Broadband Learning Systems Unit 1

Online LearningOnline Learning

Site: Broadband Learning Systems

Course: Introduction to Broadband Learning Systems

Unit: Online Learning

Printed by: Kyle Moon

Date: Thursday, 8 January 2009, 04:48 PM

name http://online.broadbandlearning.com/mod/book/print.php?id=353

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Table of Contents

Getting Around

Unit 1 - Online Learning: Objective

1.1 Online Learning

1.2 - Growth

1.3 - Multimedia & Interactivity

1.4 - Yesterday’s Online Learning

1.5 - Example One

1.6 - Example Two

2.0 - Broadband Learning Systems

2.1 - Objectives

2.2 - Assessments

3.0 Reusable Learning Object (RLO)


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Getting Around

Q: I am new to Broadband Learning Systems, how do I navigate through the course?

BLS courses are divided into units consisting of chapters. This course has three units: Online

Learning, The Broadband Learning System Process, and Return on Investment.

To navigate, use the buttons located in the upper and lower righthand corners to go back

a chapter, return to the main course page, or go to the next chapter .

At the end of each unit, click on the button to take the unit quiz. Once the quiz is

completed, click the button to advance to the next unit.

The table of contents on the lefthand side lists all the chapters in the unit. You may go directly to

any chapter by clicking on the chapter title.

If you have questions or would like to contact us at any time during the course, click on the

Broadband Learning Systems link at the bottom of every page.

You may also notice an additional "Jump to" bar that takes you directly to any unit, glossary or

activity. There is also a bread crumb trail showing where you are in the course.

As you move through the course, key vocabulary words will be highlighted in gray. Click on any

highlighted word to view a definition of that word from the Glossary.


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Unit 1 - Online Learning: Objective

At the conclusion of this unit you will identify the components of a learningobject and differentiate between traditional learning content and a learningobject.


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1.1 Online Learning

Online learning is a popular and effectivechannel for education. The opportunity to learnall the time and everywhere affords manystudents unprecedented convenience. Onlinecourses promote student-centered instruction,which encourages accellerated, active learning.


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1.2 - Growth

The number of students engaged in online learning is growing rapidly. In 2008, theSloan Consortium reported that approximately 3.9 million higher education students(more than 1/5th of all students) were taking at least one online course in fall semester2007. This is an increase of 12.9% over the previous fall semester. Enrollment in onlinecourses will continue to increase.

(Allen, I.E. and Seaman, J. Staying the Course: Online Education in the United States,2008. http://www.sloan-c.org/publications/survey/index.asp, Needham, MA: Sloan-C,2008)


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1.3 - Multimedia & Interactivity

Online courses come in a variety of styles. Some

online courses consist primarily of text on a web

page. Although the content itself may be exceptional,

this style of presentation is neither engaging nor

effective. This approach is similar to reading a

textbook, and ignores the interactivity possibilities of

current technologies.

Other courses combine traditional educational

content with additional media such as graphics,

audio, video, etc. These additions encourage students

to be active participants in the learning process,

making the online learning experience more

entertaining.


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1.4 - Yesterday’s Online Learning

Adding video or other dynamic content does notnecessarily result in effective education.Packaging traditional content for delivery overthe internet might make itspresentation stimulating and engaging, butwithout clearly defined learning objectives andassessments, it ignores the fundamentals ofgood instruction.


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1.5 - Example One

This is an example of text based online contentfrom the Massachusetts Institute ofTechnology’s OpenCourseWare initiative. Whilethis is exceptional content, it is hardly differentthan simply downloading a textbook. Ratherthan encouraging accellerated, active learning,the content merely sits on the page.

Link to: ocw.mit.edu


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1.6 - Example Two

This is an example of using video to present the content. The presenter is knowlegableand identifies clear objectives. While this is more engaging than a page of text, itprovides neither opportunities for interaction nor measurement of learning.


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2.0 - Broadband Learning Systems

What does online content need in order for it

to achieve the goals of effective education?

Objectives and assessments.

Broadband Learning Systems integrates clearly stated

objectives and assessments with existing content to

create learning objects. Learning objects exhibit

principles of instructional design and utilize

appropriate technologies to create effective

learning experiences.


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2.1 - Objectives

In traditional classrooms, instructors often begin a

class by stating the objective. This helps focus the

attention of the students and establishes

expectations for performance.

Learning objects direct the focus of the student in

much the same way, but take it one step

further. Using the model for identifying measureable

behaviors put forth in Blooms Taxonomy, the

development team specifies objectives that clearly

define what the student will be able to do as a result

of the learning, These objectives direct the

presentation of content, and are measured at the

conclusion of the course.


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2.2 - Assessments

Furthermore, in a traditional classroom environment,

students receive ongoing feedback from the teachers

as formative assessment. Learning Objects offer the

same benefit because the students are able to

participate in a variety of interactive activities and

games that reinforce key educational concepts. This

gives feedback as to what has been learned and what

needs additional attention.

Most importantly, Learning Objects provide a

definitive and measurable way of determining the

educational value of the content through the use of

summative assessments.


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3.0 Reusable Learning Object (RLO)

Courses and training programs can be broken down

into smaller units that focus on one particular skill

or piece of knowledge. These smaller units are often

applicable in more than one kind of training. For

example, lab safety procedures, math modules, or

research guidelines may be used in various courses.

Curriculum that can be broken down into smaller

learning objects for multiple purposes is called a

Reusable Learning Object. A Reusable Learning

Object, or RLO, is a self contained module for

learning that includes objectives, content, and

interactive assessments. Once a repository of

RLO’s have been created, new courses and training

programs are developed efficiently by repurposing

the RLO's.


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Documents

Broadband Learning Systems Unit 1