Thursday, February 16, 2012

Philosophy of Learning with Technology

Online classes were made for a person like me. I love using technology, and I prefer to learn at my own pace. I was never one to trust the ‘sage on the stage’- in face-to-face courses I always silently questioned the stories that came from the lecturer or professor. With technology, my educational experiences have been standardized and I have been left on my own to make my own determinations of what is relevant knowledge and what is fabrication.

Technology must support learning by providing an engaging, intuitive environment. Learners should be able to use this learning environment to evaluate their own needs, make decisions, make connections and network, and authenticate their experiences. Technology should support learning by doing, learning by connection, and learning by reflection.

I responded to:

Friday, February 3, 2012

Hesitant Users- Kellers ARCS model

I work in a traditional university setting where online education is somewhat viewed as a "threat" to traditional ground based, instructor led courses. Online learning is scary to some, and even scarier are electronic textbooks, which our university is piloting. We have seen some major apprehension when trying to implement this new way of using textbooks-the major concern being the student not being able to hold a physical text, write in it, ear mark the pages, and then resell it. In a roundabout way, we have used Keller's ARCS model, by:
  • giving ATTENTION to the faculty members who were most concerned. We set up meetings, let them speak their piece, showed them examples, and heard what they had to say. We validated their concerns.We got their attention by showing them studies, bringing in e-readers, and showing them what e-texts could do for our students.
  • showing the instructors why e-texts were RELEVANT in today's society. 21st century learners welcome the opportunity to use electronic devices, textbooks are quickly becoming a rule, not an exception. We also validated their concerns by showing them multiple options for accessing a text and even getting a print version for those completely opposed to electronic.
  • we provided pre-training to give them CONFIDENCE in the new technologies they were about to use.
  • we surveyed the SATISFACTION of both the students and the faculty and used their feedback to alter our implementation for the e-text roll-out. We heard their voices and rewarded them with an altered plan to suit their needs.
Responded to: