Web 2.0 Tools

Week 7: LMS – “to be or not to be”

Reading the chapter 6 of Ko&Rossen I found some mix of tips and point of view to highlight:

  • The fast technical development of new tools opens opportunities to educational institutions to adapt to different teaching strategies
  • The proliferation of tools makes it possible to find the tool that fit with a specific pedagogical need.
  • It is necessary to synchronize the Web tools with learning activities (assignments, discussions, group work).
  • Don’t rely on just one form of graded assignment.
  • The web site:, a really good resource.

I have a shade of difference with the author in relation to the role of LMS (Learning management systems) and CMS (Content management systems) as the central node in the construction of an Online Classroom. Although LMS and CMS provide a centralized course management it goes the opposite way of the web 2.0 tools. In some way, the LMS is the online replica of the teacher role in the F2F environment.

LMSs have a dominant impact in the online teaching and learning in higher education for the last years. A Delta Initiative report shows that more than 90 per cent of colleges and universities have a standardized, institutional LMS implementation (‘)

We must pause a moment and think if we are not in the post-LMS era.

(*) Delta Initiative, “The State of Learning Management in Higher Education Systems,” report for the California State University System, 2009, see p. 5.

Instructional Design Online Pedagogy Web 2.0 Tools

Week 6: Internet Skills, html code and embedded Videos

By taking the internet skill test, I found that I had most of the right answers but I couldn’t remember the URL to find an old version of a current website…

It is always useful to know basic html commands, especially to identify how a website is coded, but in practice, an instructional designer has limited use of writing html code due to the existence of rapid e-learning tools that require no html knowledge.

HTML or not?

This title is written using the html code: “<h4>HTML or not?</h4>”

To embed a video

The description about how to embed a video to a blog was really good and useful!

I have included a video of Sir Ken Robinson, one of my favourite authors. He brings always bright and critic educational perspectives. But this time I did not include a video of one of his lectures, but an animation about changing education paradigms. In this video I included the code



Instructional Design

Week 5: The Slippery Online Syllabus

Reading the various articles made me recognize the importance of the syllabus for my online course, as one author noted: “Your syllabus is one of THE most important documents you create for your class” (University of Minnesot’as Syllabus Tutorial).

Map from the Hobbit courtesy of Josh Calvetti (Creative Commons)

I found three reasons that highlight the importance of a syllabus:

  • The syllabus should provide a road map to guide students through the class.
  • The syllabus should use a conversational style so students are more aware of your presence in the course.
  • The syllabus should be a good way to communicate.

Some of the guidelines I consider really useful in my work with syllabus are:

From the University of Minnesot’as Syllabus Tutorial (thanks Jim!)

  • An effective syllabus conveys what the class will be like, what students will do and learn, as well as what they can expect of you.
  • It tacitly records and transmits your teaching philosophy.

3 aspects of an online syllabus to emphasize, from Teaching Online, Ko and Rossen.

  1. the contract: between students and the instructor (participation and grading criteria, student expectations,
  2. the map: course URL, used tools, assignments, document format, contact information, sequence of learning activities.
  3. the schedule: week organization (start, due day)

Some recommendations deepened too much in details, which could result in a very extensive syllabus. I think it is appropriate to build a model that best suits the particular course you are preparing. Each course syllabus may be slightly different.

Online Pedagogy

5 Reasons to Use Digital Textbooks

5 Reasons to Use Digital Textbooks.

Instructional Design Online Pedagogy

Week 4: Pedagogy and Course Design II

"Why waste time learning, when ignorance is instantaneous?"
“Why waste time learning, when ignorance is instantaneous?








Continuing with the reading of Ko and Rossen, Chapter 3: Course Design and Development, pp. 63-end, I found really attractive goodies:

The Table 3.2 is a useful template when you are in the middle of the course organization chaos. So I tried to apply this template to a course session related to Concept Maps. This is the result:

Some considerations that seemed particularly relevant are referred to Assessment:

  • Consider a good proportion of questions from different sources: lectures, readings, in-class activities.
  • The use of different methods of evaluation (quizzes, essays, discussion participation)
Online class tours

The sequence of courses shows different methods and structures. This expresses different personal points of view and a particular vision of the builder, but also the influence of the course subject and the student’s experience in the use of the technology. This represent a varied gallery of courses.

In building a course I should consider a weekly proposal, like the weekly design presented by Lisa in one of the tutorials.