The most important thing to consider is the envoronment in which you are implementing the technology and the receptivity of the student. In my experience with adult education, less is more, therefore starting with a tutorial could enhance the skills of some and allow the older student to build the confidence to navagate material effectively. If the technology is not geared to meet the needs of the midline student further implemenation of any technology will be delayed and the objectives will be missed.
Secondly, monitoring the use of the technology and enlisiting the more advanced students as (in person) tutors for technology will allow you to implement systems more quickly. Leaving you the ability to choose perhaps a blog where the student can reflect on his or her learning experience with the technology.
Thirdly, using lmms to simply submit assignments throughtout the learning curve enhances the older students confidence and desire to continue and experiment with technologies being offered.
When utilizing technology tools in the virtual learning environment the three most important things I believe need to be considered is the appropriateness of the tool for the task, the students ability to utilize the tools effectively, and the added value of using the tool to increase the effectiveness of presenting the objectives of the course.
When selecting a tool for use in the virtual campus, the instructor needs to determine if the tool is being used properly to accomplish a specified goal. Using a tool in a manner that it is not designed for can result in less than favorable results. Tools need to be evaluated for appropriateness and functionality to ensure it will do the task without needing to be used outside its’ parameters.
The tool should not require skills the student can not readily acquire to use. If the learning curve is too high the student will spend more time learning how to use the tool than focusing on the objectives of the class. The student should also be acquiring skills that will aid them outside the classroom. The tool should supplement their learning and provide these additional skills.
Technology tools should increase the effectiveness of presenting and or reinforcing the concepts of the task it is being used for. Utilizing Excel to demonstrate the effectiveness of a time management spreadsheet is an effective presentation method. PowerPoint is a tool that is excellent for presenting objectives in a presentation and can be used for references for students’ offline.
1. The tools keep the students engaged.
2. The tools are functional for the instuctor.
3. The tools are compatible with the institution's infrastructure.
The three most important things to consider are will they meet my needs, the students’ needs and will these tools have all the functions I require them. My biggest concerns are: is the students going to use these tools to master the subjects, will it make it an easier environment for them to learn. If they are doing these along with making the learning environment fun I am doing a great job and the students are enjoying the learning process. It will be a win, win situation.
Using new tools is a valuable tool but the instructor must be well versed in it's use
the three most important things for the use of technology tools in my opinion is the access to this tool, the type of student, and choosing the right tool taking into account the objectives
The most important things to consider are
a) Do the tools includes the course objectives and help the student to feel comfortable?
b) The instructor is comfortable with the tools?
c) Are the students will use the tools in the future ?
well when using tech tools in an online environment you should consider the learner first, then on must consider the delivery tools and how those will be percieved by the student,and third considering the outcome of the class do the tech materials choosen help or hinder the student learner. is the material concise and organized. is the instructor or facillitator accesible for help and guidence. all of these things need to be adressed
1) Having the proper technology that will be supported by even the simplest of systems is paramount to provide all of the students with an equal access to the material.
2) Having a technology that is easy to navigate, with clear instructions, that could possibly be of a “point and click†nature.
3) Provide an asynchronous method to review material and possibly download a lecture for further processing, due to server and connection inconsistencies that may drop a user.
The student
The text, course information
The Time you have for the course
The three most important things from my perspective are:
1) Fit of the technology to the student need - Is it easy to use and flexible with respect to operating environments. (Will it work on Apple and PC and in a Unix environment). Does the tool provide the students with tools that enrich their ability to learn. Does the tool provide the ability for the student to track their progress.
2) Fit of the technology to the instructor's need - Will the tool ease the instructor's data management tasks and provide flexibility to present data in various ways (video, audio, etc) to enrich the learning environment.
3) Environmental fit of the tool. Is it easy to learn and use. Does it have high processing or communication overhead that would limit the ability to use over a slow connection.
I think that we need to know our equipment well enough to provide basic directions via writing to assit the student. If not the student can become easily frustrated. Screen capture is very useful in this area
1. The key in my mind is the facilitator needs to be very comfortable with the tools which is a key for successful outcomes.
2. There is a need to convey confidently the use of the products to the on-line students.
3. Practicing with the products in a test bed before use is a good first step.
I believe that you should consider what is needed for the objectives you want to meet, and what tools can help assist in meeting the objectives in the easiest way online.
Also, take in to consideration you will have students who have never taken an online class versus those who have taken several.
Will the be class consist of mostly asynchronous or synchronous interactions?
What tool do you use most to increase student interaction?
I agree, students are adaptable and can usually be profiecent with tools by the end of the first week.
Hi Adrien,
I really like your last two points. We have so many technology tools available to us, and we should use them as instructors to 1) make our work go smoothly and 2) help our students better understand the materials.
I used to write out long instructions for different types of assignments. The instructions were important, and it was always disheartening to see that students just didn't care to read them. Then I started using jing to record myself talking about the assignments, and it worked wonderfully. It takes less time to create a jing than it does to type out instructions, and the students are much more likely to watch/listen to it. Really, it's a win-win situation.
What about the students having access to the computors and tools they need to complete the program and be successful? They need to feel comfortable with these tools as well.
The good, the bad, and the ugly. OK I love being able to instantly communicate with others and share ideas endlessly. And I believe it helps my students be more in the moment and more up to date using technology. However, technology does not allow personality and human physical indicators to be shared. The ugly - if we start treating our students as machines who can produce information (even if interesting)only, and we fail to remember students are more than their brains alone.
I believe student participation empowers students. This in term helps motivate them to work harder. Participation is key to becoming a community of learners. Growth is usually seen within groups of students. Participation is one form of the students learning to interact with each other.
