In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used. Most e-learning theorists are already there, and are exploring how learning content-whether professionally authored or created by students— can be used as the basis for learning activities rather than the conduit for learning content.

-Stephen Downs from E-Learning 2.0

Setting the Stage for a Theoretical Framework

Our first focus is to set the stage for developing new theories. In these first modules, we want to:

• define online learning
• get a firm grasp on what we mean by student-centered learning
• and consider how the new information and communication technologies have radically altered the learning landscape by redefining what we mean by place, community, and distance, as well as by changing forever what we mean when we talk about knowledge and information.

To that end, our first readings include Gillani's chapter "New Challenges," as well as several readings in Bender, Palloff & Pratt, and a few others.

In terms of our structured class discussion, we won't get to specific learning theories until modules 4 and 5. However, we have chosen two key readings (Ally's Foundations of educational theory for online learning and Anderson's Toward a theory of online learning) to introduce you to the broad theoretical landscape and help set the stage for one of the key projects and key assessments of this class--The CLASS WIKI.

In the CLASS WIKI, you will work collaboratively to build an class Web site that produces information on recent learning theories and their impact on online teaching and learning. Make certain you check out the Class Wiki Assignment during the second week of this module. You will be expected to be researching, writing, editing, and collaborating on this project throughout the remainder of class.

In modules 5 and 6, we discuss the Wiki entries and Gillani's chapters in more detail.

Note: As you chose an area of focus for your WIKI research, you may want to read ahead in Gillani.

We realize, of course, that for many of you, the broad review of learning theories will be literally just that--a review. Most of you reading these words have already encountered--in previous graduate or undergraduate classes--Blooms' taxonomy, Skinner's Behaviorism, or Thorndike, Pavlov, Piaget, Erikson, Vygotsky, and others. If you haven't heard of all of them, fine. You'll get a strong dose of them here. If you have heard of them, all the better. Our review will "re-contextualize" them in light of networked communities and the online learning platform.

But back to this first module. Here, we: (a) define online learning, (b) consider what a number of critics have to say about the whole enterprise of online teaching and learning, and (c) make an effort to connect online learning with today's educational needs and your personal goals.

Once again, our primary focus is to set the stage for each of you to begin building your own theoretically sound and institutionally appropriate framework for online learning design.

 

The Readings

Gillani. New Challenges (LTDEE: Ch. 1; pp.1-19

One of the key points Gillani makes in his introductory chapter, "New Challenges," is that the development of online student-centered learning must account for both knowledge design and perceptual design. Accordingly, he structures his book, Learning Theories and the Design of E-Learning Environments, in three parts:

1. Knowledge Design, which covers learning theories and their implications for online learning
2. Perceptual Design, which covers media, layout, and site architecture
3. Development and Evaluation, which essentially brings knowledge design and perceptual design together to produce online learning

Broadly speaking, those three parts correspond with what we focus on in OTL 501, OTL 502, and OTL 503.

• In OTL 501, in addition to a focus on Knowledge Design, we concentrate also on learners, community, and collaborative learning.
• In OTL 502, in addition to a focus on Perceptual Design, we add more "how-to" activities on various online technologies.
• In OTL 503, in addition to focusing on the issues of development and evaluation, we make a point to actually develop and evaluate an online class.

Bender. Opinions About Online Teaching and Learning (DBOT: Ch. 8). pp. 157-165

This chapter was chosen as one of the first readings of the class because it provides an interesting and wide ranging overview of a number of "opinions" (pro and con) about online learning. And besides, how can we begin a class on online learning without at least nodding to David Noble and his decade of discontent. Bender merely references him, but have you read him before? Digital Diploma Mills has been around a long time. Does he have a point?

Ally. Foundations of Educational Theory for Online Learning (TPOL: Ch. 1):

Ally was chosen as a reading because it gives an early overview of the learning theories, and puts them specifically in the context of online learning.

This is excellent background as you think about your contributions to the Class Wiki.

Anderson. Toward a Theory of Online Learning (TPOL: Ch. 2.)

Anderson was chosen as a reading because of his argument that effective online learning should be:

1. Learner centered (or, as he suggests, learning centered)
2. Knowledge centered
3. Assessment centered
4. Community centered

Reasonable pillars for a theoretical framework?

His numerous "Implications for Online Learning" are a nice starting point--something that Gillani also covers in his learning theory chapters. It will be interesting to compare them later in the semester.

 

DELIVERABLES

The only deliverables for this module are

1. Your post in the Introduction thread of the Cafe OTL
2. Your contributions to the Module One discussion forum threads

But do log in to and take a look at the Class Wiki asap, and do make certain you have carefully read the Read Me First document. As stated elsewhere, OTL 501 is more discussion-based in its structure than any other in the series; your participation in the forums really are the heart of this class, as well as the primary component of your grade.

We have much to discuss. So head over now to the Discussion Forum. Can't miss it. The link is there on the Main Course Menu.

Make sure you get there soon.

That's where the class is!