Some quick reflections on this article…what I found most helpful was the focus on the use of 3 questions when developing an online course:

  1. Which technology works best for my online course to achieve the desired learning outcome(s)?
  2. Which technology can be quickly learned for online instruction?
  3. Which technology can be managed over time?

as well as the 4 dimensions of learning described by Angelo used to assess instruction:

  1. declarative learning (learning what);
  2. procedural learning (learning how);
  3. conditional learning (learning when and where);
  4. reflective learning (learning why).

Consideration of the first 3 questions, as well as application of the dimensions of learning when assessing instruction will certainly result in a more thoughtfully considered course.

Source: http://jolt.merlot.org/vol8no4/carlson_1212.htm

MyNotes

  • “Which Technology Should I Use To Teach Online?”: Online Technology and Communication Course Instruction by:

  • Carolyn S. Carlson; ccarls10@kennesaw.edu

  • Philip J. Aust; paust@kennesaw.edu
  • Barbara S. Gainey; bgainey@kennesaw.edu
  • Stephen Jake McNeill; smcneil2@kennesaw.edu
  • Tamara Powell; tpowel25@kennesaw.edu
  • Leonard Witt; lwitt@kennesaw.edu

  • Most universities have capitalized on advances in technology by offering more online courses to embrace modern media and help manage a growing student body. To achieve these goals, higher education administrators have championed online learning by encouraging instructors to teach online or combine modes of delivery via the hybrid course (i.e., content is partially delivered face to face and partially online)
  • many instructors, Johnson, Aragon, Shaik, and Palma-Rivas (2000) and Wilson (2002) contend that the hybrid course has become a preferred method of instruction because it offers a less threatening point of entry into online instruction, it minimizes the demands of meeting with students at the same time and place, and it does not compromise student learning outcomes and satisfaction.
  • new new media give the consumer the ability to produce content that can be disseminated to “hundreds of millions of … new, new media producers” (p. 4). While fascinated by the seemingly limitless uses of tools for online course delivery, many instructors have also been paralyzed by the many technology options because the instructors are uncertain how to proceed and are intimidated by all the options.
  • three questions designed to benefit today’s university instructor exploring instructional technology:
  • Which technology works best for my online course to achieve the desired learning outcome(s)?

  • Which technology can be quickly learned for online instruction?

  • Which technology can be managed over time (and still fulfill my research and service duties)?

  • Angelo describes four dimensions of learning that the higher education instructor needs to consider when assessing instruction (pp. 18-19):
  • declarative learning (learning what);

  • procedural learning (learning how);

  • conditional learning (learning when and where);

  • reflective learning (learning why).

  • In a recent study, Ramanau and Geng (2009) found that 78% of a total of 1,150 undergraduate students surveyed at a UK institution had “never” or “virtually never” used wikis (p. 71).
  • Wikis have garnered attention because they provide users the ability to produce high-quality work in much less time (e.g., 10 carpenters can work faster than one carpenter). As Parker and Chao (2007) tell us, “collaborative learning becomes even more powerful when it takes place in the context of a community of practice. A community of practice consists of people engaged in collective learning in a shared domain. Thus, learning becomes a collaborative process of a group” (p. 58). Assessing wiki work depends on the project because a wiki is like a blank sheet of paper waiting to be used either individually or collaboratively in a digital environment. Facebook can be used in the classroom by setting up a class page and having students “like” the page, and then using the page as a forum for comments and announcements related to the class. One caution seems to be that students value Facebook as a means of personal communication and may be resistant to the encroachment of university professors into their private turf. In one study, it was found that “individual students’ differing expectations about the balance between socialising and academic activity in a Facebook study group, and group mechanisms to maintain this balance, must be … resolved for a group to function successfully” (Gray, Annabell, & Kennedy, 2010, p. 975).
  • In one study, closed-group tutorial Facebook pages were created to create “a safe space for students … bringing social networking into a classroom space where learners can think critically about it” (Reid, 2011, p. 78).
  • Michael Weisch, cultural anthropology professor at Kansas State University, is quoted as saying about Twitter: “It’s not just about information. It’s about linking people in ways that we have never been linked before, and in ways we can’t predict. Every six months there is a new tool that connects us in new ways” (Bradley, 2009, p. 7).
  • Some faculty members have found it a “global faculty lounge” to help build professional networks and assist with research (Young, 2009, para. 1; see also Bradley, 2009)
  • K-12 teachers are also finding Twitter useful as learning networks to share information, ideas, and experiences (Dobler, 2012).
  • Other faculty use Twitter or other social media sites to post thoughts about the use of social media in public relations, pitch stories to journalists, build relationships with journalists, connect with students, post tips for students, reach new audiences, interact with more people, see what other students are saying, foster peer-to-peer learning, conduct group projects, post announcements, and serve as a medium for collaboration, participation, and engagement (Bradley, 2009; Young, 2009).
  • Today’s employers in advertising, public relations, sales, media, technology, marketing or communications are favoring job applicants with social media skills (Knorr, 2009).
  • 1. Declarative learning (what) Students clearly know the “what” of developing social content on sites such as Facebook and Twitter. They are readily able to share information on these newer media.
  • 2. Procedural learning (how) Students clearly know the “how” of developing social content on sites such as Facebook and Twitter. For example, they have little problem exchanging procedural information concerning any number of processes
  • 3. Conditional learning (when and where) In general, students understand the “when” and “where” of developing social content on sites like Facebook and Twitter; however, an instructor must give specific attention so students understand the line between a social media’s professional versus personal use.
  • 4. Reflective learning (why) For students, reflective learning is most relevant for educators wanting to engage students academically through social media, because students are often unclear about Facebook’s and Twitter’s power and/or fail to recognize the social impact of Facebook and Twitter beyond their personal use.
  • Procedural learning (how) To explain how to bowl, an instructor could use Camtasia to add a video about bowling into a slideshow about bowling and produce them in a format that could be shared via a learning management system.
  • Conditional learning (when and where) To demonstrate the different settings where it is appropriate for a teacher to use measurable verbs, an instructor could create several videos that illustrate the concept and place them together in Camtasia, interspersed with quizzes. The entire presentation could be produced and shared via a learning management system.
  • Twitter 1 Yes Free Best for reflective learning
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