Introduction to Fiber Optics for the New Technician: An Online Course
Keyword
Fiber Optics trainingOnline course design
Instructional design
First principles of instruction
Five-star teaching cycle framework
e3 Teaching
SUNY Online Course Quality Review Rubric
Elements of online course design
Quality Matters
ChunkingScaffoldingNarrative structureModular course designCourse mappingBackward design
Readers/Advisors
Stam, KathrynLizardi, Ryan
Date Published
2023-12Metadata
Show full item recordAbstract
This paper explores the intricacies of designing high-quality online courses, with a specific focus on examining instructional design elements used in the creation of the online course "Introduction to Fiber Optics for the New Technician." It reviews existing frameworks, models, standards, and rubrics, differentiating between those offering conceptual guidance and those providing best practices through detailed specifications. The review begins with examining the Five-Star Teaching Cycle Framework of Online Courses, integrating Merrill's First Principles of Instruction and the e3 teaching concept for efficiency, effectiveness, and engagement. Then onto standards and rubrics from systems like the SUNY Online Course Quality Review Rubric (OSCQR), Online Course Design Elements (OCDE), and Quality Matters (QM) are embraced and adjusted to suit an occupational setting. The methodology section outlines the approach, drawing from methods such as chunking, scaffolding, narrative structure, and modular course design. Course mapping, employing backward design principles, is emphasized as a pivotal method for identifying learning objectives, assessments, and instructional materials. The interplay of chunking, scaffolding, narrative structure, and modular course design is explored as integral components contributing to a well-structured and engaging learning experience. Implementing these principles and methods has resulted in the development of a learner-centered online course in fiber optics.Citation
Gentile, J. M. (2023). Introduction to fiber optics for the new technician: An online course: A master’s thesis project presented to the School of Arts & Sciences in partial fulfillment of the requirements for the Master of Science degree. SUNY Polytechnic Institute.Related items
Showing items related by title, author, creator and subject.
-
Professional Practice in Design a Massive Open Online CourseThis thesis project is the development of a massive open online course (MOOC), an open access course available to anyone with an internet connection. The course title for this MOOC is Professional Practice in Design and focuses on career development skills for a student enrolled in a college design program. Not all design programs offer instruction on these topics and the student gains an advantage in the workplace with this course instruction. The methodology selected is that of the xMOOC which mirrors the instruction found in a traditional on campus course with the instructor giving a lecture and then assessing students learning with assignments and tests. The conclusions found that in contrast to other xMOOCs, provided by such organizations as Coursera and edX where thousands of students participate at one time, this course would require an enrollment cap. Additionally, it was found offering a MOOC through a college program for tuition credit could potentially result in more consistent student engagement and participation. Finally, MOOCs are new to the online learning environment and there are a number of unanswered questions about topics such as, a business model for organizations offering courses, the ability to continue to offer open access courses for free and the acceptance by colleges and employers.
-
Creating An Online Course Teaching Social Media ApplicationsDue to the shift from Instructor centered learning to student centered learning, careful consideration has to be given to the needs of adult learners in all facets of education. Time restrictions and the learner’s current skill level are two areas that need to be addressed in adult learning. To address these issues in a non-credit course on social media applications that I am teaching this summer face to face, I have developed an online learning environment to supplement in classroom instruction. The online learning environment is able to be accessed by students when it’s convenient for them, which helps expand upon the instruction that they receive in the classroom. In addition, learning theories and information design principles are applied to the online learning environment to increase the student’s ability to learn, as well focus on web accessibility. The online learning environment has been developed using WordPress; a free and open source web content management system.
-
Sql Course Development Via Scaffolding, Social Constructivism, & Fantasy FootballApplying scaffolding and social constructivist concepts in online learning environments requires consideration of multimedia design and the impact it has on learning achievement. Online learning is transforming students’ experiences from “learning from technology” to “learning with technology”. Social constructivism –theoretical model in which learners make meaning from experience – and scaffold –theoretical guidelines for learning through incremental assistance – approaches aid instructors in providing effective and responsible learning environments though balancing student support and engaging challenges to help students understand that, ultimately, they learn from and teach each other. This project seeks to execute scaffolding and social constructivist techniques in a prototype online undergraduate level course on Structured Query Language, a programming language, for computer science and related field students. The prototype focuses on utilizing datasets from professional football players and utilizing Gamification aspects to create a pseudo fantasy football league. Students manage their fantasy teams and compete via increasing difficult SQL statements.
