Paris - Final Paper

     (accompanies the Digital Module Moodle Unit)

Paris is one of my favourite places in the world for sure.  I’ve been able to familiarize myself with the city over the past couple trips and now I feel somewhat at home in Paris as I can find my way around quite handily.  Similarly, by this point in the MET program, I was becoming more familiar with online learning from a students’ perspective so writing this paper I was able to reflect on my own online learning experiences and focus on designing on paper and online, our online learning environment (OLE).  I also included this paper as it accompanies the Digital Moodle Unit OLE that my partner and I created for our grade 12 math classes.  This paper describes the process my partner and I went through creating our online learning environment and the theoretical frameworks that support our choices. 

“The intention of this design is to incorporate cognitive information-processing views of learning with a constructivist approach.  Through modeling, coaching, and scaffolding, learners explore, articulate and reflect what they know and have learned; speculate conjecture, hypothesize and test; and manipulate the environment in order to construct and test their understanding from the activities (Jonassen, 1999). Designers/creators must make note of key components and principles of web-course design to ensure that a quality online course is being developed (Jonassen, 1999).  This includes acknowledging the many different levels of web-course design components including content design, web page design, and student safety in an online learning environment (OLE)” (Tutkaluk & Chan, 2010).

References

Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional Design Theories and Models: Volume II. Mahwah, NJ: Lawrence Erlbaum.

Tutkaluk, E. & Chan, L. (2010). ETEC 510 - Design Project: Trigonometry in Grade 12 Math. Unpublished graduate essay, University of British Columbia, Vancouver.

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