Oomen-Early, Bold, and Gallien (2011) stated, “Teaching and learning in an environment separated by space and time require a new set of skills and practices for both instructor and learner” (King & Cox, 2011, p. 52). This statement, from my experience teaching in both face-to-face classrooms and online is true. One of the biggest complaints I have from an instructor standpoint and from a student standpoint about distance education is the lack of personal connection. As we move to an era where online learning is more prevalent it is vital that both teachers and students work on developing their skills related to the use of various technologies. Utilizing technologies such as podcasts, asynchronous audio communication, videos, and narrated digital presentations (King & Cox, 2011) can help both teachers and students to build a personal connection while also enhancing learning opportunities. However, as with the use of any technology, prior to implementation pros and cons should always be considered.
Podcasts:
-
Pros: The use of podcasts has been seen
more frequently throughout higher education in recent years. Podcasts are beneficial for a number of
reasons. Podcasts are a great tool to
use when reaching out to students and attempting to tap into their various learning
styles. Podcasts are also readily
available and can be used to transmit a variety of information including
lectures, FAQ’s, tutorials, and as a new approach to assignments (King, 2011).
-
Cons: Prior to utilizing podcasts it is important for instructors to be aware
of some of the potential problems or issues which could be encountered. First, podcasting requires specific equipment
and the user must have knowledge of how to create the digital recording and how
to edit and upload the files (King, 2011).
For an adult learner with little experience using technology, this could
be a difficult task. Copyright and legal
issues are also a concern. Teachers must
be educated about what information can be shared and what legal guidelines must
be followed when utilizing this technology in their course (King, 2011).
Asynchronous
Audio Communication (AAC):
“AAC is the use of delayed (not
simultaneous) digital audio technology to deliver verbal communication through
a computer” (Oomen-Early, Bold, & Gallien, 2011, p. 52).
- Pros: AAC is very helpful in adding additional
support to text-based communication while creating more opportunities for
interaction and overall enhancing e-learning.
One of the biggest benefits of using AAC is that it lends itself to a variety
of situations. AAC can be used to expand
on course materials and also to provide feedback to students individually or as
a group. By teachers being allowed to
post individual audio file messages they can connect with their students while
maintaining privacy within their classroom environment. (Oomen-Early, Bold,
& Gallien, 2011).
- Cons: AAC’s are actually something I have utilized
in my own courses and although they can be useful, they also have their
drawbacks. One of the main concerns and
issues I have had is with students being able to play the audio files. As with many technologies, students must have
the correct software or programs updated on their computers in order to access
this information.
Digital
Videos:
- Pros:
The use of videos for instruction is becoming increasingly popular in higher
education. The widespread popularity of
You Tube has made it easy to find videos of just about anything. King and Cox (2011) discussed the numerous “pros”
of using videos for instructional purposes.
Videos can be quick and easy to create, they are an effective method of
mediated learning, and they are available at all times and are easily
incorporated into curriculum. Videos can
be used for instructional purposes of relaying information and course content
and also as an assignment.
- Cons: Although videos can be a great learning tool
and are easily accessible, there are potential issues. I know from experience that creating and
uploading videos can be difficult for adult learners. Many sites such as You Tube or Viddler will
only allow video files of a certain size.
If need be, video files can be compressed however that is not always an
easy process. King and Cox (2011) also
note that similar to other types of media, intellectual property rights and copyright
laws must be followed.
Narrated
Digital Presentations:
-
Pros: Incorporating narration into digital
presentations such as Power Points can add creativity and interest to the
information being conveyed. Narrated
digital presentations, like other media, can add a personal touch to course
material being delivered online. This
can peak interest in students which is a vital part of successfully delivering
material. If students are not interested
they will not participate (Donavant, 2011).
- Cons: Preparing scripts and recording information
can be a time consuming task. Donavant
(2011) stated, “Developing and delivering an informative and stimulating presentation
at anything above an average level of competency is a feat accomplished by all
too few educators; considerable time and effort is required, as well as a fair
amount of skill” (p. 113). Although they
may be convenient, without proper knowledge the task of creating this type of
presentation could be very difficult.
So are audio/visual/podcasts
beneficial for adult learners? As with
most other technology my personal opinion would be "I think so?". One of the main things I have learned
throughout this journey into the world of technology is that technology can be
great, if you know how to use it…or if you are willing to learn. Adult learners, especially those who do not have much background in utilizing technology may struggle at times; but if they are willing to work at it the use of technology could greatly enhance their education.
References:
Donovant, B.W. (2011). Narrated
digital presentations: An educator’s journey and strategies for integrating and
enhancing education. In K.P. King & T.D. Cox, The Professor’s Guide to Taming Technology (105). Charlotte, NC:
Information Age Publishing Inc.
King, K.P. (2011). Podcasting:
Learning on demand and content creation. In K.P. King & T.D. Cox, The Professor’s Guide to Taming Technology (33-50).
Charlotte, NC: Information Age Publishing Inc.King, K.P., & Cox, T.D. (2011). Video development and instructional use: Simple and powerful options. In K.P. King & T.D. Cox, The Professor’s Guide to Taming Technology (67-68). Charlotte, NC: Information Age Publishing Inc.
Oomen-Early, J., Bold, M., & Gallien, T. (2011). Using online asynchronous audio communication in higher education. In K.P. King & T.D. Cox, The Professor’s Guide to Taming Technology (51-65). Charlotte, NC: Information Age Publishing Inc.
Videos:
Kelly, R. (Producer). (2009,
April 14). Jing tutorial. Video retrieved from: https://www.youtube.com/watch?v=A1jw8O0z4S0&feature=player_embedded
Ravenscraft, C. (Producer). (2011,
September 5). Learn how to podcast - part 1 of 8 - podcasting video tutorial
series. Video retrieved from: http://www.youtube.com/watch?v=-qD9AsooUcU
What a great blog Amanda. After reading and viewing your blog, it is easy to tell that you are one of those people that understand technology and are very resourceful with it. The only thing that I would comment on is your pro for digital videos. Not sure if you remember, but there used to be cable channels back in the day of a classroom where the teacher was teaching or a feed of an instructor doing math problems on an overhead projector in old grainy video. The video was obviously of poor quality and didn’t leave much to the imagination. While it was not digital video, I didn’t think it captivated its audience. I think that the producers of todays digital videos are utilizing state-of the art technology and technics that appeal to students today. This is required because the use of technology and visual appeal sell. Nobody wants to watch or buy digital video of a monotone teacher give a lecture on a video camera that is stationary the entire time. Just my two cents. I enjoyed reading your blog. Thanks for sharing!
ReplyDeleteHi Ryan!
ReplyDeleteThanks for the feedback. I would agree that the video may not be of the highest quality. I actually think that brings up an interesting point though... One of the cons of utilizing technology such as You Tube is that it can be difficult to wade through all of the information and options. I spent some time looking for a brief video that I felt covered the topic I was discussing; that was a more difficult task than I had anticipated. Although I think it is great there are so many resources out there, for an adult learner I think it could be overwhelming at times. Something I always tell my students when they are conducting research is that it is important to not only evaluate the information they are using, but also the credibility of the source. That is something I maybe should have thought a little more about before choosing this video. Again, thanks for the input.
Hi Amanda,
ReplyDeleteNice blog. I like the way you included headings and the amount of white space to content. It makes for a thorough, yet clear, blog, which is always nice for your audience. Thank you.
In your summary, you note that, “One of the main things I have learned throughout this journey into the world of technology is that technology can be great, if you know how to use it…or if you are willing to learn.” Have you explored the TPACK (Technological, Pedagogical, and Content Knowledge) framework? I had the opportunity to explore TPACK in our Wiki assignment and I think it connects with your summary. The framework addresses the importance for an educator to possess skills in technology, subject matter expertise and teaching. If you haven’t already visited this website, it further defines TPACK, http://www.tpack.org/.
You also note about the importance of presence in an online class with technology. I hope I am not repeating myself, but in my last class, we had a great read, Engaging the Online Learner, with tons of ideas on how to establish and create interpersonal connections through an online class. It is also available in pdf form online:
http://eltandtech.pbworks.com/f/engaging+the+online+learner.pdf
I enjoyed the audio/visual introduction presentations that we completed in the beginning of this course. I can't tell you how often I go back to those introductions to refresh myself of who I am dialoguing with online....such a good example of using technology to create presence.
Thanks again for helping me connect your blog to resources that I found helpful during my study.
Conrad, R. and Donaldson, J. (2011). Engaging the online learner, updated. San Francisco: Jossey-Bass.
What is TPACK, (n.d.). Retrieved on October 11, 2013, from http://www.tpack.org/.
I enjoyed your interview Amanda! It was very professional and I enjoyed how you produced it and included text and the transitions to the next segments. Well done! I have utilized BlackBoard at the Army Command and General Staff College in Fort Leavenworth, KS, but I must say that they didn’t use it as extensively as Marcella did. The only thing that stood out to me was the fact that when Marcella talked about the different technologies, she stated, “ Kaiser has settled on BlackBoard…”. Am I missing something? Is there something better out there that she would rather be using? Maybe she just misspoke.
ReplyDeleteI also really liked how both you and Marcella incorporated an interactive portion were she went through the program in greater detail and showed how both she and her students utilize it. Marcella looks like she is having a lot of fun and almost makes me want to take one of her classes, although I’m not much on public speaking or speech myself! It was a pleasure working with you this weekend as well as past classes. Good luck!
-Ryan