Posting of Masters ePortfolio

 

                   

http://www.opresume.com/ByBeBeDezign/resume

The Resume section for this  account is available for viewing.

This account has been disable due to storage issues.  They are requesting for an upgrade. However their support has not responded. Therefore, I was not able to upload Masters ePortfolio into this site.

 

https://bebedezign.wordpress.com

ePortfolio has been linked to the BeBeDezign WordPress account.  I am uploading The ePortfolio Table of Content with a Hyperlink to the Adobe Acrobat Masters ePortfolio listed under the EIDT 6910 Masters Capstone at the bottom of this page.

 

 

       ePortfolio  for   Master

Bridget Chappell-McKinney

b.chappell@gmail.com

bridget.chappell@waldenu.edu

(602) 487-0668

                                     Masters Instructional

                            Design & Technology Projects

                                                           

EIDT 6100         EIDT 6110: Instructional Design  {Intro to ADDIE}

1. Group3 Final Project  
2. Group Logo By Bridget Chappell

 

EIDT 6110      Advanced Instructional Design (Instructional Module)                               

1. 21st Century EDU Final Project(Prezi
2. 21st Century EDU Final Project Reassessment(Prezi)

 

EIDT 6120   Multimedia Design and Development

1. Final Project (Learning Object)
2. Learning Object AECT Standard Scoring Rubric
3. WK7 Final Project {Learning Objects}Grading Rubric
4. WK8 Discussion/Video-Capture

 

EIDT 6130: Program Evaluation (Program Evaluation Plan)

1. Statement of Work
2. Work Breakdown Structure
3. Resource Allocation Plan

 

EDUC 6135   Distance Learning (Online Orientation)

1. Invitation To Coursesite SIT-3500 Safety Training
2. Project Documentation
3. Scoring Rubric w/Feedback for the entire Final Project

1. Defining Distant Learning {Blog}

Converting F2F into a Distance Learning Format {Information Guide}

1. CMS-Orientation w/Documentation

                                                                 CourseSites _{by BlackBoard}

 EDUC 6145  Project Management (Project Plan)

1. Final Project { Weekly Assignments Combined }
2. Final Scoring Rubric
3. Required WordPress Blogs
4. Postmortem
5. Effective Communication
6. Plagiarism
7. Analyzing Scope Creep

 

 

EDIT 6510  Online Instructional Strategies

1. Weekly WordPress Blogs
2. Welcome Orientation Video

                 {EDUC 6135 Final Project}

 

EDIT 6511    Assessments in Online Environment

1. Designing Written Assessments
2. Designing Performance Assessments
3. Assessment Technology Tool-box
4. Developed Scoring Rubric for all Exercises

 

EIDT 6910    Masters Degree  ePortfolio

 

 

        

 

Open Courseware in a Distance Learning Arena

 

Open Courseware in a Distance Learning Arena

MIT, Yale, and Stanford have become deeply committed to the mission of sharing educational content taken directly from the classrooms know as Open Courseware. Open Courseware is an initiative of MIT that enable their professors to share knowledge for higher education.  MIT Open Courseware provides access to most undergraduate and some graduate courses online for free.  These courses have been established to expand MIT course offerings as an alternative education. This has permitted learner access much of the school’s class materials for self knowledge online without college credit.  MIT included to use of  prerecorded media-one way video lectures, written syllabus, lecture notes, reading list, and assignments for self assessment.^[1]  There are several types of  learning audience that participate in the MIT Open Courseware subjects or the MOOC courses.

Self-learners, meaning they’re not students or teachers, but people who simply want to learn or to keep current with developments in their field, make up 49 percent.

Students — graduate, undergraduate and even high school — who may be using the courseware to complement a class they’re currently taking comprise 32 percent.

Educators, who often rely on the site to prepare or develop courses they’re teaching, come in at 16 percent.^[2]

Placing MIT OCW platform on the Observing scale through Edgar Dale (1946) cone of experience. MIT’s media provides the instructors the ability to bring real world into the learning environment, giving the learner purposeful experience to draw on in order to successfully learn from abstract events (Simonson et al, 2012 p. 42).   Moore’s Theory of “Transactional Distance” can definitely explain the large amount of learner autonomy established through Open Courseware.  Moore states, “Transactional distance is an “topology” of all education programs having this distinguishing characteristic of separation of teacher and learner”(Moore, 2007, p.121). There is basically no interaction between learner and instructor creating total separation throughout this learning environment.

In addition, the framework for MIT’s educational Consortium also adheres to Knowles’s andragogy theory of distance education.  Centering the idea that most often adults are involved in Distance Education and andragogy theory deals with the attainment of adults being concomitant  and perceiving themselves a self-directed individuals (Simonson et al, 2012 p. 50).

The MIT Courseware class that I attended was an Introduction To Copyright Law and American law, (2006). Topics covered include: structure of federal law; basics of legal research; legal citations; how to use LexisNexis®; the 1976 Copyright Act.  As a Student learner the knowledge imparted through this course complement information I needed to understand when using materials with respect to Copyright, Fair use and Creative Common License. The MIT OCW Consortium permits use of the MIT Open Courseware site and the materials is subject to the  Creative Commons License ^[3]and terms.

In conclusion, the MIT Open Courseware Consortium should not be equated to shovelware because there is a present of online activities that have specific pedagogical purposes. The presents of  basic tools the CMS offered material resources in an online format featuring a teacher centered instructional paradigm as specified through the Cycle 2 of Zemsky and Massy’s report, (2004) is evident and more than just the dumping of a f2f course into a CMS.

Even though Open Courseware classes do not address some of the basic design principles for teaching in an online environment, theses modules of knowledge are little more than “shovelware”.   As self directed adults the MIT OCW Consortium is a mode of sharing information and  provides an opportunity for learners to expand their knowledge base in an autonomy structured educational environment online at no additional cost.

References

Moore, M. G., (2007). The theory of transactional distance. Handbook of distance education Retrieved on November ,2013 from http://books.google.com/books?hl=en&lr=&id=Up_fAmUHaXsC&oi=fnd&pg=PR3&dq=Moore,+M.+G.,+(2007).+The+theory+of+transactional+distance.+Handbook+of+distance+education+&ots=7cKLPsA1DK&sig=a4oolclttnyIlPXteSaRhZlVlxU#v=onepage&q=Moore%2C%20M.%20G.%2C%20(2007).%20The%20theory%20of%20transactional%20distance.%20Handbook%20of%20distance%20education&f=false

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson Education.

Winstein, K.(2006). 6.912 Introduction to Copyright Law. (MIT Open Courseware: Massachusetts Institute of Technology),http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-912-introduction-to-copyright-law-january-iap-2006 (Accessed December 3, 2013). License: Creative Commons BY-NC-SA

^[1]http://ocw.mit.edu/ans7870/global/Project Overview.pdf

^[2] http://ocw.mit.edu/about/site-statistics/

^[3]http://creativecommons.org/licenses/by-nc-sa/3.0/us/deed.en_US