Providing Narrative Context
To me nothing is worse than finding an online course whose assets are merely listed topically. In that case the classification of information provides the only clue to discovering meaning or learning the content. A proper outline is not just a list of topics; it is a system of conceptualization that organizes topics by meaningful terms, degree of importance, and level of specificity--a roadmap for comprehension in the learning process. More than that, even a proper outline is not enough. There needs to be a narrative context.
Narrative context is provided in complete sentences built into paragraphs, telling the story of what it is we are to learn and why. Each asset should have a narrative introducing it, followed by narrative that links it coherently to the next asset in the sequence. Thus the same requirement for print textbooks--that there be transitions--applies no less to electronic textbooks and course packs. Brief annotations identifying the subject of a video or the title of a document, etc., does not constitute narrative context.
Even with a wealth of essentially non-text online visual stimuli, to learn anything at any level of sophistication, students still have to read.
Permissioning Online Resources
Getting permission to use or link to online content is still a gray area in copyright law and application. The Digital Millennium Copyright Act of 1998 (www.copyright.gov/legislation/dmca.pdf) confirms that you must request permission to use anything you find online that is protected by copyright law, unless a grant of release appears with the material. In that case the author or copyright holder of the published material has authorized its use. A notice may appear such as, "Permission is granted for teachers and students to copy and use this content so long as no fee is charged and this web site is cited as the source". Not all material is protected, nevertheless, including facts, ideas, methods, works in the public domain, many government documents, and so on. Clear explanations of "public domain" may be found online.
The best explanation I have found for determining if you need permission is published by the University of Texas at www.utsystem.edu/ogc/Intellectualproperty/COPYPOL2.HTM. That site also has a clear explanation of the four tests for fair use. Basically, if you are using a lot of original material commercially (online or in print) in such a way that the value of the material to its owner or creator will potentially be diminished, then you must have written permission. Educational use is not fair use if money is involved. For example, if students have to pay for your coursepack or online course, then you must make sure that everything in it is permissioned or falls into the public domain or is defensible as fair use on other grounds.
It used to be that we were supposed to request permission to link to another site before doing so. That practice has been found to be largely unenforceable, however, and is contrary to basic web architecture, which distributes information via hyperlinks. Although link requests increasingly are viewed as a mere nicety, the nuances are still being tested (or threatened) in court cases on trademark infringement. In your online course, use hyperlinks to direct students to other sources of information or media assets, taking care to link to the home page rather than internal pages that may be viewed as more proprietary. Importing hyperlinked material into your web site is another matter, however, and in that case the rules for permissioning apply.
Another gray area is the use of social networking sites to gather information for publication. Private speech is protected, but defining privacy on social sites is troublesome. I recently advised an author to incorporate a waiver into his online questionnaire such that people understand that responding to the questionnaire automatically grants release for him to use it as he sees fit without further consideration to them. I also advised him that the speech of minors is extra-protected and he must have written permission from parents regardless. Also, email is protected speech, and making speech anonymous does not necessarily protect against privacy infringement.
I am not an attorney, though, and my advice cannot substitute for the real thing (which can be found at reasonable cost). My own policy (erring on the side of caution, perhaps) is always to cite sources, include credit lines, observe terms of use (and publish my own), and seek authorization or ask permission whenever I have any doubt.
Labels: copyright law, fair use, hyperlinks, online courses, online textbooks, permissions, public domain
Finding and Choosing Media Assets
In my last post I discussed how to develop a shell for your online course--the structure and conceptual framework for the course you want to teach. You have your units, modules, and headings, along with learning objectives for each module and section in your outline. Now, finding the right media assets to plug into your online course shell is part art and part the luck of discovery.
Recall that media assets include web sites, documents, podcasts, audio files, webcasts, videos, animations, photos, other images, or any of a host of specific files, such as maps or graphics. The best way to find these assets is to start with links you already know or that have been recommended to you by colleagues, and those that are available through your institution, such as library subscriptions to online resources. Then move on to the keyword or key phrase search, preferably trying a variety of search engines.
Evaluating assets for inclusion in your course should be based on the following criteria:
1) Does it directly advance the learner's potential ability to fulfill the stated learning objective for that topic or section? Is the content at the right intellectual level for your audience?
2) Is the source known, credible, authoritative, authentic, literate, accurate, and reliable? Does it cite sources?
3) Can you use it or link to it legally without permission; or can you get permission? (more on this in the next post)
4) Is the web site or link stable and secure? Is it current or routinely updated?
5) Depending on context you also may want to ask, Is it free? Is it free of advertising? Does it require registration or subscription?
Web sites to favor include large or well-known national or international organizations; academic associations; federal and state government sites; online archives of newspaper, journal, or research articles; and open-access college- and university-based repositories.
Web sites to avoid include students' and instructors' pages; personal home pages other than your own; unarchived articles (which tend to disappear); commercial sites with pop-up ads or registration requirements; pages with internal links that are broken or lead to inappropriate content; sites with offensive or salacious content or undeclared bias.
Collect your finds into a bookmark folder, annotating each URL and categorizing it for placement in a section in your course outline. The bookmark folder will help you conveniently hyperlink your narrative text or pedagogy to your assets, or, alternatively, to hyperlink your assets to the learning objectives and headings in your course outline. Providing narrative and pedagogical contexts for your media assets will be the subject of a future post.
You no doubt will find far more resources than you can use in your course. As you develop your bookmark folder, try to choose the right number of assets to correspond with your predicted "time on task" for students to get through a module and satisfy the learning objectives. You may wish to apply the traditional industry standard of a maximum of 50 pages of reading per college course per week, and then reduce this to account for the time needed to study real-time media assets such as audio and video.
Many resources you find will not be conveniently available to you because of permission issues, the subject of my next post.
Labels: media assets, online courses, online textbooks, textbook development
Online Course Development
My recommendations for developing an online course start with building a working table of contents with textual headings, just as you would for a print textbook. The best structure for online application is a sequence of units of study, which can be presented online as a learning sequence comprised of self-contained modules. Depending on length and complexity of content, a module can function at the level of a unit or a chapter. In any case, text headings serve as conceptual organizers for topics and subtopics within a module.
The more self-contained modules are, the more easily they can be moved in the sequence of instruction or chosen for other customizations with content from other sources. Learning objects, your own or ones you find online (or in repositories such as MERLOT), are self-contained lessons or bits, such as definitions or examples. You can put bits together to help populate sections within a module. Discrete learning objects and modules permit maximum flexibility in constructing courses, but it it critical to functionally interrelate information as well.
I think a serious flaw in online course development is the tendency to unharness information from larger meaning. For this reason it is essential to include pedagogy, such as learning objectives, module openers and closers, discussion questions or critical thinking questions, overviews, summaries or reviews, and glosses for technical terms. Each module should have learning objectives--what students should know or be able to do after studying the unit. There should be one of more learning objectives for each main heading within a module. Among your learning objects should be text boxes or links to brief documents in which you address the question of larger meaning within each module and the conceptual (and logical or historical) relationships between modules.
Consider developing a course in 8 to 14 units or modules inclusive of pedagogy, depending on semester length and course requirements, such as opportunities for assessment or student presentations. The number of modules should provide a practical course load for learners (and for the instructor to administer) at a rate of around one module a week. Getting course content into a finite number of modules is the same challenge you face in having a reasonable number of chapters in a textbook. Highly dense and technical material usually needs a larger number of shorter modules assigned at a rate of two a week. Keep in mind learning theory and research about chunking information for maximum effective learning rate.
Module content consists of the learning objects, bits, personal documents, links, and media assets that you assemble to help students satisfy each learning objective. If you wanted your introduction to economics students to distinguish among financial markets, for example, what would you show them and what would you have them read and what would you have them discuss, etc.? Learning materials you offer them might include choices among podcasts, videos, animations, simulations, news articles, scholarly articles, research reports, interviews, graphics, photos, links, prepackaged lessons, maps, demos, tutorials, blogs, dictionary entries, government statistics, and so on. For teaching effectiveness, the media assets you choose must be somehow endowed with pedagogy and couched in the larger meaning that makes learning anything worthwhile.
Next time: More on finding media assets and endowing them with pedagogy.
Labels: distance learning, e-textbooks, learning objects, media assets, online courses, online textbooks, pedagogy
