P. 45 provides a matrix of educational technology options and how they support one-way or two-way learning from basic through to advanced types of media. This is useful for evaluating technology options when designing courses.
P. 49 provides another table with examples of how distributed media can support different types of learning activities.
In selecting technologies the rules to follow are:
- Technologies cannot fix problems in face-to-face courses. Their purpose is to create new opportunities for sharing and extending learning.
- Identify the educational goals first (learning outcomes, activities & assessments) and consider the context before selecting a technology otherwise it might be inappropriate for the learners and task.
- Provide learners with adequate training so that the technology does not become a barrier to learning.
- Have a clear learning purpose that is related to the course outcomes. I.e. don't waste their time with irrelevant learning activities and inappropriate technologies that don't contribute to the final assessment. (p 48-51)
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2 comments:
I actually think that technologies can fix problems, not only provide new opportunities ... let's discuss!
I guess what they mean is that this should not be the primary reason to use technologies because it leads to bad course design. I.e. the technological intervention is thrown over the top of a problem as an afterthought fix-all but doesn't always address the source of the problem.
Instead technologies should be designed into the course to support specific learning outcomes.
Doesn't mean the technology can't fix a problem but it's not the ideal way to get the best results.
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