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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>
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