The Impact of Open Source

          Open course is an open educational resource that is presented in the format that includes planning materials such as syllabus and course calendar. They also have textbooks, video lectures, presentations, notes, and simulation (About the Open Courseware, 2014). These courses are free that learners of higher education and adults can gain knowledge anytime, anywhere. Adults, who already are in their desired career, can learn and gain knowledge that will help them in their career.

          The courseware I analyzed comes from Massachusetts Institute of Technology (MIT). It has placed materials form over thousands of courses online (Simonson, 2012). MIT uses video content for video lectures. The videos are available in streaming mode, but may also be downloaded for viewing offline (Wikipedia, 2013). However, this is not a substitute form of distance learning, but a web-based resource for teachers and learns around the world (Rouse, 2011). After reviewing various open courseware available from MIT, I selected the course MAS.963 Technological Tools for School Reform to complete my analysis.

Does the course appear to be carefully pre-planned and designed for distance learning environment? How so?

       This course, MAS.963 Technological Tools for School Reform was well- planned. The planning process for this course, includes syllabus that specifies in detail in two parts what the learners can expect to learn, do in both parts of the course. It states course requirements in order for the learners to be successful. The three requirements are students’ readings, actively learning, final paper and website and presentation. It is vital for learners to be actively involved in the discussions and course work in order to get the most out of the course. It provides how the learners can expect to be graded from the course by completing course work and being actively engaged throughout the course. To help learners with staying on track when an assignment is to be completed, there is a course calendar that provides the topics for each week. For example, in the session or module, learners topic would be an introduction and overview. Adult learners can benefit from the course calendar by staying ahead on their course work. They could begin reading the upcoming week materials at their own time once they have completed the current coursework.

Does the course follow the recommendations for online instruction as listed in the textbook?

        MAS.963 Technological Tools for School Reform is designed in sessions or modules. There are 14 sessions for this course. In each session, learners are focused on one topic for that week only. For high quality course, there should be an emphasis on the use of different of visual media to offer instructional content (Simonson, 2012). This course sequence is aligned that learning can apply what they have learned from the previous week to the following week. The course has provided timeline when all assignments are due. For example, the course project that learners will work as a team to complete proposal is due by session seven. The instructional materials for this course consist of adults and graduate learners reading journal and online, viewing video lectures and listening to audio recordings. The pace of instruction in distance education for adult learners is considered because most of them have other responsibilities including their full time career. The instructions should offer compliments to their daily life.

Did the course designer implement course activities that maximize active learning of students?

         MAS.963 Technological Tools for School Reform is a learner centered course that offers active learning for all learners. The key to active learning is to keep learners involved in their own learning, not just keeping them busy (Simonson, 2012). Learners will participate in case studies in which they are analyzing research projects. Learners can expect to participate in collaborative in learning communities designing tools, materials, and activities to be field tested. After reading the required material for that week, learners are expected to participate in discussions with class. Within the discussions, it gives learners an opportunity to present their different perspective and interpretation of the reading. Learners are able to share understanding of the centralized question. Learners will also complete a course project where they will work in small groups. They will create a website with background research, design and development notes, documentation and sources for tools and materials they used to develop their project.

Conclusion

          In conclusion, MAS.963 Technological Tools for School Reform course has a well developed course that encourages all learners to participate actively. The course has taken in the responsibilities that an adult learners have and structures the course so they can also be as successful just as a higher education learner. The course has many opportunities for learners to work in a small group or as a team to design a course project as well as communicate in discussion on various topics. The guidelines for this course are easy for learners to follow and how the course will be implemented. All of the materials that are needed are readily accessible for all learners.

 

 

 

About the Open Courseware. (20014). Retrieved from Open Coureseware Consortium: http://www.ocwconsortium.org/about-ocw/

Mikhak, Bakhtiar. MAS.963 Technological Tools for School Reform, Fall 2005. (MIT  OpenCourseWare: Massachusetts Institute of Technology), http://ocw.mit.edu/courses/media-arts-and-sciences/mas-963-technological-tools-for-school-reform-fall-2005 (Accessed 9 Feb, 2014). License: Creative Commons BY-NC-SA

Rouse, M. (2011, March ). MIT OpenCourseWare(OCW). Retrieved from What is.com: http://whatis.techtarget.com/definition/MIT-OpenCourseWare-OCW

Simonson,Micheal, Smaldino, Sharon, Albright, Micheal, Zvacek,Susan. (2012). In Teaching and Learning at a Distance: Foundation of Distance Education (5th ed.). Boston: Pearson.