Multimedia Production (MP) course is aimed to discuss and explore how new and emerging technologies can facilitate teaching both inside and outside the classroom. At the end of this course, students will built up the necessary conceptual and practical understanding and skills of the topics required to use, design and develop rich digital resources. One of the ways of delivering the course is by using the advancement of information and communication technology in the form of e-learning.
Online learning or e-learning is different from through reading manuals, watching videos, researching on the web or participating in instructor-led lecture. That means it should be designed differently to help ensure it is a successful part of a course.
This paper focuses particularly on the design process of MP course using best practices for developing e-learning courses composed by The Defense Centers of Excellence Training & Education Directorate (www.dcoe.health.mil).
MOOC stands for Massive Open Online Course. MOOC is relatively new phenomenon as the first course carrying the name MOOC was offered in 2008. The term MOOC was coined by Dave Cormier and Bryan Alexander, when a course called “Connectivism and Connective Knowledge”, designed and led by George Siemens and Stephen Downes, attracted 25 fee-paying students on campus and 2,300 other students from general public who took the online class free of charge (Daniel, 2012). Even until today the definition of MOOC is keep evolving. The latest definition of MOOC is an online course aiming at large-scale participation and open access via the web. Typically MOOCs do not offer academic credit or charge tuition fees (Wikipedia, 2013).
MOOCs are divided into two branches, known as cMOOCs and xMOOCs. The two branches are so different, especially in aims and methods (Hill, 2012). Here we will focus particularly on the connectivist MOOCs or cMOOCs. McAuley, et al. (2010), defined cMOOCs by its characteristics as a MOOC integrates the connectivity of social networking, the facilitation of an acknowledged expert in a field of study, and a collection of freely online resources. Perhaps more importantly, however, a MOOC builds on the active engagement of several hundred to several thousand “students” who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. One of the most recent cMOOC course is the “Learning Design for a 21st Century Curriculum” offered by Open Learning Design Studio or widely known as “OLDS MOOC”.
In this paper, I evaluate OLDS MOOC as an online course and investigate how it has incorporated the social pedagogical network theories i.e. connectivism, networked learning, and communities of practice. The evaluation was done by using Quality Online Course Initiative (QOCI) rubric and evaluation system developed by the Illinois Online Network (ION), University of Illinois.
Multimedia Production (MP) course is aimed to discuss and explore how new and emerging technologies can facilitate teaching both inside and outside the classroom. At the end of this course, students will built up the necessary conceptual and practical understanding and skills of the topics required to use, design and develop rich digital resources. Demonstration of competencies is achieved through a collection of electronic evidence (multimedia educational products) assembled and managed by students.
One of the tools that have the ability to display the advancement and development of students’ competencies/skills, individual and collaborative growth, achievement, and learning during the course is an electronic portfolio or ePortfolio. Developing an ePortfolio supports integration of technology into the overall curriculum to increase learning (Anderson, Krathwohl, & Bloom, 2001). An ePortfolio also employs 21st century skills such as learning and innovation skills of creativity, critical thinking, problem solving, communication, and collaboration. It also taps into necessary technological literacy skills such as information literacy, media, and technology artifact manipulation (Partnership for 21st Century Learning Skills, 2004).
Many instructors used blog as ePortfolio platform. This was also the case with MP course, but MP was not the only course that used blog as media to demonstrate students’ competencies. As the number of courses using blogs grows, students starting to have difficulties in managing and showcasing their evidence of learning. Then, there was a thought to utilize the current eLearning system (Moodle) to support ePortfolio. However, after having discussed this with an outcome based learning expert, it was decided that the Mahara ePortfolio system will be used. The flexibility of the display facilitated student involvement as students have ownership and control of their portfolios.