While some may be intellectually equipped when in comes to imparting knowledge, it is true that not all are technologically-equipped. I agree that the aspect of "user-friendliness" is very important to consider in instructional design.

weng wrote:

Some suggestions: 1. How to create not just reusable (and editable) learning objects but user-friendly as well -- If an instructor wants to create learning objects for an entire coursework, he should work in collaboration with a computer programmer and web/interface designer. The computer programmer will make the "granularization of contents" possible while the web/interface designer will make the front-end of the program user-friendly and easily accessible even to those who are newbie in computer use. Intelligent navigation, real-time file sharing and editing, click and type interface -- these are just a few (but important) of the many operability considerations that an instructor has to resolve. 2. How to introduce learning objects to traditional students -- One way is to use the methods that Mr. Butcon is already employing: Lecture with the students face-to-face while the other school-related work or activities that we traditionally know -- such as homeworks, school papers, reporting, further reading, group work -- are introduced via the use of learning objects and other digital paraphernalias. This method introduces slowly to traditional students digital learning objects; thus lessening percentage of rejection.

yes the set up i believe is too rigorous. it make me wonder, are we really learner centered or are we "deadline centered"? to be honest i am not proud of any of the work that i submit as i know i could do better given enough time...

patmarban wrote:

In line with its mission, UERM implemented in its course, Instructional Design, an online module to facilitate learning. As a learning object, so far I believe it delivers, but there is still room for improvement. Evaluating journals is a very nonspecific way to learn. The instructor gives different topics everyday and the learners are asked to react on the specific topic. This develops critical thinking. Also, learners become leaders in a systematic manner where they are given chance to be moderators. This develops leadership. The reading materials are long and time-pressured. This develops patience and perseverance. Indeed,the overt objective may be to read instructional design-based topics, but the covert develops numerous learning aspects, skills, and values. On the other hand, my only fear is that with this rigorous kind of setup, learners who are involved with their career have no way of going to extracurricular activities (ECA) anymore. Since time is one of the foes, working out, for instance, is not an option since after an 8-5 work, face-to-face or online class program starts right away and finishes late at night or even past midnight for online; no more time to do extracurricular activities. This contradicts Fujita’s (n.d.) and Darling, Caldwell, and Smith’s (2005) suggestion that ECAs help improve academic performance. In conclusion, I trust that this subject is at par with UERM’s mission of producing “Excellence in Education and Training in the Health Sciences,” but it should also consider tapering down or balancing the schedule so as to accommodate ECAs for the benefit of its learners. REFERENCES: Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research. Retrieved August 15, 2008, from http://findarticles.com/p/articles/mi_qa3702/is_200501/ai_n9520742/pg_1?tag=artBody;col1 Fujita, K. (n.d.). The effects of extracurricular activities on the academic performance of junior high students. Retrieved August 15, 2008, from http://www.kon.org/urc/v5/fujita.html University of the East: Ramon Magsaysay Memorial Medical Center. Vision and Mission. Retrieved August 15, 2008, from http://www.uerm.ph/?fid=mission Kriselda Anne Moreno wrote: 2. As our online classes are also considered as learning objects based on the definition “any digital resource that can be reused to support learning”; discuss and evaluate your perceptions on the online classes we are having at our Masteral Course in UERM. Describe its strengths, how effective it is for you, its weaknesses, and suggest ways on how to improve it.

and what really is the priority here, the quality of work or the deadlines? but as an obedient soldier following his superior, i have no choice but to follow the deadline thereby compromising the quality...

gary.orosa wrote:

yes the set up i believe is too rigorous. it make me wonder, are we really learner centered or are we "deadline centered"? to be honest i am not proud of any of the work that i submit as i know i could do better given enough time... patmarban wrote: In line with its mission, UERM implemented in its course, Instructional Design, an online module to facilitate learning. As a learning object, so far I believe it delivers, but there is still room for improvement. Evaluating journals is a very nonspecific way to learn. The instructor gives different topics everyday and the learners are asked to react on the specific topic. This develops critical thinking. Also, learners become leaders in a systematic manner where they are given chance to be moderators. This develops leadership. The reading materials are long and time-pressured. This develops patience and perseverance. Indeed,the overt objective may be to read instructional design-based topics, but the covert develops numerous learning aspects, skills, and values. On the other hand, my only fear is that with this rigorous kind of setup, learners who are involved with their career have no way of going to extracurricular activities (ECA) anymore. Since time is one of the foes, working out, for instance, is not an option since after an 8-5 work, face-to-face or online class program starts right away and finishes late at night or even past midnight for online; no more time to do extracurricular activities. This contradicts Fujita’s (n.d.) and Darling, Caldwell, and Smith’s (2005) suggestion that ECAs help improve academic performance. In conclusion, I trust that this subject is at par with UERM’s mission of producing “Excellence in Education and Training in the Health Sciences,” but it should also consider tapering down or balancing the schedule so as to accommodate ECAs for the benefit of its learners. REFERENCES: Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research. Retrieved August 15, 2008, from http://findarticles.com/p/articles/mi_qa3702/is_200501/ai_n9520742/pg_1?tag=artBody;col1 Fujita, K. (n.d.). The effects of extracurricular activities on the academic performance of junior high students. Retrieved August 15, 2008, from http://www.kon.org/urc/v5/fujita.html University of the East: Ramon Magsaysay Memorial Medical Center. Vision and Mission. Retrieved August 15, 2008, from http://www.uerm.ph/?fid=mission Kriselda Anne Moreno wrote: 2. As our online classes are also considered as learning objects based on the definition “any digital resource that can be reused to support learning”; discuss and evaluate your perceptions on the online classes we are having at our Masteral Course in UERM. Describe its strengths, how effective it is for you, its weaknesses, and suggest ways on how to improve it.