innovate
e-Learning
In ETEC 510, which focused on design of technology-supported learning environments, our group designed a Moodle environment that was quite different from a typical e-learning environment (Design Proposal); its purpose was to support literacy development at home through engagement in this game-like environment that presented challenges to be completed. Our design was supported by research on literacy development (Clausen-Grace et. al, 2007; Stripling, 2003), design theory (Anderson, 2008; Hong et. al, 2003; Jonassen, 1999), game theory (Compton-Lilly, 2007), and inquiry-based learning (Owens et. al, 2002; Stripling, 2003). The focus on the importance of design to learning continued through the program after this foundational experience which led to the exploring it further during the program.
The role of e-learning in education is evolving as we discover more effective ways to leverage its affordances to enable learners. I have used the learning management systems (LMS) Desire2Learn, Moodle, and Blackboard to teach in both full course and blended formats, and I am continuing to develop effective practices to encourage creativity, critical thinking, metacognition, and collaboration (Binkley et. al, 2012) within technology-supported environments.
Artifact: Research Proposal
During my ETEC 500 course, Resarch Methodology in Education, I was tasked with developing a research proposal that included a the development of a topic and research questions, and a formal literature review. The purpose was two-fold for me: (1) synthesize the current research on the effect of using multimedia instructional elements within a high school e-learning course; (2) demonstrate effective research practices through my proposal design.
Reflection:
Concerning the use of multimedia in high school English e-learning courses, I discovered that well-designed multimedia objects within an learning management system (LMS) definitely have the potential to produce greater learner success. The traditional LMS that is largely textually driven produces poor results in terms of grades, completion, and engagement (Kirby & Sharpe, 2010). As well, 3D virtual environments, like Second Life, are showing potential due to the visual embodiment of having avatar form within the environment (Franceschi et. al, 2009). Mayer (2003, 2009) developed ten multimedia principles for multimedia design based on the cummulation of his numerous individual studies on very specific aspects of multimedia. I plan to practice these principles when creating multimedia objects for learning.
As a result of this course in general, I developed a greater appreciation for research articles and studies because creating a study that renders meaningful and accurate results is quite challenging, especially in education where it is quite difficult to get a true random sample (Gay, Mills & Airasian, 2012). Assuming the role of the researcher gave me insights into the practical difficulties of gathering data and interpretting results. I believe that we should get learners of all ages to pursue their own studies where they ask questions, gather data, and interpret results instead of simply reading about it. I received excellent feedback on my research proposal for the scope of literature supporting it and its coherence; however, I also received a caution regarding comparative studies since the design will need to be very carefully controlled for the data to yield significant differences.
How does embracing different modalities assist learners in developing 21st Century Skills?