The Open Course I chose was the “Introduction to Human Nutrition (2007)” taught by Nancy Amy of UC Berkeley. This 22 episodes webcast course can be viewed via a video and it can be listen to by podcast. The goal of the course is to assist consumer be intelligent about food and health. The course description stated the course provides an overview of digestion and metabolism of nutrients. Foods are discussed as a source of nutrients. Evidence is reviewed as to the effects of nutrition on health. The emphasis of the course is on issues of current interest and on worldwide problems of food and nutrition. The 22 podcasts covered topics such as “Nutrient Needs, Digestions, Carbohydrates, Lipids (fat), Protein, Energy Metabolism and Balance, Obesity, Eating Disorders, Water, etc. The course contained links for iTunes and Feed. The feed link took you to the listed topics. Although the page indicated updates will be automatically downloaded to the subscriber’s computer, there were no updates from the original course. Accessing the video course requires the learner to have “RealPlayer.” Accessing the podcast requires the learner to have iTunes 10. If the learner computer system does not have the either version of required software, the access buttons sent the learner to free download links. Essential this course is a series of traditional classroom lectures that were filmed then archived. In 2007, this allowed students who for whatever reason could not attend class or who wanted to review classes before exams could do so. Simonson & et al, (2009) referencing Zemsky and Massy’s (2004) found the application of technology in on-and off campus instructions has adoption cycles. The instructor introduced basic-level technologies into this course such as e-mail, website for the syllabus/future lectures and used PowerPoint slides with graphics, words and animation. Podcasting the lectures was a great option for listening to the material in lieu of viewing the accompanying visual. This is reflective of Zemsky and Massy’s e-learning adoption cycles 1, 2, and 3 (2004). However, since the course was presented in 2007, anyone viewing the course as an open source found there were no links to the syllabus, any handouts, or the PowerPoint slides. At the time of the course, the students had the option to e-mail the instructor about any questions. Neither this option nor an alternative such as blog, comment or wiki is available now. Overall, this course was not reconfigured for distance learning. Simonson & et al (2009) commented that many faculties do little more than transfer course handouts and selected discussion to the CMS. This course did not do this. The lectures were not edited to take out the references to the 2007 classroom assignments, exams or etc. This course did not have any online activities that had a specific pedagogical or course management purposes. There was no hot links to relevant online resources, identified readings and other preparatory activities. Simonson & et al, stated, the first step in transforming a course is to think about the course outcomes. What knowledge, skills and feelings does the instructor want the students to gain in the course (2009)? While the learning goal remained the same (to assist consumer be intelligent about food and health), the instructor could have done a better job of redesigning the course so that it could incorporate principles of self-directed adult learning. The instructor should have incorporated learning activities customized for an open course environment rather than keeping the lectures as is for traditional college-age students.
References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
http://webcast.berkeley.edu/course_details.php?seriesid=1906978374#17194
