I like the three-faceted model. It can be used to provide an excellent diagnostic tool for a given instance.
Start by drawing three circles - two side by side and overlapping slightly, and one either above those or below, overlapping both. Result is a triangle of overlapping circles. There are seven distinct sections to this diagram, and each lends itself to some pointed questions about the adequacy of the design.
In considering technology, for example, one will have specific questions and indications as to the technology with respect to the students' abilities, of the technology with respect to the subject matter, of the adequacy of the technology overall, and, center of diagram, how the three of these interact.
I used a similar concept in the development of my intrapsychic taxonomy, which serves as a basis for diagnosis and intervention of individual performance with respects to the resources of mind, body and spirit (http://intrapsychictaxonomy.org/lsp.htm). One may readily see where the performance of a student is in need of a boost, as well as find suggested how to provide it. In considering the performance of my online students, I implicitly use this analytic framework.
I like that you bring up checking for comprehension. Often times that seems difficult in an online environment and I like that you have that as a focus.
I have consistently seen $3 as a concern with some of my students. Often time there is one or two that just don't have the necessary system requirement-then I have to find another additional way to get the information to them.
The three considerations that I see as most important are:
-Is it usable to my student-do they have access to the required technology and the ability to understand and use the content?
-Accessibility for my students to participate (can they meet the time constraints, do they have the necessary technology?)
-Is it necessary-does it help and provide a purpose or is it taking place just to show the students another side? I want to make sure as an instructor that everything provides need and value for the students.
John,
I agree with your comments on cost. If you are purchasing the tool, you have to think about the price and your time. Is that compensated by the pay off to students? There are times I struggle with this because what equates to a "good" payoff? Is it reaching one student or a majority or all?
I try not to use paid tools if I am asking students to use the tool. Something like Animoto, I can show students how to get the most out of the free version and then show how the paid version is different. Then, we can discuss which would be the best for them.
Erica
The three considerations I use for assessing technology are:
1. ease of use -- In this respect, I mean how easy is the technology for students to access and use? Generally, I try to choose items that are point and click with no registration for students (like Fotobabble).
2. pay off -- what is it I am trying to convey and how is that message conveyed to students? What do they gain from the technology? One low risk technology I use in announcements and discussions are JPEGS. If I can visually represent the weekly outcomes or a how to on an assignment, the material is easier to access than reading static text.
3. recycle-ability -- when I am assessing technology for one course, I think about how I can use it in other courses too. Time is short :) If I find one tool that is usable in a variety of courses and at a variety of levels, I am more likely to use that over five tools.
Erica
Lori,
It is essential to know that all students can participate and the technology works for them. You are right - there are many things to consider. Thanks.
When using technology in a virtual learning environment there are many things to consider in order to enhance the online learning experience. One factor to be considered is using a video option with audio capabilities that would increase interaction, create social networks, and provide additional guidance for students.
Another factor to consider is how user friendly the interface is. Is navigation easy in the platform. The third factor to consider is connectivity and what browsers are supported. Will all users be able to access the platform on a reliable basis?
Russell,
Yes, we really need to know how comfortable our students are with the technology and whether it's user friendly or not. Assessing the technology is essential. Thanks for your input and trying to reduce the frustration in your courses.
Russell,
Right on. The more information the students have right in front of them, the better. Thanks for continuing the evaluate and change.
stacey,
Efficiency and effectiveness are two key words to use when discussing technology tools. I love Adobe Connect. Thanks for your insight on virtual classrooms.
David,
User friendly courses and technology help the students succeed much more easily. Good navigation is also essential and making sure the tool works for the right purpose. Thanks for your feedback.
Stacy,
Excellent. Thanks for adding to the conversation and discussing technology and it's usefulness.
The three technology communication tools I see as vitally important are:
1)the IT comfort level of my students. In my classes of 35 students, I often find at least one third of my class is made up of older students who have been out of school for 20 years or more and do not have the IT proficiency of their younger classmates. It's important that everyone in the class feel comfortable with the tools needed to post on discussion boards, for example, or upload papers. If someone's uncomfortable with the technology, he/she may not post as often in the discussions or spend an exorbitant amount of time on the IT aspect rather than being able to focus on their studies.
2)Ease of use. I constantly review my chat materials and other learning materials to make sure I've posted them in a way that's easy for students to find and navigate.
3)Compatible software. I recently had a student whose postings were not spaced correctly or formatted in APA. This wasn't due to her composing her work incorrectly; instead this was due to her MAC not being able to interface with the course software. After a week of conversations with our IT department, she finally just borrowed a friend's PC and uploaded her work. Things like this can be frustrating for the student and take away from both their learning experience and their enjoyment of their education.
Dr. Faulk
Dr. Crews,
Thanks for sharing the tip about a troubleshooting guide. Although my online university has a wonderful IT department ready to help students 7 days a week, creating my own guide for common questions could help not only avoid calls to IT but also make my course seem more user friendly. For example, this term we used ebooks for the first time and some students had difficulty finding the ebook. Another common problem is uploading powerpoints, which are a requirement for two of the 10 assignments.
I'm going to use your idea for the upcoming term.
Dr. Faulk
When assessing the use of technology communication tools, it is important to:
Determine the most efficient and effective method to communicate with students. In addition to considering whether the communication needs to be asynchronous, it is essential to keep in mind ease of access for the student. For example, most students appreciate class announcements to be emailed to them in addition to being posted in the classroom because they can receive these messages instantly on their phones.
Gather feedback from students. This can happen in one of two ways: The best method is for the instructor to ask for students’ opinion on the effectiveness of the technology communication tool. But also, the instructor needs to monitor student communication participation. There are times that students’ lack of participation makes it instantly and undeniably clear that a communication tool is ineffective.
Consider functuality of communication tool. For example, if the goal is to familiarize students with the virtual classroom, it is most effective for the instructor to share their computer screen with students in order to conduct an online tour of the classroom features. To do this, an instructor can use Adobe Connect, which allows students to attend and ask questions during the virtual tour.
I think it is important for students to be familiar with the format and be comfortable with how it can be used both on a computer as well as portable devices. With that being said I think the 3 most important things to consider are:
1. Compatibility with different devices. This is due to personal computers and smart phones being used.
2. Familiar layout. Introducing a tool which is 'new' and may seem really cool to developers, may not be so to the students. I would want to ensure that screen layouts are the same and that the menu items are self-evident (no strange names for familiar tasks, etc).
3. The communication tool should meet the needs of the classroom. Having a tool with limited features could hinder the ability of the instructor to share active content, as well as communicate synchronously.
Jennifer,
Thanks for your input. You bring up some very good points. Thanks for continuing the conversation.
The three most important things to consider when assessing the use of technology communication tools in a virtual learning environment are as follows.
1. technological capabilities of my computer and those of the students
In other words, I have to ensure that my computer can effectively operate the technology and that students' computers are capable as well. If there is a complication that diminishes access, the tools aren't useful.
2. content
It's important to ensure that the information that's being conveyed can be clearly provided through that forum.
3. students' technological abilities
It's significant if students aren't technologically advanced. This also diminishes their access to important information.
The following three things are important to consider when assessing the use of technology communication tools in a virtual learning environment:
1) What are the minimum hardware requirements of the program?
You want to make sure that you are asking students to use a tool that they actually have the technology for.
2) How difficult is the communication tool to learn or use?
Because students have varying levels of proficiency when it comes to operating a computer or the internet, you want to select a communication tool that is user friendly and relatively easy to use. Otherwise, it can create frustration on the part of the student and make them feel even more distant from the course.
3) Is the communication tool adding to the overall class experience or further complicating it?
A technology communication tool is most effective if it allows students to reach the course objectives. A tool should not be implemented just for the sake of doing so. It should have a specific purpose that is made clear to students.
