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Last Updated: 08/21/2023
Technology of Online Learning
Goals
Goals
Examine technologies & tools of online learning.
Evaluate Learning Management System (LMS).
Instructor's Note
Instructor's Note
Within four components of technology integration, "online technology" comes to our mind first. Online learning technology can be divided into two types: hard technology and soft technology. Hard technology is referred to hardware, system, software, or application etc., such as computers, mobile devices, CMS (Course Management System)/LMS (Learning Management System), such as Canvas, online discussion board, online chat; while soft technology is referred to online instructional strategies and designs, such as online collaboration, online learner-learner interaction, online student publishing, online Community of Practice (OCoP) etc. In this lesson we focus on hard technology and we will focus soft technology (online instructional strategies and designs) in the upcoming lessons.
Does online technology alone improve learning? Are you familiar with the Media Debate (Clark and Kozma debate)? What do you believe? Be sure you have good understanding in how online technology impact online learning. Frequently, educators argue online technology is just a tool. What do you think? Be sure to ask yourself this question constantly. Does online technology make human smarter? Can we say we are smarter because we have and we use online technology in comparing people lived in 100 years ago? If we are not smarter, why we need online technology? Don't be afraid to challenge yourself in the critical thinking.
Recently, a few students had conversations with me on jobs in instructional designers in higher education. Here is an interesting article to help you to understand instructional designers' responsibilities.
Finding our voice: Instructional designer in higher education by Miller & Stein (2016).
Activity
Activity
Online Discussions (4 Points)
Exploring Online Learning Technologies, Multimedia Impact, and Effective Discussion Strategies
Introduction:
In the digital age of education, online learning technologies, multimedia elements, and effective discussion strategies play a pivotal role in shaping engaging and interactive online learning experiences. This comprehensive discussion combines these three topics to explore their impact on online education and the strategies that drive effective learning interactions.
By merging these interconnected discussion topics, we aim to explore the dynamic relationship between online learning technologies, multimedia integration, and effective discussion strategies. This holistic perspective will help us understand how these elements interact to shape meaningful online learning experiences and encourage active engagement among learners.
Read
Fahy's Chapter 7: Media Characteristics and Online Learning Technology.
Read one at least: TikTok
Zuo, H., & Wang, T. (2019). Analysis of TikTok User Behavior from the Perspective of Popular Culture. Frontiers in Art Research, 1.
Rach, M., & Lounis, M. (2021). The Focus on Students’ Attention! Does TikTok’s EduTok Initiative Propose an Alternative Perspective to the Design of Institutional Learning Environments? Lecture Notes in Networks and Systems, 136, 241–251.
Focus on the key elements: allowing conversations, multiple opinions, instant feedback and thus differing point of views or perspectives to one argument.
Resources:
Apple Education. Video, Music, Photography, Drawing: Everyone can create-Student Guide.
Apple Education. Video, Music, Photography, Drawing: Everyone can create-Teacher Guide.
PBS (2022). TikTok Boom. Video: 1:24:57.
If interested in critical thinking of steaming social media, you may find this documentary relevant.
It may require you to log in your PBS account. If not being able to access it from PBS website, search it on YouTube or Google.
Online Discussion as Tools
Blending Online Asynchronous and Synchronous Learning by Lisa C. Yamagata-Lynch (Read the sections of Synchronous Online Learning & Online Asynchronous Participatory Learning.)
Optional reading:
Ghosts, stars, and learning online: Analysis of interaction patterns in student online discussions by Debbie Samuels-Peretz (Read the Literature Review Section)
Online Discussion as Strategies
Discussion Questions:
Part I: Integrating Technology, Multimedia, and Learning Interaction
1. Select one technology from Chapters 6, 8, & 9, and discuss its educational uses. How do these uses align with different forms of online interaction? Utilize learning theories and literature to support your arguments.
2. Explain how online multimedia impacts online learning. Apply media characteristics and multimedia principles to illustrate its influence on learning experiences. What implications does multimedia integration have for online education?
Note: For example, you can analyze YouTube’s, podcast’s, or TikTok’s key elements that drive interactivity and engagement. How can these elements be translated into a learning context? Consider potential issues and challenges when integrating such multimedia tools into education.
Part II: Effective Online Discussion Strategies
1. How can various Web 2.0 online discussion tools, beyond traditional platforms like Canvas, enhance and inhibit online interaction and collaboration? Discuss the potential of tools like VoiceThread and Flipgrid, social annotation tools, messaging systems, Google Docs' commenting, X (Twitter), blogs, and Facebook feeds as alternative discussion platforms.
2. Share TWO effective online instructional strategies that can make online discussions and collaboration more interactive and engaging. For example, integrated strategies in ETC645 like dual posting periods, online collaboration, peer moderation, peer evaluation, and collaborative evaluation can be implemented to enhance online discussions.
Assignment
Assignment
Assignment 2: Online Learning Tool Evaluations (Signature Assignment)
Assignment 2: Online Learning Tool Evaluations (Signature Assignment)
Grade: 14 points
Individual Assignment
Submission:
Template:
Use Google Docs to share your file with the instructor at ct68@nau.edu (Select "Specific people can access") AND
Submit the Google Doc URL to Canvas
File Name: ETC645-Tu-Chih-A2
Not familiar Google Docs Sharing? See Google Docs Sharing Instruction
Instruction:
Your signature assignment should demonstrate that you, as an educational technology leader/director candidates, meet Standard 3 & 6 in terms of:
Standard 3
Element 3.2. Information and Communication Infrastructure: Candidates ensure a robust information and communication infrastructure to support learning communities and assist educators in using this infrastructure for professional learning.
Element 3.4. Current Research and Emerging Technologies Candidates maintain in-depth knowledge of current educational research and emerging technologies and evaluate potential benefits and implementation requirements (purchase cost, training, human resources, installation, maintenance, compatibility).
Standard 6:
Element 6.2. Technical Knowledge
Candidates demonstrate knowledge, skills, and dispositions in all the technical areas necessary to ensure a sound technology infrastructure, including industry standards, data analysis/warehousing, and safety and security of data.
Goal:
To evaluate online learning delivery technologies: LMS (Learning Management System)
Tasks:
Scenario
Imagine your team assigns you to evaluate online technologies to deliver your team's final project, Assignment 4: Online Professional Development for Global Digital Learning.
After reviewing the technologies, you will discuss your analyses with your team and recommend a delivery technology for your team project.
Plan ahead, this assignment could be assist you and your team to develop Assignment 4: Group final PD.
Select TWO LMS to evaluate what features they have and how they work. (The tools are not limited to the ones listed below; If not sure, contact the instructor for the approval to evaluate the tools not listed on the list below.)
BlackboardLearn (Free 30 days trial)
Adobe Captivate Prime (Free 30 days trial)
If your institution uses any LMS, and allows you to access it or create a course shell, feel free to use and evaluate it.
Be sure you have an instructor, designer, and/or higher privilege to access LMS; therefore, you are able to see more features of LMS.
Readings:
Required:
Next-Generation LMS chapter (p. 44-45) in NMC Horizon Report > 2017 Higher Education Edition PDF
Optional:
Educause (2023). Learning Management System (LMS) resources from Educause.
Wright, C. R., Lopes, A., Montgomerie, T. C., Reju, S., Schmoller, S. (2014). Selecting a Learning Management System: Advice from an academic perspective. Educause Review Online, April 21, 2014.
Schoology (2016). The 7 things your LMS should do for you. (This article is no longer available. If you know the new link, let the instructor now.)
Notes:
Since this assignment is related to Assignment 4: Team Final Project: Online PD for Global Digital Learning, your team may coordinate to evaluate different LMS but not required.
The central idea of your team final PD is the same as a group. Each student conducts your evaluations on LMS. Your evaluations should carry your own creativity and originality.
After this assignment, you could report back to your team. Your team can consolidate different evaluations and select one LMS to deliver team final project.
OPTIONAL: Extra Credit Activity: Evaluate one Adaptive Learning System (ALS)
Grade: Up to 5 points (5% of course grade)
Individual Assignment
Easy (1) - Challenging (5): 4 (Previous students' ratings)
Submission:
Template:
Download: Evaluation of Adaptive Learning System
Use Google Docs to share your file with the instructor at ct68@nau.edu (Select "Specific people can access")
Instruction:
Read: Conduct an online search on Adaptive Learning System
Tryout one of ALS, listed below with your choice, or select your own
ALEKS: https://www.aleks.com/free_trial
Need to register for a trial account
CogBook: https://www.cogbooks.com
Need to ask for a new account (at the end of the home page)
CogBooks Demo Access: Student Experience
Google Chrome is the recommended browser. Go to this link
Enter the email of your choosing and then follow the prompts to create your password to set up your account.
This will take you into the student user experience
Scroll through the modules offered in "Slide View" or change to a list based navigation by clicking "Show List View" in the upper right hand corner.
Click into the modules/submodules and into the learning activities to see the content and learning activities.
Experience the slider bar or view the simulations, assessments and other interactive learning activities which promote engagement and adaptive support for the student.
Each user will get personalized support to help them with areas they are struggling with
Inspark: https://inspark.education/
Has some demo on its website
Smart Sparrow: https://www.smartsparrow.com/demos/
Has some demo
If you know any other ALS, particularly offering trail or guest accounts, notify the instructor.
Complete the template.
Notes:
In the past there were 1/4 of students who completed this extra credit activity to enrich their learning experiences.
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