This post is in response to an assignment from my MS
degree. A peer in my class uses a Q&A format for his blog post assignments,
so I thought I would try that this time around as well.
Q: What impact does technology and multimedia have
on online learning environments?
A: I think that technology and multimedia in online
learning environments can be a double-edged sword. On the plus side, there is
an unprecedented amount of new technologies that can connect us in new,
exciting, and creative ways that weren’t possible even a few short years ago.
Wikis, blogs, YouTube videos, Skype, discussion boards, cloud-based web tools
like Google Drive, and so on make sharing and collaborating at a distance more
robust than ever. On the other hand, the drawback is that there is an unprecedented
amount of technology out there, and it’s nearly impossible to keep up with it
all. Even for the technologically initiated, there just isn’t enough time to
know about or learn how to use all of this digital technology. The danger here
is that when learners are meeting online to reach certain learning objectives
that they end up diverting a lot of their time to figuring out how to use the
online tools instead.
Q: What are the most important considerations an
online instructor should make before implementing technology?
A: The most important consideration of all is
whether or not the technology is directly in service of the learning goals set
forth for the course or online community; instructors should resist the urge to
fall into the content seduction trap (Laureate Education, Inc., n.d.). Cooper,
Colwell, and Jelfs (2007) refer to this as usability. The other important
consideration for instructors is to facilitate peers connecting with each and
feeling connected to their other students. Careful planning should be taken to
make sure that the technology is helping rather than hinder participants.
Q: What implications do usability and accessibility of
technology tools have for online teaching?
A: As Cooper, Colwell, and Jelfs (2007) point out,
accessibility and usability affect one another. The more accessible, or able a
course or tool is to adjust to all learners an online tool is, the more likely
it is to be useable—or efficient in meeting learning objectives and goals. Many
refer to accessibility in terms of catering to the disabled—things like using
Closed Captioning for the deaf, for example. However, someone who is on the bus
and doesn’t have headphones would be able to benefit from the same Closed
Captioning due to the setting in which he’s viewing the training. That learner might
not have a disability, but now the training has become for useable and
efficient for him.
Q: What technology tools are most appealing to you
for online teaching as you move forward in your career in instructional design?
A: I think there’s a lot of promising technologies
out there. I’m surprised how much YouTube has exploded over the years. A lot of
times I will look for how-to videos on YouTube, and I have also been able to
find courses from Stanford University on there for free as well. IM chats and
wiki pages are also very helpful. Again, I don’t think the technology has to be
fancy, but if it’s useful it passes the test for me. I think the push for
mobile technology and training is interesting, but I have my reservations. I
think there is a point at which a screen is just too small for effective
training. The iPad seems like a good size, but mobile phone screens just seem
to small… Anway, for what its worth, those are my two cents.
References:
Cooper, M.,
Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability:
Considerations for e-learning research and development projects. ALT-J:
Research in Learning Technology, 15(3), 231-245.
Laureate Education (Producer). (2010). Enhancing the
online experience [Video file]. Retrieved
from
https://class.waldenu.edu
