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IDT 846 Reading Map 5: Instructional Design & Distance Education (3.…

- - - - These components of a CMS give the students and the instructor an organized space to meet and focus attention. The material can be accessed anywhere in the world at any time of day. Important considerations regarding availability of resources is that students will need access to the internet, a compatible device, and compatible hardware/software to participate successfully in the course.
    - - Although there are many available plagiarism programs, World Language instructors face a unique challenge. Students are turning to online translators to perfect their written and spoken work. Depending on a student's background knowledge, it is challenging to determine whether the work has come from a translator or not.
- - - - Each semester credit = 1 unit, Each unit + 3-5 modules, each module = 3-5 topics. (Simonson, Smaldino, & Zvacek, 2015, p.154)
    - - "A typical three-credit course has the following assessment strategies: 1 exam, 1 ten-page paper, 1 project, 3 quizzes, 3 small assignments, graded threaded discussion." (Simonson, Smaldino, & Zvacek, 2015, p.154)
        
        These recommendations seem far too generalized. The content to be studied varies so greatly from one field of study to another. It seems more fitting to say "a combination of the following" is included in a typical course.
    - - Content should be made available to students in a variety of formats. Much like the idea of a flipped classroom, students will read/watch the content and then meet for class synchronously or participate in asynchronous discussions. (Simonson, Smaldino, & Zvacek, 2015, p.155)
    - - Pacing guidelines include: "1 module per week, instructor email to students each week, 1 synchronous chat per week, 2 to 3 threaded discussion questions per module, instructor comments as part of the threaded discussion board, progress reports (grades) submitted to students every week or two" (Simonson, Smaldino, & Zvacek, 2015, p.156)
        
        The authors suggest that this model can help plan the amount of time students will spend on coursework from week to week. According to the text, students should spend 5-10 hours per week on the course. (Simonson, Smaldino, & Zvacek, 2015, p.156)