Impact of Technology and Multimedia

What impact does technology and multimedia have on online learning environments?

Technology and multimedia enable learners from all across the globe to participate in online learning. Once enrolled, technology and multimedia enable instructors to create activities and learners to demonstrate what is termed social presence (Boettcher and Conrad, 2010 p.51). In the beginning of the course students use discussion boards, blogs, icebreakers, voice threads and more to introduce themselves to one another and get acquainted and asking questions. As the course progresses learners use technology and multimedia to receive their lessons, lectures, assignments, directions, resources and demonstrate cognitive presence which “is defined as the extent to which the professor and the students are able to construct and confirm meaning through sustained discourse (discussion) in a community of inquiry” (Boettcher and Conrad, 2010 p. 54). In addition to this, technology is used to support and or satisfy the courses learning objectives. This is accomplished by “building a sense of shared understanding, knowledge of one another, and mutual support, even if the values are not shared, are elements of community” (Boettcher and Conrad, 2010 p.55). Technology and multimedia are “critical for effective online socialization and cognitive engagement” (Boettcher and Conrad, 2010 p. 56). Toward the middle of the course learners begin to demonstrate command over the use of the course technology and multimedia appropriate to the course objectives. In many instances, learners are put in groups that may or may not require them to use one or several Web2.0 tools to collaborate on and development of course deliverables that will be graded. This learning community further “builds the cognitive presences, focuses on contents” which enhances the learning community (Boettcher and Conrad, 2010 p. 104). At the same time, the blend or mix of technology and media selected by the instructor will help to support or reduce the learner’s ability to satisfy the course objectives. Instructors may use an aggregator technology to reduce the time and effort it will take to locate the continuance work of learners and groups giving them more time to focus on the course, content, providing feedback and structure. Instructors are able to use these tools to “dig more deeply into matching learning theories with learning goals and tools” (Boettcher, and Conrad, 2010 p. 108). Instructors make announcements, send and answer emails and manage courses within course management systems. The goal is always to communicate “regularly and meaningfully and to cultivate a sense of curiosity and search for truth and wisdom” (Boettcher and Conrad, 2010 p. 113). The overall impact is the quality of presence, learning, communication and community.

What are the most important considerations an online instructor should make before implementing technology? What implications do usability and accessibility of technology tools have for online teaching?

The most important considerations an online instructor should make is the “judicious use of online technology” asking “does it make sense to do, does it meet the objectives”, “mandating it just because is not a good idea” (Palloff and Pratt n.d.). Palloff and Pratt recommend instructors “use Web 2.0 technology tool in online environments when they support learning objectives and warns us to be careful of institutions that are driving technology and leaving a lot of things out” (Palloff and Pratt, n.d.). Also instructors have to be concerned with usability and accessibility. “Usability in an e-learning context, can thus be defined as the effectiveness, efficiency and satisfaction with which users can obtain specified learning (or learning related) goals in a particular environment or with a particular tool or learning resource” (Cooper, Colwell and Jelfs, 2007 p. 232). How easy will it be for learners to use? “The main challenge in accessibility is responding to the diversity of the ways different users react with a computer environment” (Cooper et al.). When it comes to accessibility instructors must consider whether or not learners will be able to gain access and the quality of the tool within this access. For example, Palloff and Pratt remind us that some learners may be using slow or dial up internet connections which significantly impact their ability to use, download and interactive with certain software. Automated accessibility evaluators such as Watchfire and A-Checker tools help instructors and developers to ensure learners with disabilities are not put at a disadvantage. The goal here is to ensure all learners will benefit from or be provided equal technological alternatives throughout the course.

What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?

This is the question that I find hardest to answer and I guess for good reason. In a short answer almost all of them. This is like asking me to tell you which seasoning in my cupboard is the most appealing, as I enjoy cooking as much as I do teaching. The reason it is so hard to pinpoint one tool or another is because it depends on the nature and context of the course. Similar to cooking it depends on the dish you are preparing. Blogs, wikis, Wimba voice board, discussion boards, podcasts, social media, email, Skype, Elluminate, and Google Docs. I have to say the most appealing tool has come to be the course management systems available for their ability to bring together all of the tools instructors may need to teach online. Most recently I have learned how to create movies with sound and then embed them into a pdf file for ease of use and access. This has been most exciting considering how I can now take my responsibility of demonstrating presence to a higher degree and make more information accessible. “accessibility equals visibility and prevents isolation” by keeping learners and people connected Palloff and Pratt, n.d.). There is no doubt that technology and multimedia have a significant impact on e-learning and their environments. I will be using varying blends of these tools (including this blog) and resources that support learning objectives, motivate and engage learners preventing the sense of isolation and enhance the online learning community.

For more information on multimedia and technology in education click the link below and this is an interactive video so pay attention. Enjoy!!!

http://www.youtube.com/watch?v=y9k-XUhvbAI&list=PLE7B346ABD49834B0&index=1&feature=plpp_video

References:

Boettcher, J., Conrad, T., (2010) The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco; 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.

Palloff, R., and Pratt, K. (n.d.) “Enhancing the Online Experience” Video. Laurette, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=6456475&ClientNodeID=984650&coursenav=1&bhcp=1