Return to your blog and write a 250–350 word blog posting describing a specific learning environment (face to face, online, asynchronous, etc.) and learning outcome (desired knowledge, skills, or disposition). Provide an example of a currently available technology that would NOT be a good fit for this learning experience and explain why. What tool, either new or emerging, might be a better fit? Include references to this week’s Learning Resources.
A specific example of a learning environment and outcome that I have personally had an issue with while teaching is my midterm 3 hour design project that I do in my on ground Adobe InDesign course. Because of the quick turn around and the amount of art direction I have to give to all the students during the class time, it has never translated well over to my online version of the class. The project itself sounds simple; your sales team comes in at 2pm on a Thursday afternoon needing a movie poster created for a client that they will show the next day to the client. The sales team only has a name of the movie and a short description, so the student not only needs to be creative with the content, but also find content, and turn around a product that is professional. In the classroom I do a hour long lecture going over the project start to finish, which I record, then I walk around the room and also watch on the instructor station what everyone is doing. There is feedback given both ways, and I am able to direct the students in real time. I give the same assignment in my online class using the videos (if you want to watch it here is a sample https://www.youtube.com/watch?v=C5zqWqjo6J0&index=7 &list=PLb7s5SXX0Lf4syi-GDS1EKBkU-BooLLyB_ ) but I loose the instant feedback and collaboration that happens in the classroom. I’ve tried using the online video conferencing, but another issue that comes up from working online is the amount of students I have. In my on ground class I have 28 students because that is all the lab can hold, but in my online I can have up to 115 in the same classroom. Our district has made all of our online classes large class factor
(over 55) to help boost lower enrollment. In Ubell’s article he points out “cost effectiveness must be attuned to institutional goals while tuition and fees reflect the cost of delivering services.” Our district sees online education as a way to help bring in more students and money, and I really don’t believe that they tie it to institutional goals other than paying it lip service for accreditation.
This means I get paid more (2x my normal pay) but have 2 to 3 times the amount of students or more than I do for the same class on ground. This creates a logistics issue for real time feedback in the classroom online. One technology I have looked at and tried is Google Hangouts. It allows to me to share my screen in real-time, have all my students online in one place, take control of the students computer and give feedback and show the student how to do things, and records everything and puts it online. I think this would work for a smaller class size, but over 30 it’s almost impossible to give everyone the time they need to complete the project. I think I will continue doing the project as is in the online course, with video and delayed feedback via email and turning in the assignments just to keep my own sanity.
Ubell, R., & Mayadas, A. F. (2003). Online learning environments. Encyclopedia of distributed learning. Thousand Oaks, CA: Sage Publications, Inc.