Why Online Design?

Rethinking Education in the Digital Age

Imagine yourself as a teacher, comfortable in your familiar routine. Then, BAM! The digital age sweeps through education, shaking things up like a plot twist in a movie. This is the scenario Tony Bates sets in the opening chapters of "Teaching in a Digital Age."

Bates makes a compelling case for change, painting a clear picture of a rapidly evolving world. The knowledge-based economy demands a new set of skills, prompting us to ask critical questions: Should education remain tethered to the job market? How are students and higher education adapting to these shifts?

The answer? Buckle up! Technology is taking the wheel, steering us away from traditional classrooms and towards a reimagined learning environment.

Chapter Two delves deeper, questioning the very nature of knowledge in the digital age. Gone are the days of teachers as mere "keepers of facts." Today, educators must equip students to navigate the relentless information flow accessible online, anytime, anywhere.

Bates explores different knowledge types – factual, conceptual, and procedural – and how to design courses that effectively develop them all within this new digital landscape.

The Call to Action: Design for Deeper Learning

While the need for educational reform isn't new (prominent thinkers like Piaget, Vygotsky, Dewey, and Montessori all advocated for change), Bates presents the case with fresh perspectives, current research, and practical applications.

Planning for Success: Proactive, Learner-Centered Design

This is where online learning design becomes crucial. Understanding the essential roles and interactions is key:

• How frequently do learners engage with content?

• How does this engagement manifest?

• How do learners interact with instructors?

• What kind of feedback fosters learning?

• Do learners have opportunities for collaboration, questioning, and discussion?
  

Beyond these initial considerations, effective online learning design demands a multitude of factors. The goal is to create a proactive learning environment, intentionally planned with the learner's success in mind, not merely a reactive response. Here are some key questions to ask when planning an online course:

• Subject, level, and target audience?

• Institutional guidelines (syllabi, outlines, accreditation standards) impacting design?

• Choice of educational approach (competency-based vs. outcome-based)?

• Rationale for your chosen design approach (blended learning, asynchronous, synchronous)?

• How will you integrate assessment strategies (assessment for learning, of learning, and as learning)?

• Are you encouraging deeper learning? If not, why not?

• Who ultimately controls the learning process?
  

While these questions are adapted from an ADL 5318 course assignment, they serve as a valuable starting point. Investing time in course design for online learning reaps significant benefits in the long run. Thorough planning leads to a smoother delivery experience, all with the ultimate goal of student success at the center.

Image: https://www.azquotes.com/quote/22739

References

Alexander Graham Bell quote. AZQuotes. (n.d.). https://www.azquotes.com/quote/22739

Bates, A.W. (2019). Teaching in a digital age – Second edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/

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