The impact technology and multimedia have on online learning environments is immense. Designers and instructors have the ability to create educational experiences for self-directed learners using a variety of technology that is available for those who have the knowledge and skill to use it. In our digital age an instructor armed with the correct technical skill has the power to meet the needs of more students and reach a wider audience. Boettcher & Conrad (2010) point out “Moving to the online environment means developing a new set of habit, tools, and practices […]” (p. 103), but that should not deter you. Students too, have the ability to use a variety of technology to communicate and demonstrate their skill and should be made to use technology. Online students especially require knowledge and skill in various technologies to have a positive distance learning experience.
Among the most important considerations an online instructor should make before implementing technology is an understanding of how technology will assist students in accomplishing their tasks. Paramount to making such decisions depends on instructors owning a working knowledge of a variety of programs, software, web 2.0 tools, and learning management systems (LMSs). Conrad & Donaldson (2004) remind us “While technology should not be the primary focus when planning an activity, choosing the most effective means of conducting the activity will be an important contributor to its success” (p. 20). Much thought should go into the decision to use technology, and online-only learning environments require more attention and preparation in this process than do traditional face-to-face learning environments. If the goal, according to Conrad and Donaldson (2004), is to “create activities that will engage and challenge learners while expanding their personal connections to their existing knowledge,” (p. 23), then online instructors should build and continuously expand their online teaching tool set.
The implications usability and accessibility of technology tools have for online teaching requires designers and instructors to pay special attention to the accessibility of their learning experience. Cooper, Colwell & Jelfs (2007) suggest that teachers who “Adequately address accessibility and usability in their developments enhances the possibility of […]” learners using the skills and technology after the task. Allowing students with needs the ability to use technology like screen readers, voice recorders, or can increase course accessibility thus increasing usability. In addition, keeping in mind the needs of students during the development of evaluation opportunities can help instructors understand where to make accommodations. Keeping in mind the objectives of the task as well as including “end-user engagement” can help meet students’ needs drawing on their experiences during the evaluation process.
The technology tools most appealing for online teaching as I move forward in your career in instructional design revolve around using different learning management systems and a variety of web 2.0 tools. Blackboard and Moodle are the two LMSs I use with students in my English courses, however, in my studies at Walden University I gained experience with SchoolRack and will continue to utilize that resource as a LMS in the future. Photo Story 3 and Audacity continue to be among my very favorites for creating podcasts, the web 2.0 tools I will continue to use include YouTube, Wordle, Voicethread, and SurveyMonkey.
Although using technology is integral in distance learning, understanding that technology only facilitates the content and/or the skills being taught is paramount. An instructor can proceed to implement a variety of technology provided the technology help students accomplish the goals and objectives of the task at hand.
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
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.
Hi Joseph,
ReplyDeleteI agree that understanding how technology will assist students in accomplishing their tasks is one important consideration. As you also point out, we need to accomplish a goal and we choose the technology that will do this. It is not just a matter of using the technology but administering it also. We need to learn both sides in order to be effective instructors.
Teresa
Joseph,
ReplyDeleteTo be an effective instructor, we must as you stated, have a working knowledge of the tools we are going to use with the online environment with our students. As Instructional Designers (IDs), I believe we not only need to build time for the Instructor to get to know the course materials and objectives but also the technology tools as well. I believe as IDs, we need to prepare time for professional development for the Instructor on technology tools for online courses in general. This will not only increase their comfort level but also prepare them to work with their students and best deliver any content without the distraction of a lack of knowledge.
~Tia