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According to Puentedura (2015), technology facilitates both enhancement of learning and transformation of learning, but it is important to be able to distinguish between the two. An explanation of how technology was used to both enhance and transform this learning environment will be provided.
Some of the technology, however, does facilitate some function change. For example, the act of changing from synchronous to an asynchronous environment means that the learner/user is able to adapt the course materials and tasks to their own learning needs/styles rather than beholden to the fixed pacing of a face-to-face class.
Transformation, via function change, begins to occur as this stage. Some examples include:
- embedded formative assessments into the instructional videos with immediate feedback available.
- Interactive slide decks provided that allow the learner to see additional resources or jump to specific locations in the deck providing a personalized learning experience.
The course supports ubiquitous learning. Google products for education (sites, slides, forms, etc.) can be completed anytime, anywhere. Learners/users experience a transformed learning environment because they are able to learn from any place and on any device, at any time of the day. Furthermore the use of Slack as a backchannel, to facilitate and support a Community of Practice, serves to further redefine this learning environment.
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