My institution uses Moodle. It is pretty straight forward and I have been trying to figure out a way to incorporate active learning in this online LMS. I can embed videos and create learning teams, but I seem to be stuck at that point with the current technology. Any suggestions?
Robert,
Thanks for the link. It has been awhile since I visited the BYU site but it always was good.
Renee Shaffer
I agree with your comments about the importance of smooth technology connection. I've found that more often than not the problem is on the student side of the connection. At the start of every course I share the number for tech support and encourage students to keep it handy.
As others have mentioned technology can be problem. However, this most often occurs on the student side of the connection. Occasionally in the middle of a live chat session a student will drop off only to log in again several times. Fortunately the chats are recorded and the comments made are cited by students not attending the live session.
I want to recommend a wonderful short piece on active learning for instructors.
http://ctl.byu.edu/teaching-tips/active-learning-techniques
Active Learning Techniques
Andrew,
A 2% pay raise? Wow, that would be great for me. I am not being sarcastic, just jealous. To your point however, yes, we are being asked to do more all the time with hardly any compensation.
Renee Shaffer
Ben, as frustrated as you sound I must agree with you. Active learning would enable a new learning interface with the student that I am not sure the organizations are willing to implement due to the additional time and pay it may take. So we are asked to give the student the world but then must accept a 2% pay raise over three years. We can still make our approach student centered but we really must commit to the approach both organizationally and personally.
Elizabeth,
Yes, abandonment is a big issue.
Renee Shaffer
Hello Renee,
I think the biggest institutional obstacle is preventing the student from feeling "alone" or distant from their instructor. In order to bridge this gap or feeling of abandonment the institution needs to set standard for the instructor that are achievable and measureable. The institution may have to incorporate in-services and have rubrics for the teachers to meet so that their are checks and balances.
Liz
Related to technology: some students are not prepared for technological skills needed for the online classroom, they spend the first 1 to 2 weeks trying to figure out how to navigate and organize for the online classroom. Students should have met with an online advocate and went through an initial orientation for the classroom, but sometimes one or two slips through the channels. I use eye-jot to make sort videos on navigating the classroom,(especially how to post things, and how to find an archived chat session)I email the videos to the students.
Our setting uses adobe connect for our chat sessions and 95% of the time the system is great, every once in a while the system will kick us out of the chat.
Amos,
Technology is getting easier to use day by day.
Renee Shaffer
As an online teacher, the technology does not seem to be as much of a challenge as we have to have good student research with Adobe Connect , whiteboards, etc, How can the technology be a challenge unless in the brick and mortar environment it is more difficult for the students to have access to technology--
Eleanor,
Oh yes the technology glitches can stop progress and confidence in their tracks.
Renee Shaffer
The technology. Either the glitches in the system or a student's lack of confidence/experience with the technology. I also think that being an online student requires the student to be self-directed and some students are better at this than others. In a traditional classroom, students that struggle with self-motivation will follow the group and do their work but may get lost when left on their own in an online, solitary environment.
Janis,
They are continually making improvements. But sometimes, they do seem to be trying to update/improve too fast and too often which can be aggravating and problematic because people need retraining.
Renee Shaffer
Janis,
Oh yes, technology can be frustrating. It should be easy and seamless so it is always good to have a plan "B" just in case something doesn't work
Renee Shaffer
Shundra, this is very true.
Good point and the focus must be made on not making changes for changes sake.
Renee, don't you think that many of these LMS systems you can buy continue to get better like eCollege or Blackboard?
They have made continuous improvements that are impressive.
Technology.
If logins are difficult or the technology is not user-friendly, we all get frustrated.
Sometimes technology changes are made which makes the system that worked well in the past, not as robust. Technology can be a very frustrating component to online learning. It must be available all the time to students, no to little downtime.
Jay,
There are so many factors, but one of the pressing ones is the cost of developing, making, etc. an in-house LMS or purchasing one like Blackboard. Institutions will make different choices there. If they purchase one, all of the "bells and whistles" that the institition needs might not be there, but it can be a terrific option.
Renee Shaffer
Having been involved at several institutions of online learning, I would indicate that the biggest institutional obstacle supporting active learning centers on the learning management system (LMS). Some LMS's cater well to the active learning model and are robust enough to support this learning style, whereas, other LMS's have limitations that prevent the faculty from applying active learning techniques. As a result, institutions need to be careful when selecting an LMS or creating an internal LMS. What factors should institutions consider before selecting a LMS?
Jay Familant
