TOPIC 4: DESIGN FOR ONLINE AND BLENDED LEARNING
For the previous topic (3) we collaboratively created a product called CIMP (Collaborative International Mentorship Program). We decided to continue the development of CIMP also for this topic (4).
After reading "The ICEBERG model and key design tips" we identified ways that it could be used to further develop our course. ICEBERG contains 7 dimensions of course design. We wanted to consider the relevance of each dimension for the idea of Presence (from the CoI model). Since CIMP involves online networked learning, we wanted to think about the problem of Presence in asynchronous tasks (for both individuals and for teams).
The collaborative task was approached in a co-operative/non-collaborative way, i.e. each team member created their own ICEBERG table and decided to interpret PRESENCE in their own way. We each pooled our independent thoughts into a final table.
We had to decide how to summarize/present the contents of the final table. We discussed making a wordcloud - choosing key words - editing the cells in the table - and the general problem of integrating the findings of several team members. After lots of deliberation we thought that the table could be used as a checklist for course designers to use. 'Are these factors present in our design? Do we need them? Would they help?'
The outcome of this collaborative task shows the complexity of designing a course, program, or activity in a team of educators. This shows the reality of the ICEBERG and CoI dilemma and how different individuals can interpret things in (this case) seven different ways.