The course I selected for analysis is “Introduction to Robotics”, an undergraduate course from the Massachusetts Institute of Technology Open Course http://ocw.mit.edu/courses/mechanical-engineering/2-12-introduction-to-robotics-fall-2005/index.htm. This course provides an overview of robot mechanisms, dynamics, and intelligent controls. Its topics include planar and spatial kinematics, and motion planning; mechanism design for manipulators and mobile robots, multi-rigid-body dynamics, 3D graphic simulation; control design, actuators, and sensors; wireless networking, task modeling, human-machine interface, and embedded software. It features descriptions and videos of the two main student projects: building a robot capable of searching for land mines, and building a robot capable of rescuing trapped or injured people after a natural disaster.
This course appears to be carefully pre-planned for a distance learning environment. It includes syllabus, calendars, lecture notes, assignments, exams, and projects. Students can download course materials, send a feedback, email the page to their friends, and even sign up for a newsletter. Organization is very crucial in an online learning environment and this course looks well organized and is easily accessible. According to Simonson, Smaldino, Albright & Zvacek, (2009), issues of format or structure are important to help students quickly and easily become involved in learning rather than focusing on trying to puzzle through the manner of delivery.
This introduction to robotics course followed online instruction as recommended in the text such as organizational guidelines – the topics are organized into modules. When courses are planned, the designer might want to use the Unit, Module, or Topic approach or model (Simonson, Smaldino, Albright & Zvacek, 2009). The assessment guidelines, which include at least one learning outcome for each topic is included in this course, itemized in the weekly calendar. The content guidelines in this course include reading materials, lecture notes, and the downloadable materials. In addition, the instruction/teaching guidelines have been utilized in this course. The instructor pace the instruction that call for continuing interaction between him and the students through the use of email and feedback form. However, I did not see asynchronous chat or threaded discussion included in the course. According to Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009) Online courses should use more media, which includes graphics, video, audio, discussion, etc.
The course designers implement activities that maximize active learning some of which are the hand-on activities that are involve in building the different robots. It is very important that both instructors and instructional designers should take time to plan and organize any instruction or learning experience to engage students in distance learning. Planning makes the difference in a successful learning environment. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009).
References
Piskurich, G., & Chauser, J. (2010), Video Podcast: Planning and designing online courses. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6523831&ClientNodeID=984650&coursenav=1&bhcp=1
Asada, Harry, and John Leonard. 2.12 Introduction to Robotics, Fall 2005. (Massachusetts Institute of Technology: MIT OpenCourseWare),http://ocw.mit.edu (Accessed 05 Feb, 2011). License: Creative Commons BY-NC-SA
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
