URL: http://ocw.mit.edu/courses/urban-studies-and-planning/11-127j-computer-games-and-simulations-for-investigation-and-education-spring-2009/index.htm
Analyzing an Open Course
Open Course websites allow anyone to take quality courses for free online. These courses do not offer credit, but rather personal growth in knowledge and experience. The learner has access to the same types of learning tools as those for credit such as: syllabus, readings, assignments, related sources and downloadable course materials. Free and the same learning tools, why does anyone pay for courses?
The Design
Not all courses are equal. In searching the Open Course offered by MIT, The original delivery method seems to have been fact-to-face. I found that many courses were outdated and were recordings of prior “lecture” courses. The lecture was a video or audio of the lecture available. This type of format is not designed for online learning. Lecture is not an option you want to utilize in a distance environment. Social learning and discussion opportunities are utilized more often in order to create a learner centered environment (Simonson, 2012). This course’s original context was for a face to face undergraduate audience. It is designed around problem based learning method which is in fact a higher level thinking strategy. Learning takes place through inquiry (Consulting, 2012). However, the free version here has the learner reviewing the PBL results, NOT experiencing the PBL. The higher level inquiry is not occurring.
Meeting Online Recommendations
Distance learning texts recommend several elements to design effective online course content. One central element is the facilitator’s knowledge and understanding of the needs of their learners and their motivation in the course. The interaction of the learner and the instructor is paramount to having a successful learning experience (Simonson, 2012). The course offered by MIT does not require activities or discussions for the instructor to understand, monitor or support the learner as an individual. Though the original course requirements (when face to face) seems interactive and with social group activities, the “recorded/free” version, is more of a see what we did type course. It is seeing what was done, not a doing yourself course. As an interactive, hands on, social learner, I would find this course difficult to keep my attention and retain any new knowledge.
The course designers could have utilized the development phase of ADDIE to map out the flow of the course in the online environment and then utilize various course assets conducive to online learning to reach the Equivalent of the face to face course that was offered in 2009 (Laureate Education, 2013).
Active Learning
In the original course format, face-to-face, the course is designed for active learning for the students. A PBL design brings the learner to the center of the instruction through inquiry and analysis. The problem with this particular MIT open source is that the online delivery makes the learner a spectator of “what already happened” rather than discovering what may or may not be created with gaming and education. Without hands on experience and discovery, this content, in my opinion, is very difficult to learn. The whole point of computer games and simulations in education is to engage the learner in interactive activities with new content. With some re-design, this course could have the potential to meet the recommendations for distance learning criteria.
Open source courses in general seem like a chance to gain new knowledge for more audiences, since they are free. However, if the design does not promote interactivity, and learner centered instruction along with the framework for online instruction, then it will not be designed in support of the Equivalent Theory. As an instructional designer, the open source can evolve into a community outlet for sharing knowledge, and encourage research for those desiring personal growth in a given area. In my opinion though, the MIT course I analyzed does not come full circle in offering the best environment for distance learning that could be applied to a real life situation. That ability to put new knowledge into action is when you know real learning has taken place.
References:
Consulting, P. (2012, June). Problem Based Learning. Retrieved August 2013, from http://www.pblearning.com: pblearning
Laureate Education, I. (2013, July). Developing Online Courses. Video Media, Walden University.
Simonson, S. A. (2012). Teaching and Learning at a Distance. New York: Pearson.
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