Subject: [IFETS-DISCUSSION:1003] Re: IFETS-DISCUSSION digest 148
From: Diane Ehrlich (D-Ehrlich@neiu.edu)
Date: Tue 30 Jan 2001 - 03:47:13 MET
From: "Diane Ehrlich" <D-Ehrlich@neiu.edu> Subject: [IFETS-DISCUSSION:1003] Re: IFETS-DISCUSSION digest 148 Date: Tue, 30 Jan 2001 15:47:13 +1300
This has really been a fascinating discussion and extremely relevant for me at this
time. It really feels good to know so many of us are sharing the same frustrations
and challenges all over the world..
As an instructional developer, and one who also teaches instructional design as an
academic subject in an MA program, the selection and use of media to enhance
learning is only part of the equation. Certainly some of the programs suggested are
seductive, but media selection also has to be evaluated as to cost effectiveness and
suitability.
Questions like how can the choice of delivery system support the desired learning
outcomes or are they other ways to present the material to the learner are key
elements in any instructional design model.
I think Joan Cashion's points about educating teachers to use technology and also
giving them the confidence to use the technology are key ingredients to successful
teacher education or professional development today.
I also tend to agree that one of the issues in successfully employing the
technologies is
preparing students differently. Many of us participating in the discussion pointed
out the need to help students prepare to take responsibility for their own
learning. In the original discussion article Dr. Muirhead suggests some concrete
ideas for syllabi, on-line discussions, etc. I think the concreteness around these
suggestions help students move to a more sophisticated way of processing
information, but it would be unwise to think that students do so instinctively. I
always hoped mine would, but have found out differently.
In the research I am currently conducting, the "set-up" and orientation seem to be
key to
a student's comfort level and desire to work with the technology (adult
students--children may be less encumbered and freer spirits when it comes to playing
around with the technology).
Although I favor problem-based learning or goal-based scenarios and believe that
that
is an effective instructional strategy in the courses I teach, I also find that how
the
course is framed and helps defining the course requirements and navigation
guidelines for discussion, assessment, etc.have contributed to an almost audible
sigh of relief as students transition from a traditional classroom structure to an
on-line environment.
As with the mobile phone example, I think that students will find ways to
communicate and ways to use the technology that we have not even begun to think of
in our teacher education programs. Through the use of technology and a creative way
of creating discussion across boundaries (as we seem to be doing here) our students
may be exposed to more diverse thoughts and approaches to learning. I think Eric
Fischer's(hope I spelled that right) suggestions as to a "thinking aloud protocol"
when students are going through simulations would be a great way to support
learning. I guess as we in this list-serv communicate cross culturally and get so
many new ideas in a global learning environment, I'd wish the same experience for my
students. Many are so locked into the way we see things in the US that they have
(as I know I often) only our perspective to see things through.
By the way Cameron..thanks for the advice on selling on-line learning. I totally
agree. Having felt like a "victim" myself, I forewarn my students about the perils
and tribulations of distance education.
Dr. Diane Ehrlich
Professor and Coordinator Human Resource Development Program
Northeastern Illinois University
Chicago, IL USA
D-ehrlich@neiu.edu
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