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Philip’s
Annotations of the Internet
Commerce IMED 2409 Course:
VARK
EXAMPLES:
Internet
Commerce IMED
2409
Available
online at: Internet Commerce IMED 2409
Instructor: Gemmy Allen
School: Mountain View College, Dallas County
Community College District
Visual
This
site primarily makes use of text, but it does have some graphic relationship of
concepts representations of the type one would find in a textbook. A few of these can be found in module
6. One is a customer relationship model
representation. Available online at: http://ec.mvc.dcccd.edu/IC/module_6.htm. Other graphic representations can be found
in module 9.
Aural
This
site has no aural material that I could find.
Read/Write
The 10
Lecture Modules consist of nearly all text.
Any of the graphics in the Lecture Modules are of the type that could be
found in any college level textbook. This
heavy reliance on text will be of benefit to those students who are read/write
learners on a VARK scale. Although the
site had few external readings listed, the completeness of the material for the
undergraduate community college level made the readings adequate without being
overwhelming. I think a better approach
would be to link to more external test sources, but perhaps the instructor took
into account the time necessary to build a web site when deciding on limiting
the amount of material he linked to.
Kinesthetic
The
site included the building of a web site that could be included as an example
of kinesthetic learning.
Multiple
Intelligences
Virtually
almost all of the material in this class is presented in a textual format. Therefore those students who have difficulty
acquiring or processing textual information could be at a disadvantage, but in
terms of assimilating and applying the learning here, many of Gardner’s
multiple intelligences would be of value to the student to varying degrees. The textual readings could benefit the
linguistic category of learners. The
logical-mathematical category could be of value in coding the HTML or other web
languages for the web site. Spatial
intelligence could be of value in laying out the web site. Bodily kinesthetic learners would be
involved in creating the web site.
Interpersonal oriented people can interact with the discussions, and
because students also have the option of taking all or part of the course on-ground,
they have that option, too. The
intrapersonal learner has ample time for reflection, so can benefit by the
delayed reaction time of the online format.
Only the musical and the naturalist seem to be left out of this class. The class does seem to favor the textual
linguistic type of learner, but 6 of eight of the intelligence types can
benefit from this well-rounded class.
Interactivity
The discussion groups provide interactivity in the class. They appear to be asynchronous.
Assessment
The
course addresses assessment with an introductory resume and nine other
assignments that lead up to publishing a functional e-commerce web site. There were no quizzes or tests.
Accessibility:
The main page would
have passed Bobby priority 1 for section 508 compliance if alt text were added
to two image tags, subject to the usual user checks. Each of the pages I sampled from the modules had the same
problem with alt text for image tags.
One of the pages I sampled had 30 instances, but still this can be
easily repaired.
Applications to Electronic Commerce 101 Online
The relative
newness of this subject matter in academia made finding related sites to my
specialty has proveto be much more difficult than finding sites for other
disciplines would be. Merlot only
showed 25 references to electronic commerce course sites, and World Lecture
Hall only produced this one. Although
this site seems at first glance to be less of an instructive site than the
other site I reviewed for my course, its more direct relevance and parallel
nature make it at least as instructive as the other site I reviewed. I especially like the idea of the student
creating a functional web site as a final project to assimilate the material
learned.
