Instructional Design Presentation: T5
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Personal Experiences With Online Learning and the T5 Model: I had never taken an online course until the 3rd semester of my graduate schooling. I thrive on personal interaction, forming a relationship with my peers and instructor, and being in a live classroom environment. I was worried that online courses would make me feel isolated and prevent me from making authentic connections with my teacher and the course materials. I am the student that the University of Waterloo had in mind when they developed the T5 model of ID.
My best online learning experiences effectively incorporated all five of the aspects of this model to some degree. They provided me with quality course content, a well-organized Blackboard site, collaborative activities, and a readily available instructor. I took an online class about grant writing and was amazed at how easy it was to work so intimately on such a detailed project with people I never once met in person. However, I have also had a frustrating online learning experience including an uninvolved instructor, poorly organized tools and materials, and unclear assignments. In this case the elements of the T5 model were not part of the course design.
Finally, one major downside to all of my online classes that I did not anticipate is the lack of feedback on my performance. I have never received a single comment on any of my work for any of my courses, so I have no idea what I am doing well and where I could improve. The T5 model stresses the importance of providing students with this feedback so they can reflect on their level of learning and performance and adjust accordingly to achieve even more success in the future. I agree that this feedback is a crucial component of the learning process, and online learners should receive useful critical feedback and positive encouragement on the work they complete.
Overall, I have enjoyed taking online courses much more than I ever thought I would, although I still prefer to attend classes in person. The elements of the T5 model are one of the main reasons my experiences have been so positive. Works Cited
Carey, Tom, Leslie Richards, and Diane Salter. "The ‘T5’ Design Model: An Instructional Model and Learning Environment to Support the Integration of
Online and Campus-Based Courses." Educational Media International 41.3 (2004): 207-218. Web. 18 Feb 2010.
Sayward Mannino
ITC520
Instructional Design Presentation: T5Please hover over the glogster.com link in the upper right corner to view my poster in its full size
Personal Experiences With Online Learning and the T5 Model:
I had never taken an online course until the 3rd semester of my graduate schooling. I thrive on personal interaction, forming a relationship with my peers and instructor, and being in a live classroom environment. I was worried that online courses would make me feel isolated and prevent me from making authentic connections with my teacher and the course materials. I am the student that the University of Waterloo had in mind when they developed the T5 model of ID.
My best online learning experiences effectively incorporated all five of the aspects of this model to some degree. They provided me with quality course content, a well-organized Blackboard site, collaborative activities, and a readily available instructor. I took an online class about grant writing and was amazed at how easy it was to work so intimately on such a detailed project with people I never once met in person. However, I have also had a frustrating online learning experience including an uninvolved instructor, poorly organized tools and materials, and unclear assignments. In this case the elements of the T5 model were not part of the course design.
Finally, one major downside to all of my online classes that I did not anticipate is the lack of feedback on my performance. I have never received a single comment on any of my work for any of my courses, so I have no idea what I am doing well and where I could improve. The T5 model stresses the importance of providing students with this feedback so they can reflect on their level of learning and performance and adjust accordingly to achieve even more success in the future. I agree that this feedback is a crucial component of the learning process, and online learners should receive useful critical feedback and positive encouragement on the work they complete.
Overall, I have enjoyed taking online courses much more than I ever thought I would, although I still prefer to attend classes in person. The elements of the T5 model are one of the main reasons my experiences have been so positive.
Works Cited
Carey, Tom, Leslie Richards, and Diane Salter. "The ‘T5’ Design Model: An Instructional Model and Learning Environment to Support the Integration of
Online and Campus-Based Courses." Educational Media International 41.3 (2004): 207-218. Web. 18 Feb 2010.
<http://web.ebscohost.com/ehost/pdf?vid=2&hid=103&sid=8cb483cf-8a67-4b6f-bff8-e25267ecb0e0%40sessionmgr114>.
Communities of Practice
GoAnimate.com: Communities of Practice by Sayward
Like it? Create your own at GoAnimate.com. It's free and fun!
A Community of Practice for educators: http://tappedin.org/tappedin/
Works Cited
"Communities of Practice." Funderstanding 2008. Web. 7 Feb. 2010.
http://www.funderstanding.com/content/communities-of-practice
"Communities of Practice (Lave and Wenger)." Learning-Theories.com 2008. Web. 9 Feb. 2010.
http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html
Gagne, Robert M. et al. "Principles of Instructional Design." Belmont: Wadsworth, 2005. Print.
"The Best from Work Literacy." WorkLiteracy 2009. Web. 9 Feb. 2010
http://browse.workliteracy.com/communities-of-practice/examples/practice/