I think the most current example I can think of are the courses in this introduction to on-line teaching. This reminds me of other times I’ve been engaging with new information. At the beginning, it’s a bit of a mystery how it all fits together but as time goes by and I engage more deeply with the material, I start to see how it all fits.
What makes it an effective practice for me was to see the visual guide at the beginning of each module which showed what was to be covered. Additionally it helped that the material was broken into small steps. I also liked that you checked off when a portion was completed, this was reinforcing and another visual reminder. It helped that there was a definitive structure and a place to look for help. Looking at other posters gave me ideas about other ways to approach the courses.
As for doing it over again, it might be helpful to have video/audio links in the course.
I’m a psychologist, a family member, a friend and someone who is always interested in learning more about people and how they (and I) operate in the world.
I love travelling and take every opportunity to go and see new places. This summer I was in Hong Kong and Korea. One of my favourite places is Italy, see the picture of Tuscany here; the light is fantastic!
High quality on-line learning environments should be easy to navigate, have understandable instructions and encourage connection to other learners. These qualities are important so that learners feel confident about interacting with the material as well as feeling supported in the process.
One of the things I’ve learned about teaching in the last year is that clear step by step instructions are invaluable in helping learners proceed throught a course successfully.
I’m intrigued to see how the on-line teaching system works in actuality at TRU. I wonder what my blackboard course actually looks like, whether I can make any changes to it and how learners will experience the course.