The impact of open source
Open source software is intended to be freely shared and
can be improved upon and redistributed to others (Simonson, Smaldino, Albright, & Zvacek, 2012). The great thing
about open source is that it allows learning environments to be shared by
anyone interested in the information being disseminated.
When I looked further into the definition of open
source, one resource is the Open Source
Initiative (OSI) which is a non-profit corporation formed to
educate and advocate the benefits of open source. OSI has
developed the following criteria for the distribution of open source:
- · Free redistribution
- · Program must include source code and must allow distribution in source code.
- · License must allow modifications and allow them to distributed under the same terms.
- · Integrity of the authors source code.
- · No discrimination against persons or groups
- · No discrimination against fields of endeavor
- · The rights attached to the program must apply to all to whom the program is redistributed.
- · License must not be specific to a product
- · License must not restrict other software
- · License must be technology neutral (Open Source Initiative)
I chose the open source site http://oyc.yale.edu/.
The idea that Yale University would supply free education caught me by
surprise. I chose a course related to something that has always held my interest
HIST 119 The Civil war and reconstruction era, 1845-1877. The class that I was
presented with did not seem to take the distance learners abilities into
account. The class content included downloadable course assignments in PDF
form, 27 recorded lectures with closed captioning and transcripts available
through YouTube and ITunes, class syllabus, required textbooks, required assignments and the weighted grade percentages for the course.
The class is set up basically like a lecture that is
presented in a lecture hall. The class reflects the belief that teaching online
is not much different from teaching in a face to face environment. Keep in mind
that courses taught in traditional classrooms may need to be retooled The focus
of the instructor shifts to visual presentation, engaged learners, and careful
timing of presentations of information (Simonson, et al, 2012).
The technology tools presented were videos available
through YouTube and ITunes with attaching transcripts. Although I was able to
take notes it did not seem engaging. Too often instructors do not place enough
emphasis on designing and using quality visual materials (Simson, et al, 2012).
By taking time to use good visual media the quality of the learning experience
will increase.
There were no learning activities created within the
course to help the learner remember the context of the course. The “kiss of
death” for any distance course is the lack of student participation. Learners
who are engaged in learning are actively participating in their own
understanding of the content (Simonson, et al, 2012).
The course home page is very simple with just basic
information and the course meets some but not all of the five “abilities” that
e-learning standards should enable:
·
Interoperability – system seems to works with
any web browser.
·
Re-usability – learning objectives can be
re-used.
·
Manageability – No tracking activities are
available
·
Accessibility – learners do have access 24/7
·
Durability – Course only includes standard
video recordings with no new technology tools presented.
Although I enjoyed the
lectures because of my passion fro history and the Civil War. I feel that the
average distance learner would soon lose interest and not retain the course
content.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.
No comments:
Post a Comment