Loosely+Coupled+Teaching+Pros+and+Cons

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Wiley Open Ed Course
> (and learning from) each other, not from the sage on the stage > (which also contributed to sense of owning one's words, > authenticity of the engagaement)
 * ===Pro's=== || ===Con's=== ||
 * * Simple to use, uses generic web-based tech
 * FREE (both as in 'Speech' and as in 'Beer')
 * Distributed, no single point of failure
 * Encourages Peer to Peer learning - students talking to
 * People's contributions part of their onngoing intellectual output
 * Adds to the ongoing global dialogue on the topic || * Grading becomes more challenging
 * Permanancy of assessed materials?
 * Non-bloggers may find the model confusing ||



Gibb's Indian Mythology Course

 * ===Pro's=== || ===Con's=== ||
 * * "After just a few semesters, there is a beautiful archive of work that will then allow students in future semesters to achieve even more."
 * encourages more meaningful output, more personal ownership of the 'Storybooks' and blog postings || * Instructions to students seem a bit involved
 * Using multiple systems in parallel (bloglines for writing, D2L for commenting) potentially confusing
 * Blogs were for class only; possibly lacking some of the motivation/ownership/persistance of doing from permanent blog ||



Chris Lott course

 * ===Pro's=== || ===Con's=== ||
 * * obvious connection between the course content (HTML pages and images) and the mode of communication
 * grading issue ameliorated by use of Feedlibrary aggregator || * possible confusion for the students?
 * time consuming for instructor; better ways to collect demographic info like email addresses, URLs ||

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