I absolutely love the term SHOVEL WARE! I hadn't heard of that particular term before, and in saying that had certainly thought of a few terms in the past that used such tactics..but public forums aren't that place for that sort of language! With any new methods of teaching application there comes many factors to consider - time to construct and time for the teacher to learn the program and time to apply this to course content. But the biggest hurdle can often come with audience and the students knowledge in these area. Some 'net generation' students will be all over these areas, but some, me often included, are not always so receptive. The question for such students is are they spending too much time learning how to navigate a particular system and less time focusing on the actual course content? Does Shovel Ware exist at CQUni? Sure does! And to be clear it is a personal gripe of mine. For the bridging students that I predominately deal with it can be an absolute nightmare. While CQUni is leaning towards more online print free learning directions, this can be a real struggle for 'first-timers' in that learning to navigate a system that is over loaded with information can cause real fear and anxiety and can cause students to really question their own abilities. While I understand that such learning environments are becoming more the norm than not, I think a transition period is needed for many students. And content or overload of content is a real concern. I am a big one for less wordy content and more videos. I always apologise to students in advance to the fact that they will need to listen to and watch me! But feel that a short video works to both humanises the student - lecturer relationship, particularly for distance students and reduces the need for written instructions that seem to go on and on! WIST currently has a Facebook study group that is used as an informal motivational tool. This is a space for students to both let off steam and to motivate each other. It's amazing how much a 'thumbs -up' for do for a student personal confidence in a particular project. There is most certainly no academic jargon allowed in this space!
Hmm ADDIE's. Well I have used ADDIE's in another course within this program. Does it work, well, again, like anything, it will depend heavily on what it's being applied to. It is a reasonable way of addressing potential flaws in the application and design of a particular system and system content and does allow for evaluation. I am a fan of constant evaluation and expect this of myself in terms of 'educator role', I also request this of the students that I interact with. Evaluation of what I discuss with them, as well as personal evaluations in their own learning journey. It is really only through student evaluations that we can see content flaws and work to create change and provisions that works better for the student in terms of gaining the most comprehensive view of information supplied.I know there are educators out there that have a different thought pattern in that what they produce and deliver is "it" and not to be tampered with, but I'm an advocate of change and like to think that I am capable of delivering dynamic content that motivates students to learn!
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