Love the quote "the medium is not the message" You are correct sir!
Technology should not intrude or be a reason it just is just like a chalkboard or textbook. Great points, enjoyed your insight.
I believe that the three most important things to consider when using technology tools in the learning environment are:
1. Appropriate delivery - too often technology is used for technology's sake and the "wow" factor rather than for its effectiveness in the classroom. The question to ask is if the technology is the best delivery choice (Is a podcast the best way to present a certain bit of information or might another method of delivery work better for the specific material? e.g., Written text, Vodcast with visuals, etc.).
2. Student usage - the technology tools should be chosen and used in a way that fit the student’s needs. For example, two hour long, pre-recorded videos are not what most students are looking for, but the same information broken down into several smaller videos is closer to what students would encounter in media delivery outside of the academic environment. The short version of this consideration would be to apply “Uses and Gratification†theory to educational material.
3. Technology should not intrude – the technology should always be secondary to the educational material (well, unless you are teaching technology). In education, the “medium is NOT the messageâ€. If faculty, students, or even the Tech Support staff must spend too much time working with the technology in order to use it, then the technology may not be appropriate as an educational medium.
You make great points. One, that we have to remember is that we start with the student not with the technology which is the focus of Gagn, Briggs & Wager, 1992 (Palloff and Pratt) and most certainly Knowles. Second, we have to begin teaching are students to read, accept, and use feedback. A grade and feedback are not the same!
FYI, I love the detail in which you post. This is a great example of a well articulated, discussion posting. Nice job!
I believe that the way in which these tools are utilized will depend on the particular class I'm leading. For instance, if I was teaching a statistics class for Psychology, I would imagine getting a great deal of use out of the math tools in whiteboard. On the other hand, a History and Systems class in Psychology would probably motivate me to use Powerpoint, student groups, polls, and information links. Thus, the type of class likely makes a big difference in the tools used.
In terms of other technologies, I can imagine also incorporating video clips from online sources as a major tool in some classes. Also, I envision a time when Skype or similar programs might be used to allow students and instructors to see each other during the seminars. In today's technologically savvy world, there seems to be no limit to how people are using computers and the online environment to connect and learn.
Firstly, Knowles 1984 research indicates our focus, to be most effective for the adult learner (whether online or in the traditional classroom), should be on instruction that is explicated, task oriented, applicable to the learners experience, and directed to permit personal discovery as the means of acquiring knowledge whenever possible -- presumably adding to the learners personal experiences. Secondly, Gagn, Briggs & Wager, 1992, note nine needs that must be met for adult learning (online or otherwise) to occur:
(1) reception -- gain student attention;
(2) expectancy -- define objective(s);
(3) retrieval -- recall of prior learning;
(4) selective perception -- stimulus to learn;
(5) semantic encoding -- guide to learn;
(6) responding -- elicit performance;
(7) reinforcement -- provide feedback;
(8) retrieval -- assess performance;
(9) generalization -- enhance transfer and retention.
One way we can help students learn to give and accept feedback without conflict arising is through the use technology such as a rubric. These also let the group know that feedback is coming and it is OK to get "negative" feedback. The important focal point of any "negative" feedback needs to be a positive response to it focused upon how it can make us better. Talking about this before it happens lays the foundation for success when it comes.
References
Knowles, M. S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey-Bass.
Palloff, R., and Pratt, K. (2005) Collaborating Online, Learning in Community. San Francisco: Josey-Bass.
That is true, student interaction is the key
Technology is vital in the online area for keeping up in courses, navigation and success. I definitely share many of the perceptions expressed here, on the experiences and interactions you encounter with students online. One thing that I will add - just like brick/mortar classes, online classes tend to develop their own personalities. I've had classes where the students really interact well together, develop a great synergy, and motivate each other. I would say that is mostly the case. I have also had classes where the students never develop any type of comraderie or energy, like each of them is their own class - I think this is more common in smaller classrooms. That is where it gets challenging for the instructor, to try to motivate them to interact/participate. Sometimes if you can get just a few really motivated, outspoken students, they can get the rest of the class motivated. But again, the instructor needs to be there to also fuel, and direct, that motivation! Eeek we could go on forever. In summary, I believe strongly that student interaction is at the top of the list of important elements of a successful online course, and the comments/reactions/input from students I've had over the years in online courses reinforce that belief.
You are so right about an ineffective LMS. Those tools are useless if no one can use them. Good answers!
Ron, I agree with you regarding connectivity. I've had students complain about connecting to one of the schools I work with. I've not had that problem, but several students have. This can be very frustrating for the students and instructors.
I believe the most important things to consider are the following:
1. Do the tools help achieve the course objectives? If not, the tools are useless.
2. Is the instructor comfortable with the tools? Does the instructor see the benefit of using the tools?
3. Are the students comfortable with the tools? Will they utilize the tools?
I've experienced an ineffective LMS. This makes it difficult for both the instructor and the students.
Doesn't it seem that sometimes we can't get past the "shiny" factor? We don't assess the tool we just use it!
You are right although some of these are at time sacrificed because of budgets.
When using technology tools in a virtual learning environment, I believe the three most important things to consider are:
1. Technology requirements. This typically means computing resources that would need to be available to the student, such as the Internet connection speed, PC hardware requirements, PC software requirements, PC peripherals, etc.
2. Relevance and applicability. Requiring students to have obscure or unused technology and resources would be counter productive. For example, in teaching accounting courses, it would be unrealistic to expect that students would have CAD drafting software, for example. Another example would be requiring students to have Microsoft Word 2003 when the current version is 2010.
3. Ease of Use. Using a learning management system, or application, that is very difficulty to use would be unproductive. Most institutions have streamlined their online learning management system.
I particularly like your 3rd answer. We need to make sure that technology is "transparent" which means that it doesn't matter the type, operating system or version of a software.
I believe the 3 most important things to consider when using technology in an online learning environment are:
1. The technology tool is a good fit for the course outcomes. Technology should not impede the objectives of the course. For example, I have used our school's course website to share course content and post assignments. But the file size limits on the site prevent IT and graphic design students from uploading very large digital projects.
2. Instructors must be comfortable with the technology and training provided well before implementation. Too many times I have seen an exciting new technology roll-out with a very short time frame for instructors to learn the technology.
3. Technology tools must work on all computers regardless of type, operating system and bandwidth. Students and instructors need to be assured the tools will work on any computer they might access. Assessment of these tools must include a testing phase on a variety of computers.
An instructor can become too fancy in use of active elements in documents (too many popups & dropdowns, long scrolls, slide count & content, etc.).
I agree with many of the above responses. Important things include:
Easy to learn how to use the tool
Ease of use throughout the course - students should be focused on the material and not with awkward or difficult tools
Actually enhances learning of the material and not just something trendy or for show
I agree with the first two but not to sure what you mean with the overuse of tools.
Connectivity (bandwidth) and network assets must be sufficient to accommodate the tools and user population, not just for a particular course but of the whole online institution.
Competence relative to instructor handling of the tools to be utilized.
Not to overuse the tools such that close student interaction with the instructor is compromised.
That is correct and important to remember
When using a technology tool in a virtual learning environment, the three most important things to consider would be:
1) the intended purpose of the tool (is the tool intended to support lecture or something else?)
2) the ability and ease of the instructor to use the tool for the intended purpose (does the tool help the instructor to do his/her job conveniently?)
3) the ability and ease of the students to use and benefit from the tool (do the tool help the students to get knowldge conveniently?)
