AT: Audio-Tutorial Approach

Initially, I honestly felt as though the AT approach is simply a discouragement to both instructors and learners.  The idea of using this model seems highly time consuming in setup and organization.  While this would be an area where some would find the verbal communication sufficient, I feel the lack of personalization and interactivity would hinder learning rather than help.  I do feel as though the idea of using tools such as Youtube or podcasting could guide students through what they need to accomplish, I feel this could also become a blended concept within a PSI model.  For instructors who are able to adapt and set this up successfully, I could see how this could potentially help students work ahead and be able to have access to a lecture, especially if absent from class.  From the student perspective, I could understand how this could help in note-taking and the idea working ahead without the presence of a teacher.


I would not elect to use this model as presented with the group in which I currently teach.  While I do feel as though a portion of the concepts would be appealing as mentioned previously, I do not see this being an approach that I could fully indulge in.  Students could greatly benefit with guided notes and screencaptures, however this should not be the main source of presentation or learning.  I would have to seriously blend both the PSI and AT approaches together to see benefits for students, however the lack of interaction would seriously decrease the satisfaction rate amongst students (in my opinion.)


To couple the AT approach with Web-based learning, I feel it would be necessary to mimic the presentation of the ECI517 course.  By providing audio-guided notes, I feel as though students would be able to understand lectures and have a thorough explanation that may not be available for each class/section.  I feel that this would need to be supported with a strong knowledge of how to progress through the course and a pacing guide that descriptively provides each step a student must take to complete each module/unit.

PSI: Keller Model

In reading the information presented on the Keller Model, I initially began to consider my own teaching.  Considering that I currently teach in a similar manner to the model, I feel that it formalizes my vision on how courses should be set up for students.  My belief is that courses should be presented in a manner where students can be self-directed and in turn, self-pace.  While the idea is to incorporate technology, there is in fact a need for socialization and human interaction.  This could potentially serve as a barrier of this model.  Where the intention is to increase access, the reality is that the need for lectures and directed instruction will ultimately decrease.  Those who are able to adapt to such barriers can find themselves able to spend as much or as little time on their coursework and take time to engage themselves without the hassle of rushing through a scheduled pace/course.


The Keller Model is one I would consider to currently utilize.  I could see myself continuing to adapt and perfect this model being that it works best for the population I teach.  With the focus being upon personalization, it is imperative to ensure that each student feels as though they are receiving personalized attention regardless to the platform.  In this event, study guides and pacing guide must be utilized to ensure students truly understand what they are graded upon and what is required to receive grades/credit.


The Davis article, Design of an Effective, Web-Based, Global Learning Environment Using the Keller Plan, provides the ideal overview of how to translate this model into a web-based plan form. In focusing upon self-pacing and the idea of semester long projects, Davis does highlight aspects in which I feel are vital to any online learning success.  The first step would be to select a Learning Management System (LMS) that truly appeals to how you intend to use it and one that you understand.  The more comfortable one is using the platform, the less time is wasted trying to learn how to adapt.  A plan must be created before creating a course online with the idea of course objectives in mind.  This is where Davis' ideas of pacing and projects come into play.  Pacing guides should be thorough and serve as outlines so students have a guide of what activities should be completed and its respective order.  In addition, it is imperative that students understand what they are being graded upon and how.  Projects can play a role by using the progression of lessons/unit/chapters to accomplish little tasks that will essentially lead up to the completion of a final project.  As a student's knowledge builds, they will be able to incorporate and apply more of what they are learning into their work.  Having a strong structure can only suggest that students will be able to fully embrace the idea of working online and being self-directed.


References

Davis, R. L. & Ragsdell, K. M. (2000). Design of an effective, web-based, global learning environment using the Keller Plan.