating in discussions, as I was not afraid of judgment. This is one added benefit of online courses, as they allow anonymity, which is difficult in face-to-face learning.

References:

Crosslin, M. (2018). Creating Online Learning Experiences. Retrieved from https://uta.pressbooks.pub/onlinelearning/

Provincial Health Services Authority. (n.d.). San’yas Indigenous Cultural Safety Training. Retrieved from Provincial Health Services Authority: http://www.sanyas.ca/about-us

 

Week 5 Reflection

Online educational content pertains to learning materials that can be accessed on the web. These materials may include textbooks, educational videos and journal articles (OER Africa, n.d.). Educational resources are automatically copyrighted when they are created (OER Africa, n.d.). This means individuals are restricted from using those materials unless they receive permission from the owner (OER Africa, n.d.).

By open licensing educational resources, the author is giving permission for others to access, re-use and redistribute their resources, under the condition that the user of the content attributes the author (OER Africa, n.d.). The most used open licences are Creative Commons Licenses (OER Africa, n.d.).

If an educational resource carries an open licence, it is classified as an open educational resource (OER). This means it can be used freely by others (OER Africa, n.d.).

Curriki is an example of a digital library of open educational resources that can be accessed by students, parents and teachers worldwide. Curriki aims to “eliminate the education divide” by improving accessibility to high quality education (Curriki, n.d.). I have used this website when I worked as a tutor, to gain inspiration from lesson plans designed by other teachers. Those lesson plans can be classified as OERs, as individuals posting their material on Curriki permit free use of their content. All content attached to the Curriki repository are shared under a “Creative Commons Non-commercial Attribution license, as determined by the author or contributor” (Curriki, n.d.).

The “Facualty Guide for Evaluating Open Educational Resources” examines OERs in the areas of relevance, accuracy, production quality, accessibility, interactivity and licensing (OER Africa, n.d.). Curriki allows users to access materials from different subjects and grade levels, so users are free to chose material from their desired category. Curriki claims to pre-screen and review materials, so accuracy should not be a concern (Curriki, n.d.). The Curriki website is easy to navigate, as a search engine is provided. In terms of interactivity, Curriki allows authors to incorporate multimedia such as videos to enhance learning. Video quality seems to be clear, however videos do not offer options for subtitles, which may be an accessibility issue.

Over the years, educators have recognized the importance of considering different learning styles when developing lesson plans. For some students, reading a textbook may be the best way to internalize new information. Others learn best from seeing and listening, therefore they may benefit from video animations and audio recordings. I believe OERs can be extremely helpful in providing students and teachers with different formats of educational resources that can be accessed freely and easily on the web. Students can seek resources that suit their learning styles and educators are able to learn from each other by sharing ideas and materials.

As a Health Informatics major, I am interested in how OERs can be used to provide health education to the public. For instance, In Canada, the mission to prevent chronic disease forms an important part of the public health agenda. I can envision using an educational website with embedded videos and quizzes to communicate risk-factor reduction methods to the public. Resources on a website like this will benefit from an open licence, as it will enable teachers to incorporate such materials into their health curriculum.

 

References:

Curriki. (n.d.). About Curriki. Retrieved from Curriki: https://www.curriki.org/about-curriki-2

OER Africa. (n.d.). What is Open Content? Retrieved from OER Africa: https://www.oerafrica.org/book/what-open-content

OER Africa. (n.d.). What is Open Licensing? Retrieved from OER Africa: https://www.oerafrica.org/book/what-open-licensing

OER Africa. (n.d.). How to Evaluate Open Content? Retrieved from OER Africa: https://open.bccampus.ca/files/2014/07/Faculty-Guide-22-Apr-15.pdf

images retrieved from: https://www.curriki.org/

 

 

 

Week 3 Reflection

As we progress through the digital age, we encounter may opportunities to use online tools to enhance our learning. As a student, I am familiar with synchronous learning in the traditional classroom setting. I have also experienced learning asynchronously, through multiple online courses I have completed entirely off campus. Both a synchronous and asynchronous learning present their own benefits and challenges. Whatever the case may be, it is important that students are pushed to become self directed learners. Furthermore, connectivism presents an effective framework of learning in the digital era.

Crosslin defines synchronous courses as those “that have learners meeting with each other and the instructor(s) in real time in the same space” (Crosslin, 2018). The synchronous model I have the most experience with is on-campus learning. As a student, I have found that being physically present amongst my instructor and peers has helped me bond and create social connections, that cannot be replicated in an online setting. Most instructors teaching asynchronous online courses value class participation and design discussion boards to compensate for this missing factor. In the past I have felt disconnected from my peers in online discussions, as I do not get the opportunity to learn about them in a physical space. Furthermore, communication can be distorted, if the conversations are conducted solely through text.

To overcome this sense of detachment, instructors can present students with opportunities to work in small groups. Group members can choose to engage in synchronous conversations via video chat or by meeting in-person. This will allow them to create a social bond. By establishing a connection, they will be able to conduct meaningful conversations and learn other diverse opinions.

Despite the challenge of detachment, asynchronous courses can be beneficial in many ways. For instance, as Cosslin states, it allows students flexibility to learn at their own pace (Crosslin, 2018). This is especially beneficial for working adults (Crosslin, 2018). In my experience, asynchronous courses are often more student-centred than synchronous courses, especially if the instructor’s presence is limited. I recently completed a course on Coursera, which was entirely self directed. I was provided with basic videos and notes from the instructors, however, I sought additional forums, and articles to facilitate my own learning. I agree with the notion of “push[ing] learners into a place of learning how to learn about the course topic” (Crosslin, 2018), as self directed learners actively chose what they want to learn and build connections from newly acquired information. In other words, they practice the basic principles of connectivism.

I believe connectivism is especially applicable in the digital age, due to the massive amounts of information online. As new information is constantly being acquired, we need to be able to filter what information is relevant and important for our learning (Siemens, 2005). We eventually process this important information and connect it to what we already know. One thing that appreciate about the theory of connectivism is that it emphasizes that out decision about newly acquired information is susceptible to change, as we may encounter information in the future, that challenges our preconceived decision. Students should be encouraged to have an open mind when learning. They should be unprejudiced towards new ideas.

References:

Crosslin, M. (2018). Basic Philosophies of Distributed and Open Learning. https://uta.pressbooks.pub/onlinelearning/chapter/chapter-2-basic-philosophies/

Connectivism: A Learning Theory for the Digital Age. Siemens, G. (2005). International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from https://edtechuvic.ca/edci339/wp-content/uploads/sites/5/2020/01/Connectivism-A-Learning-Theory-for-the-Digital-Age.pdf