{"id":275,"date":"2021-09-11T19:10:41","date_gmt":"2021-09-12T02:10:41","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/?p=275"},"modified":"2021-09-12T19:26:37","modified_gmt":"2021-09-13T02:26:37","slug":"2021-09-05","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/2021-09-05\/","title":{"rendered":"523.1.2 – Optimal online course traits"},"content":{"rendered":"

Dear Reader,<\/p>\n

Welcome back! Our MALAT cohort has returned to the blogosphere and today\u2019s post reviews the first third of Weller\u2019s 25 years in Ed Tech, a historical summary of educational technology since 1994. Each chapter explores one fundamental discovery or change relevant to a given year and helps remind us just how quickly technology has developed in the recent past. This first post reviews the opening eight chapters of the book, from the era of digital bulletin boards in 1994, to the acknowledgment and adoption of eLearning modules, computer-mediated communication (CMC) and constructivist educational design by 2001.<\/p>\n

In my role as an NCCP Coach Developer, we use a mix of in-person and online modules to help coaches develop the skills necessary to provide safe learning environments for Canadians of all ages. In 2020, quadrennial updates to our most popular coach development pathway took place. Fortunately, our update cycle corresponded with the Covid-shutdown, and our team quickly incorporated numerous changes that helped us facilitate one of our most successful coach development seasons ever. But what elements of the new pathway worked? And why? And how can we make it even better?<\/p>\n

In chapter 4, Weller (2020) explored traits that may help formulate an optimally designed online course. Carr-Chellman and Duschatel (2000) suggested six key attributes, including a comprehensive study guide, assignments that help students experience the primary learning theory in use, examples of previous work, and so on.\u00a0 This was very interesting to me. For this post, I\u2019ve contrasted this list with the various changes and characteristics that my coach development team and I have incorporated into our recent program revisions. Our recent revisions proved successful, with more coaches achieving certification in the last 18 months than we have certified in the previous 29 years. By comparing our updates with the proposed list of Carr-Chellman and Duschetal (2000), I am beginning to understand why the updates worked and how I can make further improvements in the future.<\/p>\n

The six elements include:<\/p>\n\n\n\n\n\n\n\n\n\n
Carr-Chellman and Duschatel (2000)<\/td>\nNCCP Cycling Pathway Updates (2020)<\/td>\n<\/tr>\n
\u00b7\u00a0\u00a0\u00a0\u00a0 A comprehensive study guide that allows students to progress without the teacher<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A NEW fillable journal helped students navigate the numerous official textbooks, complete all the assignments in the final evaluation portfolio, and consolidate their learning in one document.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 NEW home study program offered, using recorded video calls from 2 different cohorts, allowing participants to work through materials at their own pace and support various learning styles. Application, including history in sports coaching, was required.<\/td>\n<\/tr>\n

\u00b7\u00a0\u00a0\u00a0\u00a0 Assignments include collaborative and individual tasks that match & model the learning theory<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 EXISTING learning theory, including a mix of instruction and social constructivism.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 NEW slide deck for ZOOM calls and NEW pre-event assignments to help ensure group activities were efficient.<\/td>\n<\/tr>\n

\u00b7\u00a0\u00a0\u00a0\u00a0 Provide examples of previous student\u2019s work<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 NEW samples provided in the slide deck<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The NEW journal included key reference material on the page after difficult questions. Thus, participants could challenge themselves to articulate an answer using reflection and textbook, but know their solution and know that resources were easy to find if needed. This removed the anxiety of navigating the 300-page resource material and gamified the writing experience into \u201ccan I do the question without asking for help.\u201d In post-event surveys, participants indicated this gamified design helped validate their existing knowledge base and built their confidence by acknowledging that they are indeed in a coaching program that matches their abilities and needs. In addition, students shared more detailed and forthcoming responses in later journal questions, evidencing how the journal design boosted student confidence.<\/td>\n<\/tr>\n

\u00b7\u00a0\u00a0\u00a0\u00a0 No online textbook or primary text used<\/td>\n<\/td>\n<\/tr>\n
\u00b7\u00a0\u00a0\u00a0\u00a0 Student-to-student communication is emphasized, including informal discussions that encourage creativity<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 NEW journal and slide deck maximized group breakout room discussions.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 EXISTING partner exercises during outdoor practice teaching, especially in the morning session.<\/td>\n<\/tr>\n

\u00b7\u00a0\u00a0\u00a0\u00a0 The communication model improves understanding of fundamental learning theories (concepts) and intellectual dialogue<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The EXISTING program emphasizes and demonstrates the NCCP\u2019s five core competencies: Valuing, Interacting, Problem-Solving, Critical-Thinking, and Leading, and pushes participants to translate theoretical concepts into practical applications with a course conductor fulfills the role of guide, moderator and instructor in that order.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

I have a question: What did Carr-Chellman and Duschetal (2000) mean by having no online textbook or primary text? I suppose they are proposing this in the context of a network or MOOC. In that case, I can see the lack of an official textbook as an inspiring way to push students to search the relevant academic literature and other resources for answers.<\/p>\n

In the context of NCCP Coach Development, I see that we could include the concept of no primary textbook in our ongoing coach mentorship programs, designed for certified coaches who are attending seasonal calls to maintain certified status. In this context, we could prompt participants with a narrow research question two weeks before the seasonal meeting, expecting that they will contribute during breakout room brainstorming and the greater discussion amongst all participants.<\/p>\n

References<\/p>\n

Weller, M. (2020).\u00a025 Years of Ed Tech<\/i><\/a>. Athabasca University Press.<\/p>\n

Carr-Chellman, A., & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology<\/em>, 31(3), 229\u2013241. https:\/\/doi.org\/10.1111\/1467-8535.00154<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Dear Reader, Welcome back! Our MALAT cohort has returned to the blogosphere and today\u2019s post reviews the first third of Weller\u2019s 25 years in Ed Tech, a historical summary of educational technology since 1994. Each chapter explores one fundamental discovery or change relevant to a given year and helps remind us just how quickly technology … Continue reading “523.1.2 – Optimal online course traits”<\/span><\/a><\/p>\n","protected":false},"author":204,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[22],"class_list":["post-275","post","type-post","status-publish","format-standard","hentry","category-lrnt523","tag-activity"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/posts\/275","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/users\/204"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/comments?post=275"}],"version-history":[{"count":3,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/posts\/275\/revisions"}],"predecessor-version":[{"id":278,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/posts\/275\/revisions\/278"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/media?parent=275"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/categories?post=275"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0206\/wp-json\/wp\/v2\/tags?post=275"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}