Even though there are constant changes in technology, the basic backbone of ID and learning does not. Maybe I can compare it to the attire we wear. The attire might change constantly but it still has to adapt to our body. So, as the chapters towards the end correctly address the issue. The issue for the educator is to efficiently use technology to aid in the learning process. This means that educators need to pay attention to the instructional design and see how technology can assist the learner.
E-Learning Environment, Web 2.0, and Rich Media
E-learning environments-
The purpose of these environments is to create authentic, real-world situations
where students can construct knowledge, skills and attitudes. What I’m
understanding is that the “traditional” way of learning is not as authentic and
real world as the e-learning environment. I suppose that every learning
environment (traditional or contemporary) wants to foster knowledge, skills and
attitudes. But the push for the support of e-learning is based on that it is
more of what is seen in their homes or what they will see in the business
world. E-learning accompany the trends and performances in industrial and technological world.
Issue: The only issue I have with
the increase of technology in our everyday life is the loss of reasoning in the
common man or woman. For example we can use a calculator to solve very complex
problems. It saves time and is accurate. But do we loose any ability to reason
when we just become observers of the process and not active participants. I think that we have to be very careful that, as
we work in e-learning environments we still have an environment for the
acquisition of knowledge and skills necessary to reason and function in today’s
world. I guess the textbook touches on
this when it compares technics vs trucks. Basically technology is a mere
vehicle just like a truck delivering groceries. I was surprised to read that
according to research there have been no significant differences in the
outcomes between face to face instruction and media-type and distance learning.
Towards the end of chapter 29, it talks about
how the field of ID and e-learning can be better recognized and promoted in
higher education. This prompted me to think about teachers who are not trained
enough on e-learning. I consider myself average in the field and yet there are
many teachers in my campus who are afraid or insecure in using technology. The
reasons for this lack of interest in using e-learning to the full could be lack
of training. As it has been mentioned in the book, technology is constantly
changing outside and inside the school walls. And educators need to be up to
date (voluntarily or by forced trainings) in order to keep up with the changes
in technology.
Web 2.0- Web 2.0 is referred to the
technical capacities of a second-generation web. It relates to rapid
applications that allows for collective participation. I checked out
go2web20.net and was awed with the amount of applications. With regards to the
classroom the most common web 2.0 tools used by most teachers are probably
blogs, podcasts, and wikis. Of course there are a number of issues or
challenges in using the applications. One issue that combines two skills is the
language and the know how of the applications. Instructors as well as students
need to understand each other and be able to understand how the application
works. Just like using a skill saw or a blender one needs to know the function
of each button or part. Other challenges revolve around deciding the age when
certain applications need to be taught, how do teachers fit the know-how’s into
their curriculum and of course make sure that using the web 2.0 tool enhances and fits the learning objectives.
One of the great benefits of web 2.0 is the end
value or product. When students learn and become participatory and
collaborative in the learning process, then the outcome has greater significance.
Another positive aspect of the applications is
that they are accessible 24/7. This idea that trespasses the school walls
meshes with the idea of life time learners. The classroom walls should not
condition learning. Before my students left for summer break, I gave them a
state supported math webpage where they could still work on their math skills. It has some incentives for continued progress.
Rich
Media- The goal of Rich Media needs to be clear, there is a lot of rich media out
there. But the aim should be to accommodate as much as possible to the human
learning process. Rich media should enhance and give meaningful value to the
learning and not detract or mislead. Rich media is video, animation, and audio
presented through technology to the learner. Web 2.0 is the interaction that sometimes results from the exposure and use of Rich Media.
E-learning, Web 2.0 and Rich Media Help Aid Help Learners
All of the three
elements above go together. Maybe e-learning is the great umbrella in which
rich media and web 2.0 fall under. I think the key point here is understanding
how we learn and how can we adapt these to the learner and the learning
process. I think an issue that I have faced in e-learning is the student ability
to use or speak the language of e-learning. This challenge of course is in
those emerging grade levels where students are starting to work independently
using computers and the web. Once students know how to navigate and use search
engines then we can focus more on the learning in itself.
One great advantage of
e-learning is the speed and readiness available to the student. Much time in
the searching for information or the communicating has been reduced by the use
of e-learning. Another advantage of e-learning is the presentation of
information. Through rich media learners are exposed to information in a richer
way and that sometimes allows the interaction or interest of the learner guide
him or her in their own particular
path. In many cases E-learning lends itself to a constructivist approach to
learning. When students are able to take more ownership of their work or have
more freedom in the way they present their work then it allows the student to
have more say in their learning.
Currently I use e-learning
in most of the subjects I teach. Most of our textbooks come with online
support. So depending on the objective I might use the online support or just
use the traditional textbook. Since I teach third-grade I use a lot of the rich
media in order to present information to my students. We have a computer lab in
our school that allows my students to learn the language or use of the programs
available to them and the Internet. So, at this age they are still learning how
to use the tools for e-learning. This means that they are somewhat at the
receiving end of technology. One of the areas I want to grow in is using blogs
and podcasts. After learning more about them and how I could use them in the
classroom I can see their use in aiding my students in their learning process.
E-learning: ethical issues, accessibility, leaning styles, and guidance issues
When I talk about
e-learning I am talking about the use of technology, web 2.0 and rich media all
in one. The internet is a big role player in e-learning. The internet is an
interesting place. One can communicate instantly, see incredible landscapes,
travel though videos, laugh, and also cry.
The internet provides so many options that educators need to make sure
in what they choose to use. I think the internet is the place where most of our
ethical issues arise. As educators we have the responsibility to provide our
students with technology that will enhance
their learning. As educators we need to provide an overall safe environment
without stereotypes and understanding the personal rights of the clients
(students).
With regards to
enhancing accessibility, I think that e-learning has the ability to aid most
learners in the learning process. Technology has developed and fine tuned
itself to the needs of the handicapped population. Now we can see software that
can put voice into words for the visually impaired.
