Mark ''x' in the following box if this matches your WMM: |
|
|
|
|
Web Metamorphosis Fixed model |
|
<Back |
[Home] |
Next
tab > |
A fixed model is a pre-established pedagogical model that may,
(or may not) match the face-to-face (f2f) classroom structure. Two important
aspects of this model that must be addressed: |
|
1.
Staff acceptance of the model |
|
2.
Stakeholder's induction |
|
|
|
If
the implementation team, who are creating the VLE, have a short time to for
production, this may be an appropriate model. However, stakeholders should
have an opportunity to voice their opinions about the model before it is
generally accepted. A good management approach gives the participants,
particularly the subject matter experts, a pro-active role. If a focus group
or committee can establish the fixed model there is a better likelihood of
acceptance by the stakeholders. The term 'fixed model' does not imply that it
is not flexible. Rather, it suggests the group uses an overall 'template' for
all learning units. The design should be reviewed periodically for
improvement. All face-to-face courses may not easily convert to the fixed
model template. |
|
|
|
An
initial orientation or induction is a necessary step to initiate the
stakeholders in use of the system and accessing the content. The induction
can be done face-to-face (f2f) or online using an interactive multimedia
walk-through. Sometimes a combination of the two models is possible with an
initial meeting in person and an online follow-up. |
|
|
|
Horton
(2000 p. 193-4) offers a number of fixed model sample designs for web-based
training: |
|
·
Web-casts: Online multimedia lectures are presented to many distributed
learners. |
|
·
Presentation sequence: Learners are given step-by-step multimedia
instructions. |
|
·
Drill-and-practice: Students get repeated practice of a specific knowledge or
skill. |
|
·
Scavenger hunts: Information is found by searching the web. |
|
·
Guided research: Learners gather, analyse and report on information. |
|
·
Guided analysis: Data is analysed to evaluate its validity, spot trends and
infer principles. |
|
· Team
design: Teams coordinate to produce a design or solve a complex problem. |
|
·
Brainstorming: Creative solutions are generated in an open discussion. |
|
· Case
studies: Meaningful examples of real-world events, processes or systems are |
|
abstracted
to useful concepts and principles. |
|
·
Role-playing: Simulations are conducted which involve interpersonal
interaction. |
|
·
Group critiques: Peer review is conducted of colleague's work. |
|
·
Virtual laboratories: Simulated lab equipment is used to conduct experiments. |
|
·
Hands-on activity: Real tasks are done face-to-face using online
instructions. |
|
·
Learning games: Computer games are the metaphor for accomplishing online
instruction. |
|
|
|
The Middlesex University,
London WebCT template was patterned after the ICARE (Introduction,
Connect/content, Activity, Reflect and Extend) system developed by Hoffman
and Ritchie (2001). <NB: Later changed to SCOPE for copyright issues> |
|
Go to Summary Totals => |
|
|
|
<Back |
[Home] |
Next
tab > |
|
|
|
|
|
|