Below I’ve included the summaries submitted by each group of their discussions for this past module. There will be a similar opportunity for groups to share summaries of their interactions and conclusions reached in each of the future group discussion activities. ~ Dr. J
Group 1
Members:
Kelly,
Megan,
Alissa,
Sandra,
Teresa
This week we focused on trying to define design, technology, and e-learning. While brainstorming, we all seemed to have different perceptions or ideas of what each of the definitions meant. Some of the definitions for design included a blueprints, images, ideas, and plans. Some of the definitions for technology that we came up with included the tools for the design, advancement, and convenience. Defining e-learning seemed to be more universal than the other. Our thoughts on e-learning are that it is a method of gaining knowledge through electronic devices.
After reading and doing some research we realized that when combining these three different elements that we were better able to focus in on a definition of each. First of all, we concluded that design is part of the instructional plan that is based on theories and involves pedagogy and androgogy. When we speak of technology in terms of instruction, we have come to the conclusion that technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. E-learning can be defined as “instructional content or learning experiences delivered or enabled by electronic technology.” (Practices, 2001)
In summary, we have concluded that design is the plan, technology is the infrastructure, and e-learning is the big picture. E-learning is a puzzle that requires all the pieces, without one piece the puzzle is useless. You can have a design without technology and e-learning. You can have technology without e-learning, but you cannot have e-learning without design and technology. So it is interesting to see how this puzzle works.
Practices, N. C. (2001, June). E-Learning Workforce. Retrieved November 6, 2009, from NGA Center for Best Practices: www.nga.org/cda/files/ELEARNINGREPORT.pdf
Group 2
Members:
Bruce,
Shari,
Jaquenette,
Mary,
Liz
Design
Our team expressed their ideas of design as:
- Design is the intentional process of decision-making enabling a final plan for a project.
- It is the thought, documentation, and research used to put something together.
- When I think of design, I think of the planning stages of a new course, a new project or an assignment.
- Design- something that has been purposefully created with the user in mind.
- When I think of design, I think of planning, structuring.
After completed the readings for this assignment I think most of us were on the right track but we also realized the one thing that was missing was experience. We also realized that; “Design is the 1001 decisions, big and small, that affect the outcome” (Horton, 2006, p. 3). Our interpretation of experience is viewing the design or the course from the student’s eyes and his or her interpretation. Careful scrutiny should occur regarding what methods and tools best promote student learning. Once again, student experience is important to the learning process.
Technology
Our team expressed their ideas of technology as:
- Technologies are “digital/electronic tools” used for solving-problems, often enhancing the speed, productivity and efficiency of the process.
- When I think of technology, I think of computers, the internet, medicine, and other detailed, intricate operations.
- Technology is all around us, at work, at home in just about everything that we encounter.
- Technology- everything we use as a tool.
- Technology involves various programs, tools, and hardware – including cell phones, mp3 players, e-books, etc. I think that technology would encompass any electronic device and accompanying program – not to mention the mindset of collaboration and networking.
I think originally most of us thought technology is everything we use as a tool. The Merriam-Webster website defines technology as “the practical application of knowledge especially in a particular area” and “a manner of accomplishing a task especially using technical processes, methods, or knowledge.” There is no mention of a tool, but we have since expanded our ideas to include the “processes, methods, and knowledge” into our definition. Simply knowing something is also a tool. Our team has also realized that technological use has to be reviewed and caution used, depending on the learner that is involved with the course to be designed. “While the computer technology for delivery of e-learning is upgraded weekly, the human side of the equation – the neurological infrastructure underlying the learning process – is very old and designed for change only over evolutionary time spans” (Clark & Mayer, 2008, p. 28). In other words, a student can be overwhelmed by technology and therefore, the learning can be depressed. The designer must be aware of the technological level of the students the online instruction is designed for.
E-learning
Our team expressed their ideas of e-learning as:
- Learning that leverages technology to maximize and enhance the learning environment.
- E-learning is the use of computer and internet technology to learn any subject.
- In my opinion e-learning is also broader that just online classes, as I often search online for various information that was not so readily available years ago.
- E-learning – any kind of learning that uses the computer as a medium.
- E-learning entails the learning that takes place within the electronic, online environment.
With our original thoughts of e-learning we discussed the use of computers, the technology that is available on the internet and the vast amount of information that was available. The majority of us like Horton’s, 2006 definition of e-learning: “E-learning is the use of information and computer technologies to create learning experiences” (p. 1). In addition, in the “About This Book” section of this textbook Horton, 2006 states the following:
“Over the past decade, e-learning has moved from an experimental procedure used to teach technical subjects within computer companies to a mainstream staple teaching everything from life-saving medical procedures to spiritual vision. If you are concerned with educating others, you cannot ignore e-learning.”
In summary, it is important that we as course facilitators consider all aspects of design, particularly the student experience, while implementing and incorporating the appropriate technology. It should be our goal that our course promotes transfer of learning.
References:
Clark, R. C., & Mayer, R. E., (2008). e-learning and the science of instruction. John Wiley & Sons, Inc. Published by Pfeiffer
Horton, W., (2006). E-Learning by Design. John Wiley & Sons, Inc. Published by Pfeiffer
Merriam-Webster Online Dictionary. Retrieved November 9, 2009, from the url: http://www.merriam-webster.com/dictionary/technology
Group 3
Members:
Lisa,
Drew,
Zack,
Bob
We all had already done some reading as we did our brainstorming posts. We did a good job of stepping back and reflecting on what we thought the definitions were. In the end of the brainstorming activity our definitions of technology and e-learning were very similar. Technology being tools and support that allows us to reach our desired outcomes – could be learning objectives or life objectives. E-learning is learning delivered using technology; might be videos, online discussions, audio, simulations, and interactive activities. Our design definitions were more varied , but had some common themes like structure and goals or objectives being met were present in them all.
After all the reading and some additional research was done on these terms I found that my definition of design changed, it was enhanced. I never incorporated the user experience in my definition, which should be considered in the design and final product. Andrew felt that his original thoughts on the defintions did not alter much after further reading. It just further confirmed his understandings. Zack also felt his definition of design was enhanced by th reading and research. He stated, “the most interesting and enlightening ideas on design came from Maeda’s (2007) discussion on Sekkei and Dezain – the complex mechanical function of design and the emotional function of design, respectively.” Maeda provide valuable insight from his perspective. On the other terms Horton’s information followed his line of thinking. Bob didn’t really see changes with anything except for the design aspect. Like Zack, the powerful description attained from Maeda in the Japanese language references as well as the incorporation of the importance of “efficiency, usability, and structural elegance” (pg 32) as components of design were enforcing a strong foundation. Another key aspect that can’t be overlooked is the impact of the design on the user experience as Krishman and Rajamaniskam (2004) and Nussbaum (2004) mentioned.
In sharing our exemplary design examples we went in a variety of directions. Andrew used a work project and described the design process and final design strategy/plan that was going to be used to implement a document sharing application. I described a website, http://www.bbc.co.uk, and a device, iPhone, as examples. I also wanted to reflect on the experience part of design and compare it to a real world application. Zack used D2L as his example. He discussed the features he felt were exemplary and supported it with the research he had done. Bob also tied into a work project similar to Andrew dealing with the design of training on the new learning management system being introduced to the pilot faculty group still in its early stages of design and development.
