Having a trouble shooting guide is a great idea for classroom access. It saves a lot of time and frustration for the student.
Besides the tech level and appropriateness for the subject matter, one needs to assess the way the information is presented in the format used and the ease of learning that results from the interaction. The tech mode needs to be "user friendly" and aid not distract from the learning experience. I have seen too many learning platforms that do not take this into consideration.
I believe the three most important things to consider when assessing the use of technology communication tools in a virtual learning environment are 1) the technology tool must be appropriate to the type of learning that you wish to take place, 2) the technology tool must be effective, and, finally 3) the technology tool should help aid in meeting the course objective.
Actually the 3rd and the 2nd reasons are similar.
I believe that the important things to consider include; ease of use, complexity and presentation of the subject matter and ability to integrate multiple formats to both expedite learning and making the technology itself transparent in the learning process.
For example, in a class where you are facilitating the learning of facts - math, for example, the instructor may look for different tools and communication options than an instructor teaching ethics by the nature of the content.
Susan Miedzianowski
The three communication tools (in rank order) I would find most useful in a virtual environment include-
1) Email. This is most effective in one on one meetings with students. I do use this as it helps me to keep a record of what was sent and also allows me to contact more than one student if I need to. Emails are timing and are in use by a number of individuals so start-up learning is minimized.
2) The second item I use is the Adobe Connect. This enables me to share files synchronously in holding meetings. I can also record the meeting for later on viewing by those who cannot attend the meeting. This may be a little more complicated as users will need to test their equipment prior to using.
3) The third communication tool I enjoy using is the instant messaging. I use this all the time. I tell students they can reach out to me when I am on line so as to help to minimize any anxiety on questions they may have. Students can reach out to me at a moments notice, provided they know when I'm online and available to them.
Very important point to illustrate, Camila - in the virtual environment, technology is the tool to learning rather than the thing to be learned. Many of my online students are not only new to the virtual learning environment but also to learning the technology itself, which presents a huge challenge to effectively reaching those students. Providing plentiful opportunities for understanding the technological resources helps students feel more comfortable in the process by the end of the course.
John,
Virtual chalkboards, technology in general, and the content itself allow for student engagement. Up using what you have to effectively assist in student learning is great. Thanks for your input.
Jeffrey,
Good thoughts. Thanks for taking the time. Thanks for phrasing these in questions so that others can think about questions they need to ask.
Robert,
Concise, to the point and right on. Thanks for your input.
Julie,
Content and technology need to be able to integrate so that students can be engaged in the learning process. You bring up many good points. Thanks.
John and Christi,
I have found the same issues about compatibility. We have to work through them the best we can. Thanks for continuing the conversation.
John and Tia,
When you encourage frequent communication, you help students develop a routine. this is beneficial to the students and instructor.
John,
So true. Making students aware up front as to what technology system requirements are necessary for the course is a must.
Thanks.
John,
Knowing your students is essential in your first listed item. And, you are right that not all courses are daily adaptable. Thanks for your input.
Kenya,
Right on. These are important aspects. Thanks for adding to the conversation?
Kenya,
Many times people don't think about the accessibility. They just assume - and we cannot assume. Thanks for emphasizing that.
Kenya and Tia,
Thanks for continuing the conversation. The students are important components in the conversation.
Stephanie,
Accessibility, usability, and capabilities - excellent words that pertain to communication tools. Nice job.
Class,
Hello. The three most important things to consider are (1) whether the students are able to afford to access the technology, (2) whether the technology is usually working properly and there are very few technical problems with the technology, and (3) what subject matter is being taught. Regarding item 1, if the students can’t afford to access the technology the technology will be of little use to the students. It’s important for the cost of the technology to be reasonable so that the students can use the technology. Regarding item 2, if the technology is not reliable, the instructor shouldn’t use that technology. The students can’t learn if there are frequent technical problems with the technology. Regarding item 3, it’s difficult to go over math problems over the telephone; an online live lecture where there’s a virtual chalkboard would be useful to show the students the steps to solve math problems.
Regards,
John Halstead
I gave this some thought before I answered. My list include three although there may be more important considerations that I have not yet thought of. My three are:
1. How well does the technology address the various learning styles of students? Also students with little prior knowledge of the subject will need more guidance and structure.
2. To what degree can the student be involved in setting his/her own goals for using the technology? Can the students have any control over using the technology to reach the necessary goals set for the class?
3. Does the technology provide for online practice/tutorial quizzes , cross word puzzles, etc that require to student to answer until all questions are correct? This means, for example, that the quiz would have an explanation of the correct answer to each question provided after the quiz is taken. ( similar to the course being taken now by us)
Jeffrey Bloom
