Jenny ,
True, you don't want the technology to be the barrier to learning.
Dr. Kelly Wilkinson
When using different technologies in virtual learning environment it is necessary to consider the instructors teaching needs to teach the objective; what activity will enhance the student’s learning and will the tool selected meet those goals.
Adib,
Great point. Information needs to be found easily for the student. Do you provide your students a orientation of your course?
Dr. Kelly Wilkinson
hyram,
True, and I would add that training can be done quickly and easily.
Dr. Kelly Wilkinson
The very most important element I believe for the Virtual Learning environment is how you (as the instructor) will arrange the learning environment to make it accessible and easy for students to obtain the information they need to be successful in your course.
I believe the three most important things to consider are the tools simplicity,functionality, and training on how to use technology tools in virtual lerning enviroment.
Rob,
What a great observation. I think seduced is the perfect word. It is about students and learning and assessment not technology; the technology should "bend" to those items not vice versa.
Dr. Kelly Wilkinson
I think it is important to not get seduced by the visual appeal of some of these tools; while many of them are useful in promoting learning enhancements, some tools promote style over substance.
Another important consideration is compatibility with current technology; if a tool can't work properly (or at all) within an existing course environment, it is of little use.
Finally, I think it is vital that the tool helps in achieving course or unit outcomes; if it doesn't, it may simply be adding to the "clutter".
William,
You make a great point; so many times the technology has so many "bells and whistles" that the instructor and the student can become confused. It is important that you provide guidance and resources to help students use the technology.
Dr. Kelly Wilkinson
William,
Great post! You are right, the tool should be adaptable to measure the outcomes. I would add one more; you can get the analytical information needed to measure the outcomes easily.
Dr. Kelly Wilkinson
Elizabeth,
Great post. You are right, it has to be used and managed easily by both students and instructors.
Dr. Kelly Wilkinson
Nicole,
Great post! You are right, public access computers can pose a problem with any software. You have to have expectations for students regarding technology. Technology makes the learning more interactive and engaging. If you reduce the technology in the course to the point of just reading and and answering questions with the instructor, what makes the online experience different than a correspondence course? (This difference is how the federal government determines the difference between a correspondence course and an online course).
Dr. Kelly Wilkinson
Marjorie,
That is true. It is really instructor choice (unless the institution requires it). I quit using the phone as I had several of my nontraditional students wanting to use the phone rather than learn the technology and engage with the other students.
Dr. Kelly Wilkinson
Marjorie,
You are right. The technology should solve the need for the course regarding meeting objectives.
Dr. Kelly Wilkinson
Chrissy, all too often I have seen an over-abundance of "functionality" that confuses the student more than adding value to their learning process.
From the experience I have had, user friendliness, matching the learning outcomes with the tool and instructor-student communication ease and clarity seem to top the list. The platform needs to be easy and quick to learn to navigate. The LOs need to be easily adaptable to the tools use and function. The instructor and student need to be able to interact and provide mutual feedback.
Professor,
I believe the three most important items are ensuring the tools are user friendly for the students, that the tools will enhance the learning environment, and that they will be easily managed by the facilitator.
It is difficult to put only three main criteria because in many ways the function determines what those criteria would be. One thing that I think would be important regardless of function is accessibility. While I may have easy access to a piece of software, for example, my students may be using public computers where downloading software is problematic. If that is the case, even the best program out there will not facilitate learning for the student and may increase student frustration and decrease engagement.
Effectiveness is also an important criterion for choosing technology. This is, of course, a very vague term. It seems as though technology must be able to serve a particular function efficiently – for both the student and instructor. Any technology used should serve a clear purpose – fulfill a valuable function. If not, students may ignore it because they cannot see the reason to spend their time on it. Technology for the sake of technology can be overwhelming.
Finally, looking at other options is important. Is this the best tool out there for the desired learning outcome or learning style? What else out there would serve this purpose? Is it economically viable and something that would be an effective use of the students’ time – and the instructor’s time? Do other forms of technology work better with the existing systems? It may be the ‘newest and shiniest’ piece of technology but that does not mean it will facilitate learning.
Nicole Zeger
Dear Dr. Rodriguez,
Yes, the personlized touch and the hearing of the person's actual voice can help you connect with that student. It also sends a message of caring and your also learn quite abit about the students by talking directly with the student over the phone.
Sincerely,
Marjorie Thrall Moller
The instructor needs to make sure that the technology:
* meets the needs of the course and its learning objectives
* the intent of the instructor to teach the concepts is met by the technology tool(s) selected
* the students learn from the technology tool(s) selected for the learning objectives in the course
