Open Source

The open source that I have selected is Open Yale courses. I have chosen a course in music from the list of courses offered. The URL is http://oyc.yale.edu/music/musi-112.

The course promotes the development of skills which lead to an understanding of Western Music. It is designed to help students develop an appreciation for classical music. It provides an avenue for students to think deeply and develop a proper rational for listening to music.

The course was taught on campus twice per week for 50 minutes and was recorded for Open Yale Course. It appears that the course is not retooled but is offered in just the same manner as delivered in the face to face classroom. Dr Simonson (2012) clearly states, that “equivalency theory is based on the idea that education when practiced at a distance should not be identical to education when practiced in a face to face classroom.” From this base I can safely say that this course has not been designed for a distance learning environment. He continues to say that, “It is essential that when designing a distance learning experience that one takes into consideration that the same learning outcomes should be sought. This means that persons in a face to face classroom would be expected to fulfill the same objective as persons in distance education. The learning experiences provided should be equivalent so that those learning outcomes could be achieved. . As indicated by Simonson there are persons who may think of duplicating a face to face classroom lecture in distance education. This according to the theory is just not practical. The environments under which individuals at a distance function are of different nature, and what is applicable in one setting may just not work in another. Here in this case of Yale course the class was recorded and the same thing done in the class is done on line, in much the same way. There is even the occasional distraction of persons walking across the classroom.

Secondly, when planning distance education using ADDIE Model, it is important to consider all components of successful learning. Among these components is the learner. Smaldino et al (2012) state that “Teaching in general has moved away from the more traditional approaches we have experienced in the classroom.”p.194. The writers continue to say that, “well designed courses provide students with engaging learning experiences.”p.194 . The interactivity in the course. It is limited. It is more teacher centered rather than student centered. The writers further explained that, ‘By its very nature, online education demands that the students become engaged in the learning process. They cannot sit back and be passive learners. They must participate in the learning process.”p.195 &196. In Yale the lecturer is more of a “talking head” except for moments when students listen to music while he plays or to recorded music in the background. There are occasions when he asks questions and students from the class answers. When that is done only the voice is heard the image that is seen is still that of the lecturer.

I have observed that the grading also reflects what happens in the actual classroom. There is a 5% for attendance and a score for participation, test, and paper. Distance education should provide the students with the opportunity to sign in to classes at one’s convenience. Participation should be geared at the number of times learners may have signed in to a discussion board, the level and quality of participation of the individual and responses made from questions raised by the students and teachers.

Yale  does not appear to utilize a course management system. Discussion areas, student rosters, communication web links were not observed. However the instructor did mentioned about emailing students. One of the requirements states that registration is not needed. If that is the case I wonder how the instructor will keep track with the students. According to Smaldino et al course management system should have the following components:

·        Course communication

·        Readings

·        Content presentations

·        Group project space

·        Digital drop box for assignment submission

·        Student assessment

·        Course evaluation tools

None of these tools are part of yale. The grading system does not reflect a system where hard work was involved. In course management system the grade book allows students to view their grades reports and transcripts.  It also allows parents to receive emails messages for matters such as grade slippages and absences not verified by the parents.

There is a measure of planning plugged into the course. A syllabus was prepared which is quite coherent and detailed. It follows a particular order. There are also music recordings which are played at particular times during each presentation. The pieces played are well selected and helps the learner to connect with the thoughts of the instructor. The pieces reflect that careful planning was given for the selection. Despite this however, I must conclude that the effort and time invented in bringing about a distance education program should not be watered down into anything of a lesser standard. These open source programs are generally sponsored by agencies and more recently government’s eyes are upon such programs thus they are gaining more attention but this does not make it be termed distance education.

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Reference
Simonson, M. (2012) Theory and Distance Learning. [Video Presentation]. Laureate Education