What impact does technology and multimedia have on online
learning environments?
Within recent years distance learning has grown exponentially, a
direct correlation with advancements in technology. Technology and multimedia allows for a
virtual classroom to become more interactive, providing for communication,
socialization, collaboration, community building, and addressing various
learning styles. At the heart of the
course is the content management system (CMS), which is designed to assist the
instructor and learner in the navigation of the curriculum, technology tools
and multimedia. The CMS provides for
ease of use, it allows learners to “develop automatic behaviors”(Boettcher
& Conrad, 2010), so as little thought is required when navigating the
CMS. Because of the progression of
technology, distance learning has become a popular option due to the
flexibility it offers to those with busy schedules and the ability to entice
learners in variety of geographic locations.
What are the most important considerations an online
instructor should make before implementing technology?
Boettcher and Conrad recommend that when deciding which
technology tools to use one must “keep it simple, focus on the essential
tools”(Boettcher & Conrad, 2010). An
instructor should not choose a technology tool because of the “flash” or
“bling” or that it may be fun to use, the focus should be to “determine it’s
relevance to the course requirements and ease of use”(Boettcher & Conrad,
2010). The tools must serve to meet the
objectives or purpose of the course.
What implications do usability and accessibility of
technology tools have for online teaching?
When
selecting a technology tool make sure they are easy to use, and that both
instructor and learner may become quickly familiar with. Choose tools that are up to date, with links
that function, this will ensure that all participants are using a uniform set
of tools.
What technology tools are most appealing to you for online
teaching as you move forward in your career in instructional design?
“The three
essential tools that you must use in your course are announcements, discussion
board monitoring and feedback, and the basics of grade books and communications
tools within whatever course management system you are using”(Boettcher &
Conrad, 2010). The technology tools I
would choose would depend upon several variables: type of online setting,
curriculum, and learner (experience). The
specific technology tools that are most appealing to me when teaching an online
course would be:
· CMS – Voki
(for engagement) or Haiku (for ease of use)
· Communication
tools
· Videos
· Wikis
· Evernote
· Mobile
devices/mobile technology/software
· Synchronous
text, such as Google Drive
Reference:
Boettcher, J. V., &
Conrad, R. (2010). The online teaching survival guide: Simple and practical
pedagogical tips. San Francisco, CA: Jossey-Bass.
Lou,
ReplyDeleteI certainly agree that using technology for the sake of using technology is a bad idea. I think it is best to keep technology simple, especially in the beginning. It is likely that new online students have a lot of adjusting to do unless they are technologically advanced. It took me a while to adjust to the online environment though I love it now. I appreciated courses that were simple, but fun. When we did use technology, it definitely had a purpose and it will serve useful for me in the actual field where I will be working.
Lou,
ReplyDeleteI believe that one of the most important considerations an online instructor should make before implementing technology instructors is making the group task relevant and interesting for the group members, due to the diverse set of online learners (Brindley, Walti, & Blaschke, 2009). Learners should be allowed to pursue topics according to mutual personal interests. This allows groups to share and co-create knowledge. Furthermore, continuous feedback by the instructor (from the first week) is a type of formative evaluation that helps students develop specific skills, deepens the learning process.
References:
Bridnley, J.E., Walti, C., & Blaschke, L.M. (2009). Creating Effective Collaborative Learning Groups in an Online Environment. Retrieved June 6, 2013 from
http://www.irrodl.org/index.php/irrodl/article/view/675/1271