Dr. Kelly,
1. The thechnology must be a "good fit" for the course, instructor and students.
2. It needs to be easy to use, or students will get discuraged and drop out; instructors will become frustrated and not be able to correctly teach.
3. It needs to be fashioned to correcctly protray the course content; i.e. embedded videos, URL's for outside sources, quick interqction for students and facullty.
Thanks,
John F.
How do you evaluate the right tool for the right activity?
Like everyone has pointed out choosing the right technology tool makes all the difference in learning. It's also important that the instructor and students knows how the technology functions in order to fully benefit from them. Lastly active learning helps with continual critical thinking and problem solving.
You have great points. I find that the biggest problem I have with students is not "knowing" what type of computer they have.
For one college I worked for, students had to take a basic computer skills test --- to see if they can open and attach emails, browse the internet, etc. If they couldn't, they were placed in a basic computer class; then, if they wanted to take other classes, they were enrolled in ones that didn't require computer use (online and traditional classes were offered). It worked pretty well.
The three most important things to consider when using technology tools are:
1. Compatibility -- the software must be compatible with minimal PC requirements. Most students that I have worked with have basic or older computers in which some software may not work well. This can be quite frustrating to the student and instructor!!
2. User-friendliness -- For some of the students I have taught online, it is their first online class and/or they may have very few computer skills, so it is a brand new environment. For this reason, software and learning platforms should be relatively user friendly as to not discourage these learners. The instructor should be knowledgeable enough to help teach these beginning students, but the easier the software/platforms, the less frustrating it is for everyone concerned.
3. Usefulness to the course(s) -- I believe a thorough walk-through or demonstration of the technology should be conducted to see if it meets all the needs of the instructor and student. A lot of platforms/software pieces have all the "bells and whistles" but is it really what you want and need?
Well said. I agree with those choices.
I believe the three most important things to consider are;
1. Content. The tools used must give the students the necessary information needed for the final course outcome. There should be links available to the student for accessing additional information i.e. frequently asked questions, examples, images etc.
2. Compatability. Presentation tools should allow compatibility to earlier versions of software other wise there should be an alternative method. For example these courses I am taking require Flash player to view video lectures. I do not have flash player on the computer I am using, however A text version of the lecture would be adequate.
3. A feedback system is needed where the student can interact with the instructor to address problems/questions associated wih content and accessability.
What great answers!!!!! I also like the idea of flexibility. You are right about Clunky, hard-to-use interfaces.
1) The technology and ease of use - not everyone is amazingly tech savvy and, for those students who are not attached to a laptop at all times, a clunky, hard-to-use interface will detract from the learning experience because, more often than not, the user will spend more time trying to figure out the software/interface than actually reading the material.
2) Flexibility - Having a mix of blog-like comments, audio, video, straight-up text, etc makes it easier to fit into different peoples learning styles. I personally prefer (and feel like I learn more) when I've got A/V content in front of me.
3) Quality Content - Not only should your content be there and readily available for the students, but it should be quality as well. Specifically in regards to more technical/creative fields (audio engineering, printmaking, etc), good video/audio tutorials are necessary. Nothing is worse than watching a poorly made ten minute tutorial and then being expected to either a) replicate a task or b) taking a test based on the material.
Don't you think that matching tools for the right job should be added?
When using technology tools the instructor needs to be, Clear and consise, oragnized, and be a facilitator.
These are great answers. I concur!
I like the idea of C -- will the students use in the future. This empowers the student to use and learn the technology piece.
1. student and instructor knowledge of and ease of technology use
2. access to requirements of virtual learning environment: is it "doable", does it make sense for the requirements of course work?
3. access to step by step instructions for students to understand technology and uses of the technology in how impact their learning.
I believe that in virtual learning environment should be included:
1. Importing and creating course materials
2. The delivery of course materials
3. On-line interactions between students and tutors
4. on-line tracking and assessment of students progress
True, how can you make sure student know how to use it?
You have some really good insights on technology usage.
You have made good points particularly with the nontraditional student.
i think we have to make sure evrything is working properly,and students need to know how to use the site, and we have the correct assingment
