Impact of Technology and Multimedia

The Internet and multimedia are classified as technologies that have been around for quite sometimes. They are both constantly increasing in terms of use and technological evolution as well as rapidly converging over the Internet’s World Wide Web. Today, the community is encouraged by Web 2.0 tools. According to Dr. Palloff & Dr. Pratt (2010) Web 2.0 is useful in online environments only when they support the learning objectives. As Bates (2000) points out “multimedia can represent knowledge in more ways than text or speech can” (p. 40). Multimedia provides learners and instructors with unique learning resources that can be utilized in various ways to stimulate many forms of learning (Bates, 2000, p. 40). According to Boettcher & Conrad (2010) due to the technology and multimedia utilized in the online course, learning can be easily transferred from the traditional environment to face-to-face environment (p. 58). Involving technology in our learning environment has definitely demonstrated to be a positive move. Nevertheless, there is not a lot of communication about what is required to move a face-to-face format into the online environment. "Moving to the online environment means developing a new set of habits, tools, and practices, and that takes time, energy, and patience" (Boettcher & Conrad, 2010, p. 103). I have personally experienced switching to online and expanding new online learning in my instructive work.

What impact does technology and multimedia have on online learning environments?

When designing online course there are a lot to take in consideration. First of all, the impact technology and multimedia have on online learning environments. Technology and multimedia have a vast impact on the online learning environments. They are both an important part of the course management. Technology is the dynamic force while multimedia has prepared a way to personalize learning to an even higher education. Multimedia presents the capability to enhance learning. For example, multimedia can add clarity through multiple views through the use of Web 2.0 tools. Dr. Patloff & Dr. Pratt indicate that the Web 2.0 tools can support learners in their choices of reaching their goals. Multimedia can also provide opulence and sense, through video, to show as well as tell. As Bates (2000) points out “Multimedia technology affects both aspects of teaching and learning” (p. 40). Instructors want to be careful to avoid an overload of technology because too much of a good thing can have a destructive effect. Nonetheless, when technology and multimedia are integrated properly, the advantages are great for the learners.


What are the most important considerations an online instructor should make before implementing technology?

There are factors that the online instructor should take into considerations before incorporating technology and multimedia into their program. I see the most important considerations an online instructor should make before implementing technology is to design instruction to fit the needs of the learners as well as educational objectives to be achieved. The instructor should then consider what type of technology will be utilize for example videos, blogs, wikis, course management system, interactive games, etc. According to Boettcher & Conrad (2010) meeting the needs of learners implies setting up a shared learning community that will provide learners the self-assurance of working together, as well as offering clear means that will facilitate learners to take charge of their own learning. Meeting the needs of learners takes time and careful planning. Instructors should keep in consideration that learners come with diverse learning styles therefore a variety of learning activities and directions will be needed in the beginning. Some learners will need tutorial in using online learning tools. Boettcher & Conrad (2010) identify the best approach for initiating an online class is to keep it simple as well as focusing on the essential tools and constructing the first course around these tools (p. 57). As time and experience progress, move at a slow pace by branching out later as you teach the course a second or third time. Keep technology limited to what is well-known to both the instructor and learners. Avoid introducing several new technologies at one time. According to Wicks (2011) “This shift of learning from traditional materials to using Web 2.0 tools should cause teachers to rethink how they deliver content, and to seek ways to incorporate the tools students use for recreation to further their interest and education” (p. 1).

What implications do usability and accessibility of technology tools have for online teaching?

According to Cooper, Colwell, & Jelfs (2007) “accessibility and usability impact directly on the pedagogical effectiveness of elearning systems or resources for all learners, but particularly for disabled learners” (p. 233). Instructors should be aware that they are faced with diverse learners. They should prepare online instruction to meet the need of all learners therefore technology should be user friendly. The instructor and student should be able to evaluate applications in a way that is helpful to learning and instructing in order to have a successful learning community. The instructor should accommodate the learner in intricate ways.

An additional issue to reflect on is what the insinuations might there be for the usability and accessibility of the technology tools concerning online teaching. We must bear in mind that there can be a glitch in technology involving technical issues with operating, starting, etc. The online instructor should make the learners aware and provide a back up plan if there is a failure in technology. According to Conrad & Donaldson (2004) in terms of usability, allowing learners to utilize the technology with non-graded assignments prior to a graded assignment is a wonderful resource to exercise. This provides the learners with experience and direction before completing the actual assignment.


What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?

As an educator, I find utilizing visual in learning is essential. I am a believer of the saying “a picture is worth a thousand words” (Jarboe, 2010). I find videos to be a useful factor in learning. I have utilized YouTube a great deal to help me in my previous online class. I have also had the experience of designing a course management system.

I also find the blog and wiki to be very vital tools in the online teaching. Dr Palloff & Dr. Pratt (2010) identify blog and wiki as greats tools for managing a large group of students. I have had experience with both and will continue their use in my career in instructional design. Those are the two technology tools I've found very beneficial and provide a lot of opportunities for my development in the online learning environment.

I find that technology played a significance role in my online learning experience. Technology allowed me the opportunity to make a change from face-to-face instruction to online formats. Creating effective interactive learning environments for adult online course is vital for the success of students with flexible schedules. Therefore, being a full time worker with other obligations, technology has allowed me the opportunity to continue my education. I have found online education to be a great learning experience, although the use of technology can be a bit overwhelming. Through the use of technology, I have learned the significance of community learning as well as how to create an online learning community in the course of prudent direction by the instructor. In an online article “Emerging theories and online learning environments for adults” Wicks (2011) points out that “technology can enhance or defeat the building of community learning environments” (p. 1).

What did you learn that would help you implement effective online instructional strategies in the future?

I have learned that effective online instruction relies on learning experiences properly devised and facilitated by well-informed instructors. We find that instructors are faced with students who have diverse learning styles or a combination of styles; therefore, the instructors should create activities that address their methods of learning in order to offer considerable experiences for each learner. I learned that it is vital of utilize multiple instructional strategies when designing a course. I learned that when designing a lesson it is important that the learner is involved. Conrad & Donaldson (2004) stated, “The involvement of the learner in the course, whether one calls it interaction, engagement, or building community, is critical if an online course is to be more that a lecture-oriented course in which interaction is primarily between the learner and the content or the learner and the instructor” (p. 6). It is also vital that the instructor provide a high degree of interactivity and participation in online classes. In an effective online environment, the instructor and learner should be partner. Course should be design by involving technology at a slow pace in order to avoid overwhelming the learners. As Conrad & Donaldson (2004) point out “engaged leaning does not simple happen, but requires “architectural engineering” by the instructor. I also learned that the instructor should always be present because guidance is needed.


References
Bates, T. (2000). Teaching, learning, and the impact of multimedia technologies. EDUCAUSE Review. Retrieved July 27, 2011 from http://net.educause.edu/ir/library/pdf/ERM0053.pdf

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Palloff, Rena. & Pratt, Keith (2010) Video: Enhancing the online Experience
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=
5974603&ClientNodeID=984650&coursenav=1&bhcp=1 (Accessed Mar. 28, 2011)

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and
resources for creative instruction. San Francisco, CA: Jossey-Bass
Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231-245. doi:10.1080/09687760701673659
Jarboe, G. (2010). If a picture is worth a thousand words, then is a video worth a million? Retrieved July 27, 2011 from http://searchenginewatch.com/article/2050522/If-a-Picture-is-Worth-a-Thousand-Words-Then-Is-a-Video-Worth-a-Million

Pitt, T. J. & Clark, A. (1997). Creating powerful online courses using multiple instructional strategies. Retrieved July 28, 2011 from http://www.cordonline.net/mntutorial2/module_1/Reading%201-2%20multiple%20strategies.pdf
Wicks, D. J. (2011). Emerging theories and online learning environments for adults. Retrieved July 27, 2011 from https://sites.google.com/a/boisestate.edu/edtechtheories/emerging-theories-and-online-learning-environments-for-adults-1

Setting Up an Online Learning Experience

According to Dr. Engvig (n.d.) online education is a swiftly developing, highly incoherent field. It fascinates specialists from varied academic backgrounds but these specialists have very little shared experience therefore this cause major setback when planning and implementing online education. Another challenge is that most instructors and professors teaching online is in lack of educational background or have very little. Their only structure is their own education, which typically consisted of a “sage on the stage” instead of a “guide on the side” approach needed in online education. Teaching online in the beginning is similar to trying to operate a car in a bizarre country. You are familiar with driving, just like you are familiar with teaching, except it is hard to get the hang of operating a car in a strange place. Setting up an online environment is an essential step to creating a positive learning experience. As Yu-Mei & Chen (2010) point out “educators hold the beliefs that learning takes place in a dynamic learning community where students actively construct knowledge through meaningful interactions, whereas a successful online learning community should possess three elements—cognitive presence, social presence, and teaching presence” (p.289).

What is the significance of knowing the technology available to you?

The significance of knowing the technology available permits one to create a set of learning experiences and challenges for their students. The first initial step is that the course facilitator will be required to become familiar with the institution primary tool, the course management system (CMS) such as the Blackboard (Boettcher, 2010, p. 97). According to the research of Tella (2011), “course management system is identified as a class of information systems that administer teaching and learning as well as created to support and enhance the organizational processes of content creation, storage and retrieval, transfer, delivery and application (p. 56). However, the Blackboard provides information or content to support teaching and learning (Tella, 2011).

Due to facilitating a class for the first time, a facilitator should focus on the essential tools such as uploading text documents, setting up and creating class discussions, and setting up and using the gradebook. (Boettcher, 2010, p. 57). As the facilitator progressively instructs online courses, he/she will become more familiar with all of the essential tools that are accessible. In order to effective manage large classes; I feel that it is vital that the facilitator split the discussions into groups. This will help prevent students from feeling overwhelmed in the discussion forum. This will also provide a facilitator the opportunity to make personal connection with students to avoid “cookie cutter” experiences in the online environment (Palloff & Pratt, 2010).

Why is it essential to communicate clear expectations to learners?

It is essential to communicate clear expectations to learners because high expectations are premeditated to generate a credible and pertinent space between participants’ current and future performance. Instructors need to make sure that the entire environment is supportive and non-threating in order to persuade learners to take risks, turn temporary failure into enduring success, as well as expand their learning skill (Smith, n.d.). A welcoming learning environment that conveys trust and respect is required before expressing high expectations so that learners are apt to respond more optimistically to high expectations (Smith, n.d.). For instance, the use of a rubric for a specific assignment is beneficial, because it scores utilizing a matrix with diverse characteristics basing it on a three-point scale system (Boettcher, 2010, p. 96). Yet, the rubric should be clear, precise and understandable to the student.
What additional considerations should the instructor take into account when setting up an online learning experience?

When setting up an online learning experience the instructor should take in considerations the course elements as well as the tools and applications utilized in teaching and learning online. Boettcher (2010) suggested essential course elements that must be finalized before initiating the course include syllabus, the weekly plans and discussion postings for the first weeks, and the course site (p.63). The syllabus is considered to be a significant part of any course, whether online or traditional because it provides a “bird’s-eye picture of the entire course so that the learner can plan his/her life accordingly” (p. 64). We find that visual is vital in assuring learning therefore communication tools, integrating technology, is useful in interaction with each other. These tools involve discussion board, chat, social network, and email. What I have learned that in addition to presenting students with information, it is vital to use visualization by means of technology to boost students learning performance. This can be done by means of audios and videos. As Boettcher (2010) points out “audio and video is utilized in creating a media-rich learning environment” (p. 59). Another consideration to take in consideration in an online course is assessment because it takes the instructor full circle from the start of the course to the outcome.
Since this course, I have become familiar with the use of technology as a means of integrating it into the classroom to foster students learning. I find the blog to be very beneficial in helping nurture children’s creativity and imagination in the classroom. I have learned that Web 2.0 can motivate and engage students. As an educator, it is my task to hook the most unwilling learner as well as boost students’ academic achievement which can be done by means of utilizing the Web 2.0.We must bear in mind that we now live in an international, knowledge-based economy. Our students must be able to master the necessary 21st century skills in order to survive in the world beyond the classroom such as exploring the Internet, assessing data, working collaboratively, and thinking critical.

I have learned that in order for an online course to be pleasant and effective, the instructor must do four things: 1) prepare the students for the course by mean of social presence; 2) design an effective course; 3) be visible in the entire process; and 4) create an effective learning community. I have learned that you must reach out to your students to let them know that you care. As Dr. Palloff and Dr. Pratt point out “they need to see you as a human being and know that you are concerned about them.


References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Engvig, M. (n.d.). “Online learning: All you need to know to facilitate and administer online courses.” Retrieved on July 11, 2011 from http://www.engvig.com/pdfs/mona_online_learning_all-you-need-to-know_overview.pdf

Pratt, K. & Palloff, R. (2010). Laureate Education, Inc. (video).

Smith, P. (n.d.). 3.1.7 Setting high expectations. Retrieved July 12, 2011 from http://cetl.matcmadison.edu/efgb/3/3_1_7.htm

Tella, A. (2011). Reliability and factor analysis of a blackboard course management system success: A scale development and validation in an educational context. Journal of Information Technology Education, 10, 55-80.

Yu-Mei, W., & Chen, D. (2010). Instructors as Architects-Designing Learning Spaces for Discussion-Based Online Courses. Journal of Educational Technology Systems, 39(3), 281-294. doi:10.2190/ET.39.3.e