Ever feel like you're on a slow boat to nowhere, searching for an overweight Marlon Brando in pyjamas? No? I didn't think so, but we'll use that mnemonic to bridge to a brief bang your head against the concrete anecdote from this review cycle.
One of my remote profs, who's taught before, had her course ready...uhm, sort of. She had students emailing her assignments, emailing written work, and creating a written summary of their discussion posts, and emailing that too! And emailing back a word doc version of a quiz. I *thought* her previous course actually had these types of activities in there, but maybe a ghostwriting ID'er somewhere helped her out the first time. Regardless, we got it back on track to actually utlize the technology at hand....
Another one had about 12 discussion threads per module, multiple multiple starter questions, all in all the Bataan Death March of online courses. Turns out she was pretty much orphaned between the time my predecessor left and I arrived, so she just "made stuff up" by herself as she went along. Eek!
On the bright side, we found a way to condense down the course info section using a tabbed table layout trick. Kudos to Herr Prusch for that gimme....it does sort of open the door mentally to really seeing the limitations of the current Notes driven CMS, and the "wouldn't it be nice if.." design postulations that could provide some visual cueing as to *where* in the labrynth of learning the student is...
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