and sophisticated than cottage industry materials because the development expense can be amortized over a much greater number of students. Typical Courselets available today, for example, contain a significant number of items that are costly to produce, such as animations, or audio and video clips, which are beyond the means of a single faculty member or even most academic departments.
However, critics of distance education, such as John Seely Brown and Paul Duguid, Michael Margolis, and Noble would never equate higher production values with quality. Distance and any form of mediation means less human interaction. Learning, in this view, is inherently a social experience, which depends upon immediate collaboration and interaction. To David Noble, Socrates is the perfect exemplification of learning as an active interchange between mentor and student.
The actual information exchanged is not the point of a Socratic dialogue. It is the living experience that matters. Courselets are the opposite. They are content-driven and focus exclusively on the delivery of information.
Awareness
Publishers, faculty and instructional designers all have a crucial role to play if Couselets are to lead to more effective instruction. The pitfalls and dangers are clear. But what is the path that will direct us all toward more engaging learning experiences for students?
As an emerging phenomenon, Courselets need to be properly introduced to University faculty. Rather than heralding them as a way to create an online course in a matter of
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