Joe Beckmann (joeb@oekos.org)
Mon, 14 Dec 1998 10:22:24 -0500
From: "Joe Beckmann" <joeb@oekos.org> Subject: [ifets] Careful use of the net Date: Mon, 14 Dec 1998 10:22:24 -0500
Since places like the Open University, Western Governors, and the New School
already have some rather elaborate sites, and since there are many
concurrent plans and programs proceeding online for supplemental or whole
course offerings, I wonder if there are any universities who are
deliberately using, licensing, or just hotlinking, the courses of others in
similar or the same fields. How many different "introduction to early
childhood education" courses need there be to supplement everybody else? The
obvious answer is several, but just as obvious it is not necessary that
there be thousands, particularly since they can all be online at once.
A corollary question is whether there is any assessment or evaluation of
each others' online courses, to produce a guide or index or cross listing? I
know of several sites with indexes of online education efforts, but I'm
really asking are there indexes of efforts in particular disciplines, at
particular levels, perhaps with entry and exit criteria, perhaps even
modularized to reflect an hour or two of class time equivalent. The huge
imponderable about online education is the time factor, since it is such a
rigid and regulated item in traditional course accreditation. I wonder if
there have been any interesting <grin?> alternatives to measures of time in
structuring modules or courses or course components or sequences of courses.
I know of one person who uses an online pre-test, for example, but I don't
know of any other examples. Are there any online post-tests? Why or why not?
Joe Beckmann
> -----Original Message-----
> From: owner-ifets@omega.gmd.de [mailto:owner-ifets@omega.gmd.de]On
> Behalf Of Chris O'Hagan
> Here at Derby we are developing the University of Derby Online - UDo
> - as a coextensive extension of the University. Not a replacement,
> but an enabler of access in its many forms from daily attendance to
> total distance. But the idea is not to squeeze resources down
> relatively narrow tubes online. Learning resources can take many
> forms, from paper through to CDROM. Which is partly why I asked the
> question, to set the recent conference going, about teachers
> abilities with the older technologies - because I think they are a
> vital component of any university or school's provision, and
> obsession with the WWW will only enable writers like Noble to write
> more anecdotal attacks. We see communication as one of the most
> powerful additions that the Internet brings, only secondarily, access
> to learning resources.
>
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