Technology Tools for Education | A Place for Ideas and Inspiration Overcoming Objections to eLearning by Judy Unrein “In each case, if the method you’re trying to bring to the organization is suitable for the need, there will be a reason it’s suitable: there will be payoffs in terms of efficiency, effectiveness, scalability, consistency, or some combination of these.” Did you know that eLearning is around 50 years old? Yes, you read that right. Teaching is one of the first uses that organizations found for computers: researchers at Stanford University experimented with using computers to teach children math and science back in the early 1960s. And yet, one of the situations I occasionally encounter is that, while one department may be starting an eLearning initiative, there is a strong resistance to this “new” model elsewhere within – or maybe throughout – the organization. Overcoming objections is an important part of making any eLearning initiative successful, and luckily, eLearning’s long history gives us plenty of knowledge of how to make our case. Objection: eLearning is too expensive
Evaluating Technology Use in the Classroom Evaluating the use of technology in a classroom environment is not something most administrators are trained to do. It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place? In the past, I have had administrators tell me “I walked into the teacher’s room and all the students were on laptops.” As though just the site of students working on laptops meant they were engaged in the learning process. I have been trying to wrap my head around a simple way for administrators to evaluate the use of technology in the classroom (a thank you to Dennis Harter who got me thinking about this). When most administrators evaluate teachers during the evaluation process, they have some sort of check sheet they are working from either mental or as part of a school’s evaluation process. I remembered a Marc Prensky article in Edutopia in which he talks about the typical process of technology adoption:
What Instructional Designers Do-Updated What is instructional design? Instructional design involves the process of identifying the skills, knowledge, information and attitude gaps of a targeted audience and creating, selecting or suggesting learning experiences that close this gap, based on instructional theory and best practices from the field. Ideally, workplace learning improves employee productivity and value and enhances self-directed learning. As social media technologies for learning become increasingly important to organizations and to individuals, instructional designers will need to focus on broad learning events and strategies that incorporate many approaches rather than on individual courses. See A Look into the Future below for more on this. What is the instructional design process? Although the approaches people use to design and develop online instructional events vary widely, the common denominator is that the process is systematic and iterative. What does an instructional designer do? Professional Foundations
5 Leadership Strategies for Implementing BYOT Bring Your Own Technology (BYOT) is essentially a “bottom up” initiative in the sense that students already have personal technology devices in their pockets, and they often provide the incentive or demand to begin using those tools for instruction. Educators usually have to scramble to catch up to students in the personal uses of technology and have to be willing to learn alongside them to facilitate BYOT effectively. This shift entails the transformation of learning experiences as students progress from solely being consumers of information to becoming producers of original content. This can be a challenging metamorphosis in many learning environments, but by utilizing some key strategies, school leaders can purposefully nurture a culture that is beneficial for transformational learning with BYOT. 1. 2. 3. 4. 5. Like this: Like Loading...
Instructional Technology There are two views for the definition of technology. Traditionalists view it as the systematic application of science to practical problems. A more contemporary view is that technology is the application of knowledge so that it can be built from one generation to the next (Braudel in Seels & Richey, p. 7). Historically, Instructional Technology (IT) grew out of audiovisual communications and according to Seels & Richey (1994) Jim Finn is credited with initiating the development of the field of Instructional Technology in response to his desire to make audiovisual communications a profession. IT meets most or all of the six characteristics of a profession as described by James Finn (1969): An intellectual techniqueAn application of that techniqueA long period of trainingAn association of membersEnforced standards and a statement of ethicsA body of intellectual theory (p. 232) Topics Instructional Design Theories, Models, and Leaders in the Field Bibliography Finn, J.
How to Start a Successful Training Company (Part 3) « Absorb LMS Blog This is the final post in a three-part series. Part one was an introduction to selling learning content to individuals and organizations. Part two examined the most important learning management system requirements to support the sale of training. Part three will show how Absorb LMS meets the needs of commercial course providers. I’m writing this post on a flight to Seattle where Mike Owens, co-founder of Blatant Media, and I will be meeting with the great team at Adobe to help them plan out their learning management system (LMS) strategy. It’s been 12 years since I was last in Seattle. A dozen years ago, help systems were all the rage, largely because enterprise software was rarely easy to use. Apart from relying on your gut reaction, how do you evaluate usability in enterprise software? Basic usability: Each feature is an island onto itself. Absorb LMS and Absorb SMARTLAB provide something similar (minus the little paper clip person.) Automation is the holy grail of usability.
Teachers and Tech Use: It's Time! I see technology differentiation as vital to the education of our students. It's like there are different tiers of possibility. Tier I: There is one tool adopted by a single district or school that all students will see wherever they go. Tier II: Different classrooms in a given school have different tech tools based on teacher preference; therefore, depending on which classroom a student enters, different tools are being employed. Tier III: There are a variety of tools available in each classroom. In my opinion, I believe Tier III is ideal. See, I'm a big believer in choice. So I believe that whenever possible, our classrooms should offer choices to students, choices of what to produce, how to produce it, with whom to produce it with, and with what tool to use. However, there are some teachers who still don't use technology at all. Rationale for The Reluctant When I pick a battle (for you can't pick them all or you become a toxic person yourself that lives on the need to fight), I write.
10 Qualities of the Ideal Instructional Designer Sharebar People employed as instructional designers come from wildly varied educational backgrounds. I’ve met writers, teachers, media specialists, psychologists and programmers who somehow have ended up designing web-based and instructor-led courses. For the past several years, blogger Cammy Bean has had an open survey asking her instructional design readership whether they have a degree in instructional design. Although the survey doesn’t use a scientific sampling method (basically, whoever happens upon the survey can respond), the results cannot be ignored. The survey results are no longer available, but in 2009, these were the results: ~ 60% do not have a degree~ 38% have a graduate degree in Instructional Design~ 1% responded that they have an Instructional Design degree (level is unspecified) Do Instructional Designers Need a Degree? There is an ongoing debate within the US instructional design community as to whether a degree is needed to be most effective in this field. Top 10 List
Learning Analytics 101: What To Expect When Data Enters The Classroom 5 Reasons We Use Social Media 9.58K Views 0 Likes There are many reasons we use social media. From the basic to the more advanced, the tool is simply ubiqutious and addictive. Creative Instructional Designer for Elearning: Cathy Moore Google запускает OpenClass LMS | Дистанционный обучатель Уследить за развитием всех продуктов Google сегодня практически невозможно. Каждый месяц эта корпорация выпускает десятки обновлений и запускает новые сервисы. Так cлучилось и в прошедшем месяце. На рынке “Систем управления обучением” (LMS) доминируют дорогостоящие комплексные решения, типа BlackBoard, и open-source продукты, которые бесплатны, но имеют сложный процесс установки и настройки, типа Moodle. Зачем нам OpenClass? Родителей новорожденного мы представили, давайте теперь поговорим о самом продукте. Кто-то из вас может спросить: “А как же бесплатный Moodle?!”. Pearson c Google пошли другим путем и, чтобы не создавать дополнительных задач учебным завадениям, решили держать всю серверную часть у себя. Итого мы имеем: нет надобности покупать дорогостоящие лицензии на программу, нет затрат на “железо” и установку, нет расходов на хостинг. Дополнительным преимуществом OpenClass является его тесная интеграция с существующими продуктами Google. На кого нацелен продукт?