Open Course Learning

As our thirst for education and learning continues to grow, along with the advances in technological tools and capabilities, and greater access to this technology, so too are expanding the methods and means with which to provide education and learning opportunities. Open source learning (OSL) is one of these growing methods of providing instruction. This post will consider the aspects of OSL, and its effectiveness in providing content and maximizing the learning opportunity for students. In particular, the OSL environment provided by Yale University will be the focus. It can be accessed at:  http://oyc.yale.edu/.

Simonson, Smaldino, Albright, and Zvacek (2009) outline critical components in the designing process as being the: learners, content, method, materials, environment, and technology. They continue by stating, for successful learning to take place, the importance of these components interacting with one another in a balanced manner with no one component being of greater significance or value. With this being the case, Yale’s OSL falls a little short in that it exists as a one-way learning environment, in terms of interaction and/or communication between learners and the instructor. However, on Yale’s OSL website, it clearly states the University acknowledges the best education is that which is built upon direct interactions among teachers, students, and staff (http://oyc.yale.edu/about#q2). Yale also indicates a goal of their OSL environment to be in making an important contribution in expanding access to educational resources via Internet technologies (http://oyc.yale.edu/about#q2). Most certainly is this goal accomplished! With adult learners possessing the traits, among others, of being more self-directed, and self-disciplined, with their own learning goals in mind (Simonson, et al., 2009), I would strongly suspect the adult learners accessing Yale OSL courses would be well aware of and prepared for the learning environment’s lower levels of interactivity.

Overall, I am quite impressed with Yale’s OSL course offerings. The offerings are designed in a very organized manner, creating an intuitive, easy to navigate environment, which is an important aspect for the learner (Simonson et al., 2009). Yale’s OSL course offerings also provide a range of resources to allow for learners accessing with various capabilities that consist of high and low level technologies. This too is an important component of effective distance learning (Simonson et al., 2009). Content is provided in formats including text-based transcripts for lectures, audio files, video files, and PowerPoint files. Additionally, the audio and video media are offered in formats to accommodate both low and high bandwidth connections. The high bandwidth capable video files included closed captioning for learners. While listening to a lecture from one professor, I found the closed captioning to be quite helpful in that the professor had a rather thick accent. Including closed caption with the video allowed this learner to understand all of the professor’s lecture. A range of learning styles has been accommodated for, to a degree, in this OSL environment. Content can be accessed from the website in addition to the option of downloading audio, video, or text files for access off-line and/or at a later time.

Although two-way communication in this OSL learning environment is not apparent, what does exist includes: information to assist learners in the event of technical difficulties; answers to frequently asked questions regarding Yale’s open courses; and the opportunity to offer feedback, through a survey, on any particular OSL course and/or Yale’s OSL environment in general. Feedback and clear instructions are yet other components of a successful distance learning environment (Simonson et al., 2009). One other item to consider as a less-than-ideal component for distance learning is the course syllabi offered for the various courses. A very complete syllabus, addressing learning objectives is a key for this learning environment (Piskurich and Chauser). In looking through several syllabi, I was unable to identify specific objectives for any course. The contents of each syllabus appeared to be general in nature.

In summary, I believe Yale’s OSL environment is exceptional! Despite the few items mentioned earlier, which with adjustments could enhance the learning, Yale’s site offers quality content and learning. As an adult learner, which likely are most of those who access this site, it is important to take upon one’s own shoulders, greater responsibility for one’s own educational learning opportunities (Simonson et al., 2009). As an adult learner myself, I am quite pleased to have had the opportunity to be introduced to this resource.

References

Piskurich, G. & Chauser, J. Planning and Designing Online Courses. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education (4th ed.) Boston, MA: Pearson.