Diana
Stein AET/541 March 17,
2014 Dr. Sean
Spear
Abstract
The purpose of this post is to explore ways that the
online course designer can create innovating, engaging, relevant, and
purposeful courses for the online adult learner. Considerations are made for
content inclusion, cultural aspects of the classroom community, and ways that
technology can bridge the social gap between on line cohorts. Several ideas to
get students introduced and connected to eLearning will also be presented in
this write up. Establishing an inclusive learning environment that is equitable
for all learning types, behaviors, and cultures is no easy task. Ultimately, no
matter how much scientific evidence or technology exists the best guide for
reaching students will always come down to the experience and intuition of the
skilled teacher. Whether in-person, or on line, connections are made one person
at a time when both parties find the relationship mutually beneficial. Growth,
academic or otherwise, takes dedicated effort, communication, and time.
Getting
Connected to eLearning
Will Rogers’ age-old adage, “You never get a second
chance to make a first impression” still rings true. Considering this point,
how can the online instructor welcome new students and familiarize them with
course content through innovative and engaging means? How can the online course
designer create a warm and welcoming classroom experience without making eye contact? What are some things that the
instructional designer can do to make-up for the lack of visual clues in the
online classroom? In real life we make up our minds about someone within the
first 29 seconds of hearing and seeing them. How can technology bridge this
social gap, and connect the learners within the online classroom to behave as a
cohesive group? Some ideas to get students introduced and connected to
eLearning will also be presented in this write up.
Instructional
designers write for a myriad of purposes. The approach that the writer selects
is will vary depending on several factors. Information may be used to describe,
explain, inform, persuade, or entertain. The delivery and voice of the subject
matter will vary depending on several factors, including pedagogy, culture, and
level of expertise in the particular subject or skill. First and foremost, the
instructional writer must know his or her purpose
and goal of the course content, and what value knowing this information will
have on the learner. Ultimately, the
course content should be more relevant than merely receiving a passing grade.
What will the learners need to know? Do they need to
be supported with written documentation or explanations in some other format?
What media will be utilized to communicate and collaborate most effectively?
All of these factors will affect the tone and the style of instructional
writing. The writer must consider all of these aspects before deciding how to
make an entrance. How will he or she create an online presence that is tells
the learners that this course will be worth the time that it will take to
complete it?
Learners
must be personally interested to be motivated. Finding ways to make the information and course
content relevant in their perspective work or endeavors is also necessary. The
wide perspective that a community of learners can bring into the mix can make
for interesting as well as meaningful discussions. These discussions could lead
to discovery and higher critical thinking than could have been accomplished
individually. Findings ways to tap into
each other’s personal strengths will benefit the group as a whole.
It all starts with “hello”. An introduction can make
or break the establishment of an environment that is inclusive and encourages
all students to respond, or one that intimidates and condescends. Knowing the
characteristics of the people who will be reading, listening, and interacting
will determine how to build effective pathways for collaboration throughout the
course. The age range, the culture, motivation level, and how learners feel
about the content being covered are key pieces of information in knowing how to
communicate in a common language.
Getting to know each other may be done through the
use of icebreakers.
These could be done as quick biographies in question and answer format, or as short video introductions to each other. An on line game could be made out of using these introductions to get to know each other better. One example is found at http://www.edutopia.org/multiple-intelligences-learning-styles-quiz. The quiz is interactive and takes less than five minutes to complete. The goal would be to better understand each other’s personal strengths, and understanding each other’s preferred learning styles. These introductions can be made at the student’s convenience, on their own time, and in their own space.
These could be done as quick biographies in question and answer format, or as short video introductions to each other. An on line game could be made out of using these introductions to get to know each other better. One example is found at http://www.edutopia.org/multiple-intelligences-learning-styles-quiz. The quiz is interactive and takes less than five minutes to complete. The goal would be to better understand each other’s personal strengths, and understanding each other’s preferred learning styles. These introductions can be made at the student’s convenience, on their own time, and in their own space.
Once the members of a class know each other better
they are better suited to be put into teams that have diversified skills and
levels of experience. When learners
feel that their skills are acknowledged, and their voices and ideas are heard
their sense of classroom community will thrive. Creating a classroom code of conduct will establish concrete guidelines for
expected behaviors. Keeping all information clear and concise will aid in keeping the content focused and organized. This applies to
posts as well as written assignments. The cascading and sequencing of the
assignments must clearly focus on the purpose of each segment of learning, and
not stray towards personal rants or negative gossip of any kind. The code of
conduct must remind the learners that the tone of each posting must remain
positive at all times. Learners lead through positive interactions. Negativity
is a natural response at certain times for all learners, but keeping the classroom culture positive is
critical to successful learning outcomes for all.
Practical, and sometimes technical, subject matter
can be dry for the on line learner to engage with. This does not mean that the
writing of such information needs to be dull and unimaginative. Cohorts have a
wide variety of digital tools
available to them, many of which are free of charge for usage. For example,
students could create an animation using PowToon, or shoot a short video
response on their smart phones and upload it onto YouTube to use as effective
and imaginative means of communication. The information shared must appeal to both
intrinsic as well as extrinsic learners.
The on line classroom for adults is potentially
comprised of learners from multiple generations including Baby Boomers, Gen
X’ers, and Millenials. The diversity of experience that comes with a diverse
group brings experience, energy, reputation, connections, and motivation. “This
is the cradle in which innovation is born. Some differences will stand out between generations, but there are more
similarities between students of the past and the present than there are
differences” ("Multi-Generational
Mcgyvers: It’s Not Just About The Millennials ", n.d.).
Conclusion
On line classrooms no longer need to feel isolated
think tanks. The instructional designer has the means to create on line
classrooms that can also be community-based, right now. There is a vibrant
community that we all share within the online classroom.
It transcends both geographic and age boundaries. We have the potential to share our learning discoveries with the larger community to make profound and meaningful impact. We've got the technology to make this happen. Using technology to its fullest to communicate in real and meaningful ways will turn an isolated learning experience into a shared growing experience where imaginative ideas are exchanges, and friendships are forged. In many ways the blended eLearning classroom experience can serve as a catalyst for convergences and inclusion.
It transcends both geographic and age boundaries. We have the potential to share our learning discoveries with the larger community to make profound and meaningful impact. We've got the technology to make this happen. Using technology to its fullest to communicate in real and meaningful ways will turn an isolated learning experience into a shared growing experience where imaginative ideas are exchanges, and friendships are forged. In many ways the blended eLearning classroom experience can serve as a catalyst for convergences and inclusion.
Creating encouraging eLearning environments starts
with an engaging introduction, and concludes with deep learning and
intrinsically motivated students. When the learning experience is individualized
and student-centered all students exit with more knowledge and confidence than
he or she had prior to taking the course. Individual student strengths and
weaknesses are identified and supported throughout the course; the classroom
community acts cohesively as one. Ultimately, no matter how much scientific
evidence or technology exists the best guide for reaching students will always
come down to the experience and intuition of the skilled teacher. Whether in-person,
or on line, connections are made one person at a time when both parties find
the relationship mutually beneficial. Growth, academic or otherwise, takes
dedicated effort, communication, and time.
References
Haythornwaite, C., & Andrews, R.
(2011). E-learning theory & practice. Thousand Oaks, CA: Sage.
Stavredes, T. (2012). Effective online teaching. Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
The eLearning Coach. (n.d.). Retrieved from http://theelearningcoach.com/learning/what is-cognitive-load/ https://people.creighton.edu/~abs40223/matrix_2/index.htm
Stavredes, T. (2012). Effective online teaching. Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
The eLearning Coach. (n.d.). Retrieved from http://theelearningcoach.com/learning/what is-cognitive-load/ https://people.creighton.edu/~abs40223/matrix_2/index.htm
Simonson, M. (Writer). (2008). Designing
the perfect online course, Journal Volume 5, Number 3, 2008 [Audio podcast]. Retrieved from University of
Phoenix website:https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:464 1954/context/co/view/activityDetails/activity/8c68cc8f-63f7-4ae9-a756 182ee45ecba9/expanded/False/focus-cmt/none/tab/Instructions
Multi-Generational McGyvers:
It’s Not Just About The Millennials. (n.d.). Retrieved
mcgyvers-of-business-i/
NOTE: Please follow this link to see my video clip titled Classroom Culture vs. Cultural Diversity in a Global Sense related to the content of this paper. http://www.youtube.com/watch?v=AXXqIQdRRus
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