Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

EDDE201 > Course Development > Flashcards

Course Development Flashcards

1
Q

6 components of a DE system

A
  1. source of content
  2. course design subsystem - structures content into materials and activities
  3. Course delivery subsystem - through media and tech
  4. Instructors and support personnel - interacts with leaners in their use of materials
  5. Learners
  6. Management subsystem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

common model for creating instruction

A

ADDIE (Analysis, Design, Development, Implement & Evaluate)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Bloom’s six levels of objectives in the cognitive domain

A

knowledge, comprehension, application, analysis, synthesis, and evaluation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

ICVMA

Gagne’s five types of objectives

A

1.intellectual skills,
2. cognitive strategies,
3. verbal information,
4. motor skills, and
5. attitudes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

consists of a behavior, the conditions under which it should be evaluated, and a criterion for its measurement

A

learning objective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

usual method of course development in earlier forms of distance education based upon print media

A

The Author–Editor Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the functions of the members of the team in a Course Team Model?

A
  1. writes outlines of what should be taught in their particular specialties, and
  2. engages in negotiations regarding the allocation of the student’s time budget for study in the course.
  3. produces drafts of learning objectives and content of each unit and module into which the course time budget is structured
  4. assemble books of readings, script audio and video recordings
  5. plan Web pages and Web-based activities
  6. design tests and exercises
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

The expanded author-editor model which includes a number of other specialists and is used by dual-mode institutions.

A

The “Lean Team”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

A is different from a “syllabus” which does not usually contain “how to study” information or commentary on the content

A

Study Guide

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Information and activities should be organized in self-contained lessons or _______

A

units

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

3 features of a good system

A
  1. preliminary specification of good learning objectives
  2. Construction and later the handling of the products submitted by students or trainees as evidence of learning, commonly referred to as assignments.
  3. Good data gathering and reporting system - look for the warning signals that indicate some part of the system is inoperative
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

3 principal guidelines that determine whether the “fair use” exception applies:

A
  1. Extent of access - access to materials is limited to a specific course (e.g. requires **password **access)
  2. Amount of material - small portion of the work is used (e.g. less than 10 percent of entire work)
  3. Length of time - available for a limited amount of time (e.g. a semester)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

4 sources of Copyright-free Material

A
  1. Use of so-called open source “site”
  2. “open education resources” (OER)
  3. Creative Commons License - user-defined permission system
  4. Web 2.0 shared media
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

10 General Design Principles of Web Based Courses

A
  1. Good structure - organization must be well defined and understandable, with internal consistency
  2. Clear objectives - unambiguous statements
  3. Small units - single learning objective
  4. Planned participation - Participation and interaction have to be structured
  5. Completeness - should contain instructional commentary, activities, and illustrations
  6. Repetition - to provide reinforcement and to compensate for distractions and memory limitations
  7. Synthesis - Important ideas expressed in the materials should be woven together (e.g. summaries)
  8. Stimulation and variety - course materials need to capture and hold the attention of students
  9. Open-ended - Assignments, examples, and problems should allow students to adapt content to their own interests or situations.
  10. Feedback and evaluation - students should receive regular feedback on their general progress in the course
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

one of the most effective ways to promote interaction in DE

A

Threaded discussion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

3 types of learning context

A
  1. Orienting context - student’s reason for being in the course
  2. Instructional context - learning environment (e.g. course schedule, etc.) impacting student convenience
  3. Transfer context - way the knowledge will be used; students value info which they perceived as useful
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

least successful strategy to employ in DE

A

Lecture/Talking Head Approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

6 Media selection criteria

A
  1. Match medium to content
  2. Accuracy of information
  3. Motivational quality
  4. Engagement quality
  5. Technical quality
  6. Unbiased nature
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

internet based software that manages student enrollment, track student performance, creates and distributes course content

A

Course Management Systems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Two categories of CMS

A
  1. Proprietary - purchased/licensed from 1 vendor
  2. Open source - free educational software (e.g. Sakai, Moodle)
21
Q

4 approaches for delivering courses asynchronously using the Internet

A
  1. Linear-designed instruction
  2. Branch designed instruction
  3. Hypercontent designed instruction
  4. Learner directed design
22
Q

significant body of knowledge, a major subdivision of course content, equivalent to a semester credit

A

Unit

23
Q

a major subdivision of a unit, is distinct and discreet. Comprised of several class sessions

A

Module

24
Q

an ** important supporting idea** that explains and clarifies a module. A would be a lesson or assignment.

A

Topic

25
Q

four groups involved in course design and development (Bates 2000)

A
  1. Technology infrastructure support staff - network, hardware, software
  2. Educational technology support staff - web design, graphics, programmers, layout, audio/video production
  3. Instructional design staff - ID and language
  4. Teachers - content
26
Q

Two key dimensions of social presence

(Gunawardena and Zittle 1997)

A
  1. intimacy - “depends on factors such as physical distance, eye contact, and smiling”
  2. immediacy - “is a measure of the psychological distance that a communicator puts between himself or herself and the object of his/her communication”
27
Q

With regards to cost, ________ is the benchmark media other distance education courses were measured against (Hillsman, 1999)

A

Print

28
Q

all these technology forms (e.g. print, cd-rom, audio cassettes) are canned productions meant to have ____________ and to be accessible by a large student population

A

long shelf lives

29
Q

descriptors which refer to the temporality of a class activity, and have implications for the resulting interactions

A

synchronous or asynchronous

30
Q

the typical massive course experience involves ____ instructor interaction

A

minimal or no

31
Q

Four technology-based phenomena of the last decade which pushed educators to consider learning transactions from new perspectives

A
  1. the rise of social media,
  2. the flipped classroom approach,
  3. the massive open online course (MOOC),
  4. learning analytics -
32
Q

term loosely used to indicate any collection of people who might share the same online space or use the same online network

A

Community

33
Q

Theory which provides a framework for examining what people do within social, cultural, and historical contexts

A

Activity Theory

34
Q

Theory used to investigate discursive interactions (van Langenhove & Harré, 1999).

A

Positioning Theory

35
Q

4 DISTANCE EDUCATION DESIGN FACTOR

A
  1. Learner Autonomy/Learner Control
  2. Interaction
  3. Access
  4. Costs/Economies of Scale
36
Q

the systematic use of networked multimedia computer technologies to empower learners, improve learning, connect learners to people and resources supportive of their needs, and to integrate learning with performance and individual with organisational goals” (Goodyear, 2000)

A

e-learning

37
Q

E-learning afford the opportunity to develop _____________ which emphasizes the importance of anchoring or situating instruction in meaningful, problem-solving contexts. Which permits sustained exploration by students and teachers.

A

generative learning environments

38
Q

three ways in which information and communications technology can be used to effectively support a self-directed and student-centered learning environment.

French et al. (1999)

A
  1. augmenting teaching
    □ educators can enrich their current teaching practices by supporting their classes with one or more aspects of ICT-based activities
  2. virtual learning
    □ learning and teaching on the Internet without any face-to-face contact between or among the participants.
  3. **progressive **application
    □ process of applying ICT-based technologies to teaching and learning progressively as one develops his/her confidence
39
Q

5 PEDAGOGICAL APPROACHES FOR OPTIMIZING E-LEARNING

A
  1. Distributed Problem-Based Learning
    - uses an instructional problem as the principal vehicle for learning and teaching
    - takes place in an electronic environment
  2. Critical Incident-Based Computer-Supported Collaborative Learning
    - reflection on critical incidents from their workplace
  3. Goal-Based Learning
    - a simulation in which learners assume a main role in the pursuit of a mission or task associated with their main role in the scenario (Schank, 1990, 1997).
  4. Learning by Designing
    - students’ understanding is “enacted” through the physical process of conceptualizing and producing something
    - The failure of that artifact, for example, may suggest an incomplete understanding of the subject matter
  5. Web-Based Role-Play Simulation
    - learners take on the role profiles of specific characters in a contrived educational game
40
Q

a “transitional support strategy or mechanism” that is put in place to guide student learning in desirable directions or to enable the development of desirable cognitive skills in students

A

learning scaffold

41
Q

two basic categories of online courses

A
  1. primarily text-based with computer-mediated enhancements
  2. Courses that merge several smaller educational components into a single course of study
42
Q

14 administrative documents to help instructors organize, prepare, and orient students, especially if they are new to online learning

A
  1. personalized letter of welcome
  2. general information about online learning
  3. technology requirements
  4. Resources for technical help
  5. how to access the course on the web and navigate it successfully
  6. student log-in and password information
  7. rules, procedures, and help in using interactive tools
  8. course syllabus, course overview, course schedule
  9. Course expectations
  10. Required text and materials
  11. instructions on activities and assignments
  12. Faculty contact information and office hours
  13. student support information
  14. administrative regulations (e.g. plagiarism, privacy, appeal, library, counseling)
43
Q

Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs.

WICHE’s Balancing Quality and Access

A
  1. timely and appropriate interaction
  2. faculty assumes responsibility for and exercises oversight over distance education
  3. appropriate faculty support services
  4. appropriate training for faculty
  5. students have access to and can effectively use appropriate library resources
  6. range of student services appropriate to support the program
44
Q

suggestions specific to effective teaching online

Fox and Helford (1999)

A
  1. Develop tolerance for ambiguity
  2. Use scaffolding principles
  3. Use problems for students to understand and manipulate course content.
  4. Create opportunities for high levels of interaction
  5. Integrate formative assessment
45
Q

Crucial new skills for teacher education

A
  1. Pedagogical Proficiencies
    - The online environment is a different kind of classroom
  2. Administrative Skills
    - Teaching online often requires more anticipatory effort. Lay out your ground rules right away
  3. Technical Skills
    - learn new software applications for teaching online,
    - Determine if your institution supplies regular training for new software
46
Q

5 key roles in the Course Development Team

A
  1. Subject Matter Expert
    - Ensure that the content of the online course is an appropriate alternative to the lecture content
  2. Instructional Designer
    - helps to make the SME aware of appropriate pedagogical strategies and options
    3.Web Developer
    - works with the graphic designer to conceptualize the screens, backgrounds, buttons, window frames, and text elements
    - creates interactivity, and determining the look and feel of the interface
  3. Graphic (Visual) Designer
    - Creates a unique course look integrating the course’s functionality into the common institutional template.
  4. Programmer and Multimedia Author
    - responsible for program functionality
47
Q

“as one of the key metaphors associated with teaching and learning through the new telecommunications and computer-networked technologies”

Kuboni (1999)

A

learning environment

48
Q

online learning environment has 3 features

A
  1. It encourages a reduction in the emphasis on the didactic role of the teacher while emphasizing collaboration;
  2. it enables the development of process skills and knowledge building, rather than information and knowledge acquisition;
  3. and it supports collaborative group activities
49
Q

________ is “the most effective and egalitarian of computer-based resources available

Nunes and Gaible (2002)

A

multimedia

EDDE201 (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions