Richard Jackson

Again these fostered ideas of synchronous/asynchronous discussions are generalities, and well meaning. The fact of the matter is, I believe, that we are at a distinct disadvantage using an asynchronous learning style teaching our particular trade. This is highly technical information, needing to be disseminated in a relatively short period of time, compared to some other technical schools, where the same information is disseminated over almost twice the period of time. Also this module does not mention the overall time/input necessities required to implement such procedures. Having the type of schedules colleges or technical schools would certainly make things easier.… >>>

I believe it is important to get to know students and their idiosyncrasies. But in post-high school, and in trade schools, that information is not generally able to be freely learned. Particularly, among students from a common area, who are likely to become competitors when out in the workforce, such as in the electrical trade. TMI can be a problem, especially where instructors may not have the qualifications necessary to deal with particulars unrelated to the immediate electrical subject/module, or even the electrical trade in general.

I feel the generalities EL102 covers miss the more specific particulars we face as… >>>

In general, I've learned that this module is dealing with how to effectively deliver course content to students in an on-line environment. This is quite different from the actual development of the course, in particular, accurate course content. Having already been teaching the Electrical modules, I've seen many inaccuracies, suspect content, content without documentation, or even a hit of where it came from. 

As far as knowing where all the ins and outs and course parameters are, that makes perfect sense. But as an analogy, I wouldn't expect a chef to deliver a superb 7 course dinner, when the pantry… >>>