Ko and Rossen’s emphasis in Chapter 3: Course Design and Development seems to fall heavily on that of ‘course conversion’. They say, “teaching exclusively online, [..] involves recasting your entire class in an online shape” (p.46). Well, I’m not “recasting”, I’m hoping to design a class from scratch that’s to be delivered online. I’m planning therefore to take what I’d call a ‘clean’ approach, this way I anticipate truly discovering the “opportunities afforded by the new online environment” (p.12).
You know, I think I’m going to really keep this idea of ‘clean’ in mind as I develop my online learning space. Because, (picking up on Todd’s tutorial about constraints of the physical classroom) in order to manage resources and execute effective facilitation of learning, I think it’s really important to keep an uncluttered ‘classroom’, free from old handouts, out dated posters or notices and unnecessary furniture or equipment etc. It not only helps get the job done, but what’s more it sends out the message that you care and that you’re on top of your game.
My guiding force, pedagogical goals and objectives
Within the Where the Hell Do I Start?” tutorial, I found the idea of identifying a guiding force for the course very helpful, especially as I’m starting from scratch and don’t really a have a syllabus. Consequently, I’ve chosen a recently published textbook, Understanding Digital Literacies – A Practical Introduction, as my ‘guiding force’ for this project. Now I can articulate the goals of my emergent course and tentatively identify its objectives before moving on to explore the best methods and approaches to make my pedagogy happen (online).
Here’s an idea of how I’m getting on:
Goal(s): to provide learners with both the theoretical and analytical tools needed in order to start exploring the many new digital literacy practices that have been afforded by recent developments in digital technology, and to encourage them to reflect on and critically evaluate their own digital literacy practices.
Objectives: (i) demonstrate an understanding that the concept of digital literacies (as opposed to ‘literacy’) is not just the ability to encode and decode meaning, rather it is the ability to do certain things, to show that you are a certain kind of person and to relate to other people in a certain way.
(ii) recognize that literacies are always situated and context-specific
(ii) recognize that an aspect of digital literacies involves understanding the affordances and constraints of individual digital tools
(iii) appraise a selection of digital technologies in terms of their affordances and constraints