During the ITEC 7445 Multimedia and Web Design course, I created a WebQuest that demonstrates my ability to develop, model and facilitate the use of online and blended learning. The Multimedia Design Project artifact is a blended learning project that includes face-to-face instruction as well as web-based online learning. In my ITEC 7460 Professional Learning & Technology Innovation course, I was able to develop, model, and facilitate a professional development in which I was able to train teachers on how to implement Socrative.
The Multimedia Design Project artifact is a blended learning project that demonstrates my ability to develop, model, and facilitate the use of online and blended learning. By being a blended learning project, this
As instructional technologists, not only do we need to create well-designed products, we need to ensure the adoption of these produc...
THE LIFE CYCLE OF AN ARTIFACT What is an artifact? According to the dictionary, an artifact is “something made or given shape by man, such as a tool or a work of art, especially an object of archaeological interest” ("The Definition of Artifact"). In archaeology, the word “artifact” defines an object recovered by archaeological attempt, which might have a cultural attention.
Not only can adults learn content through technology, they can also learn about technology itself (Merriam ad Brockett 1997) and develop the skills to use it competently. An example of the technology as curriculum approach is the course, "Exploring the Internet." Offered by the Georgia Center for Continuing Education, the 10-hour, noncredit evening course is designed to provide adults with the concepts and skills for using Internet applications such as e-mail and the Web (Cahoon 1998). The benefits of this approach include the opportunity to address each aspect of the technology in a clear, structured manner; little or no distraction from peripheral learning issues or goals beyond those of learning the technology; and efficiency in acquiring a discrete set of technology skills that can be applied in different settings. The major limitation of the approach is the narrow focus on the technology and the skills to use it. When technology skills are acquired in an isolated environment, they may not be easily transferred and applied by the learner in meaningful ways. In addition, if the learner lacks an opportunity for practice, the skills may deteriorate (Ginsburg 1998).
In this paper I’m going to write a reflection about EDIT 6110 - Advanced Instructional Design course I just completed. For the past eight weeks, I have taken the instructional training on how to create a successful blog, we created in our previous course and use the outline that my team of students developed, and I revised it to better suit the diverse group of students who volunteer to participate in the implementation. I had the privilege and opportunity of seeing teachers benefit and learn a new tool from my design, and the frustration of seeing technical challenges during and after implementation.
- Rockart, J.F., 1979, "Chief executives define their own data needs", Harvard Business Review, 57, 2, 81-93.
The evolution of this approach can further be seen in the many of the courses I have developed with University faculty. At the Center for Digital Learning and Innovation at Seattle University, I work with faculty to identify evidence of learning that students are motivated to contribute. Borrowing from Daniel Pink’s Drive, I work with faculty to brainstorm assessments that are autonomous, require mastery, and have a greater purpose. This intersection of motivation, contribution and creativity to drive curriculum content is a key research area of mine. Ideally I would like to build research-backed learning environments, research its efficacy through students and teachers, and build upon the design to establish best practices in blended, traditional, and immersive learning environments.
It focuses on understanding the learner and their needs and not just on a problem to fix. When working on a new course the designer has a defined roadmap of where to start and how to go through the process until the end. This is useful for instructional designers because there are no questions about what to do next. Since technology is built into the design, this is a strong format for designing an online course. The learner will have opportunities to participate and use active learning throughout the class as well.
There are many challenges to overcome in incorporating technology successfully within the learning paradigm. These challenges include high production costs, insufficient storage, low content standards, isolated and closed systems. However, the new Internet (Web 2.0) and other recent development in technologies can assist in redefining the learning process that can meet the demands of the 21st century and overcome the shortfalls of current methods. The end result should be an environment where a large numbers of students participate in the c...
A high quality hybrid course is not constructed simply by attaching web content to an existing classroom curriculum. Ideally, it should be a unique blended entity that provides improvements on both the online and offline classroom model to create a new and challenging educational experience. Education researcher Norman Vaughan asserts that hybrid education should change the tone of classroom sessions “from a presentational format (i.e., lecturing and information dissemination) to one of active learning (i.e., discussion and debate)” (83). Vaughan then goes on to cite fellow researcher Dodge to bolster his claim that “this form of active learning ‘involves putting our students in situations which compel them to read, speak, listen, think deeply, and write’” (Dodge...
The ideal of interactive, highly-engaging training and education is ancient. A Chinese proverb says: "Tell me, and I'll forget. Show me, and I may remember. Involve me, and I'll understand." However, the gap continues to grow between antiquated, passive training methods and a workforce that lives an ever more interactive, multimedia, user-controlled lifestyle. With game-based learning tools to bridge that gap comes the promise of vastly more productive and engaged students and workers—ones who embrace learning.
Websites can adaptively employ numerous instructional strategies, for example, pacing instruction in response to the student’s performance on quizzes, and can support virtual learning communities through message boards, real-time chat, and even video-conferencing.
His final suggestion to teachers is to, “fully reconsider their students’ specific needs and redesign their online courses and learning activities to involve their students.help them benefit from the online learning environment.” Works Cited Chia-Wen, T. (2013).
Digital learning is defined as learning through digital devices such as computers, tablets, or smart phones over the Internet. It is also known by other names, such as virtual learning, online learning, e-learning, distance learning, or continuing education. Digital learning was first introduced as “Computer Assisted Learning Center” in 1982 [1]. The first online course was introduced by “Computer Assisted Learning Campus” in 1994, in which students can take courses over the web [1]. Michael Chasen and Matthew Pittinsky founded Blackboard in 1997. In 1999, Blackboard, SmartThinking and e-campus became popular among different universities around the world. Between 2002 and 2008, there was an increase in students taking online courses by 187% [2]. In the year 2009, total number of students who were taking web-based curriculum was 5.5 million [2]. This statistic shows that the online learning trend is on the rise each day.
The implementation of online learning in many universities has proven to be a successful method of course delivery (Regan, Evmenova, Baker, Jerome, Spencer, Lawson, & Werner, 2012). Dickson-Dean, Galyen, and Moore (2011) proposed that online learning can promote successful learning opportunities for students as well as rewarding benefits for all educational stakeholders. Factors that contribute to the success of online learning include, but are not limited to, flexibility and accessibility, cost reduction, increased retention, and varied learning opportunities (Neely & Tucker, 2010). Online learning and associated technology is becoming increasingly adaptable and can be used to meet the educational needs of all students while providing opportunities for differentiated instruction (Krishnakumar & Kumar, 2011). Online learning provides both students and instructors with opportun...
I have a healthy interest with the Internet and the World Wide Web, multimedia technology and design cater for this. A large piece of the courses I chose show great effort in teaching the World Wide Web and Web design, this tells me there are others who share the view and understand the importance of this entity.