Artifacts
This section showcases samples of assignments, such as essays, papers, videos and other projects, produced during the online Master of Distance Education & E-learning at the University of Maryland University College (UMUC).
Integrating Competency-Based Education with a Case-Based or Problem-Based Learning Approach in Online Health Sciences
This is the final research paper of the Master of Distance Edcuation and E-learning.
Merging an online problem-based or case-based learning (PBL or CBL) curriculum with a competency-based approach faces various opportunities and challenges. This research investigates opportunities in terms of learning activities. It found various opportunities for online learning activities that support competency-based education as well as problem-based and case-based learning ; most challenges relate to logistics, administration.
OMDE670_SistermansI_Research-Paper-Appendix.pdf604DEPM-ISistermans-Major Paper-DE leadershipV2.pdfDistance education leadership: Talents and Challenges
This paper describes the most crucial attributes of an effective distance education (DE) leader, as well as critical issues a DE leader must attend, in order to guide an organisation succesfully
In addition to academic writing, and critical thinking skills, this paper demonstrates understanding of traditional and modern organizational leadership approaches and roles within the field of distance education and e-learning, as well as an understanding of problem analyses, decision making processes and interventions that are pivotal to the advancement of distance education and online e-learning in a corporate and/or academic climate.
This paper was an assignment for the UMUC DEPM 604 course on distance education management & leadership.
Interview with Sir John Daniel and DE leadership analyses
In collaboration with April Caldwel, Nicol Preston, and Alice Walters, I prepared and conducted a skype interview with this widely recognized DE leader. Topics include change management, transformational, visionary and situational leadership.
Successful completion of the combined assignments involved effective communication, as well as a group process wit member contributions that positively impacted performance and results. Other key factors were an understanding of traditional and modern organizational leadership approaches and roles within the field of distance education and e-learning, as well as familiarity with problem analysis and decision-making processes, pivotal to management and promotion of distance education and online e-learning.
The assignments were part of the distance education management & leadership course, UMUC DEPM 604.
Click the collaborative website link to visit our group website on Sir John Daniel, featuring a four part analyses of Sir John's views on distance education leadership and the interview itself.
Click on recorded interview with Sir John Daniel link , to hear the interview between Ilse Sistermans and Sir John, or read the abridged interview transcription below.
Sir John Daniel is former President and CEO, Commonwealth of Learning (COL), Canada; former Chancellor Open University UK, Asst Secretary General for Education, UNESCO. He is currently acting as as Education Master in the BeijingDeTao Masters Academy, China, and Chair of the UWC (United World Colleges) International Board.
Abridged_TranscriptionJohn Daniel interview.docxDETT607_ISistermans_StoryBoard.pptxCourse Story Board: An Introduction to Knowledge Clips
This is a story board of an online course that aims to prepare higher education teaching staff for designing and producing educational videos of different formats and embed them into their curriculum. The storyboard identifies the underpinning learning theory and Gagne's 9 events of instruction in e-learning.
This artifact identifies the major steps of the instructional design (ID) process, applies important didactic theories and models to (online) ID, and deals with relevant assessment criteria for a learning environment. It was created for the UMUC DETT607 course on teaching and training in online and distance education.
Project management plan for online course development
Project management plan for online course development
This narrated power point presentation describes a project management plan for developing an online course. The plan includes the project purpose, status, needed resources, a time line for tasks, challenges and recommendations.
This project plan demonstrates the ability to identify the main steps of the instructional design (ID) process, to develop a comprehensive (project) plan for course development and implementation, and to address issues impacting the effort.
The plan is hypothetical and an assignment for the UMUC DETT 607 course on teaching and training in distance and online edudaction.
DETT 607-A5-Isistermans.pptxPerfect Finish Feasibility of Online Management Training
‘Perfect Finish’ is a cost comparison of existing costs of an intensive face to face management training course and the projected costs of an online version of the same course. The program and its name ‘the perfect finish’ are fictional.
This cost comparison identifies and measures cost drivers of distance education systems and net based learning, and analyses the cost structure of media and online support.
It is the result of a collaborative group project by David Timms, Bhai Sessay, Marcella Witkkomski, Valerie Whitcomb and Ilse Sistermans, conducted for the UMUC OMDE 606 course on costs and economics of distance education.
Case study of graduate online palliative care program at Cardiff University
The collaborative case study demonstrates the ability to work collaboratively, communicate effectively, and motivate group members to obtain common goals. In addition, a rationale for leaner support in current distance and online education programs is provided and issues and contextual factors impacting learner support are identified.
It was conducted for the UMUC OMDE 608 course on learner support, by Renee Burrell, Mary L. McPherson, Nathichka Ramzey, Joyce R. Reitor, and Ilse Sistermans.
Special thanks to Dr Fiona Rawlinson, program director of the graduate program that was the subject of this case study, for agreeing to an in depth skype interview.
608-Case Study_GROUP3-final.pdf608OMDE-SistermansI-A3CaseStudyResponse.pdfResponse to case study of graduate online palliative care program at Cardiff University
The individual response to the case study (see previous artifact) proposes a learner support service for the Cardiff University graduate online palliative care program.
The response (i.e. proposal) analyses this graduate distance/online education program, provides a rationale for leaner support, and identifies issues and contextual factors impacting learner support. Moreover, it proposes a professional development plan, a management strategy and an evaluation plan for a learner support system.
It was conducted for the UMUC OMDE 608 course on learner support.
611DETT-SistermansI-A2.critique.pdfCritique of copyright policy of the University of North Carolina at Greensboro
Who owns course material developed for distance learning courses? A review of the UNCG copyright faculty ownership policy. It includes works by members of employees under the State Personnel Act (SPA), and employers exempt from State Personnel Act (EPA), as well as directed work and work authored by students.
This critique combines knowledge of the constitutional framework of intellectual property, identifies legal, policy and ethical approaches to copyright issues, and describes how to balance interests of copyright proprietors, and users of copyrighted materials, in a digital, online higher education environment.
The critique was part on the OMDE DETT 611 course on library and intellectual property in DE.
Comparative assessment of open & online educational learning resources
In this assignment, two open and online educational resources are assessed (for a hypothetical award), using the learning object review instrument (LORI).
LORI evaluates nine dimensions: content quality, learning goal alignment, feedback and adaptation, motivation, presentation design, interaction usability, accessibility, reusability and standards compliance. The assignment addresses all dimensions and analyses how both learning resources relate to each respective dimension.
This assessment was part of the OMDE DETC 620 course on teaching and training.
620 DETC-isistermans-A2.pdfDETC620-A3-ISistermans.docxProject proposal on development of an online multimedia learning module
Proposal for development module introducing problem based learning (PBL) to incoming master students of Maastricht University. The proposal includes a project management model, based on instructional design model ADDIE, target group characteristics, media selection criteria and media delivery, a content outline, and a project timeline.
The proposal identifies basic psychological processes involved in multimedia learning, and addresses how learners process multiple media through their sensory channels. In addition, it explains the rationale of multimedia principles, and identifies learning opportunities. Finally it demonstrates an understanding of project planing involved in the implementation of online education course.
It was an individual assignment for UMUC DETC 620 course on training and learning with multimedia.
How theory informs online and distance education
This paper discusses the three waves of distance education and the respective learning theories. The first wave of correspondence and independent study (late 1800's-early 1900's), with cognitivism and behaviorism as main learning theories; the second wave, (1950-1990), focused on systems approach, during which constructivist theory was formulated; the third wave, which begon with the introduction of the World Wide Web.
The paper attempts to determine how the various learning theories inform present online curriculum design and online distance education practice. One of the three main theories of the past or one of the new online learning theories: collaborative learning, heutagogy or connectivism.
The paper was part of the UMUC OMDE 610 course on online and distance teaching and learning.
610 OMDE SistermansI-A1-How E-learning theory informed DE practice.pdf610 OMDE SistermansI-A2 Behaviorist Cognitivist learning Activity.pdf610 OMDE SistermansI-A3-Constructivism-OCL-activity.pdfAn online learning activity based on behaviorist learning theory & a collaborative online learning activity based on constructivist theory
The first online learning activity is a lesson in Dutch as a second language that combines a behaviorist and cognitive learning approach. The second one is an online collaborative lesson in advanced business English. Both online learning activity descriptions include learning objectives, lesson outline, technology used, and a rubric, and both address how they relate to the respective learning theories.
Both assignments were part of the UMUC OMDE 610 course on online and distance teaching and learning.
Connectivism
A short essay on connectivism, the underpinning learning theory of MOOCs (Massive Open Online Courses). It explains the effect of technological developments on the role of teacher and learner in distance education and analyzes this major online/distance education theory.
The essay demonstrates mastery of research and academic writing and critical thinking skills., as well as an in depth understanding of distance/online education theory. It was an assignment for the UMUC OMDE 601 course: foundations of distance education and e-learning.
601-9040-SistermansI-A3.pdf