Week #3 - EDUC5101G Post - Digital Tools for Knowledge Construction

The world of digital tools for knowledge construction is extensive.  Not only do educators have an endless amount of technology resources to choose from, but the list of digital tools is changing continuously as new tools are being created.  This can be quite overwhelming for a teacher who is deciding which technology resources are best for the classroom.  Obviously we need to evaluate the technology for educational purposes.  Here are some helpful tips (Indiana University, 2013) to consider when selecting technology for the classroom.  Hopefully these questions will assist you in this decision-making process.

1. How does the technology support teaching and learning?
2. What are others doing to meet instructional goals?
3. How does the technology enhance interactivity?
4. How easy is it for you and your students to use technology?
5. How accessible is the technology to you and your students?
6. Is the technology cost-effective?
7. Does the technology protect the privacy and security of you and your students?
8. Is the technology compatible with existing tools?

I will take a minute now to respond to some of the blogging questions and list presented by Professor Power.  In our corporate university, we do use many of the tools listed.  We have certain applications that are considered standard, such as the Windows operating system, Microsoft Office Suite, Outlook and more recently Lync (which we use mostly for instant messaging, meetings, presenting, checking one’s availability and video capability).  We use mostly Sharepoint and shared folders for sharing of files.  Internet Explorer and Google Chrome are the standard browsers.  Since my area of the company focuses on learning, we have unique tools and applications not found in the rest of the organization.  The most important program is our Learning Management System – Oracle’s Taleo.  The LMS allows us to manage course/program details, enrollments, completions, automated communications and evaluations to those enrolled, as well as reporting of all training at the Institute.  Our virtual classroom application is WebEx.  Our developers and instructional designers use Articulate Storyline for designing all on-line courses, replacing the previously standard application Captivate.  There will be a few additional tools being used by a smaller number of people, such as VideoScribe for video animation and various other video-related tools, but these are the most popular ones used.  

Depending on your role at the corporate university, you will use different digital tools.  As a Learning Consultant, I use Word, Powerpoint, email and the LMS most often.  Our Instructional Designers/Developers would use Word, Powerpoint, email and Storyline along with a few of the more creative tools occasionally.  Our Program Delivery Specialists would mainly use the LMS and email.

Personally, I do have the required tools available to do my current job effectively.  For special projects, we are usually able to purchase and install new tools if required, which I had to do recently when requiring Prezi.  The digital tools I would like to become more familiar with are the ones enabling users to create videos and video animation.  Increasing the presence of video in our learning programs would be impactful to the learning experience.  Mayer and Moreno (2002) studied computer-based multimedia learning.  Their findings show that computer-based multi-media learning environments consisting of pictures (such as animation) and words (such as narration) offer a powerful venue for improved student understanding.  While Mayer and Moreno were exploring the cognitive theory, they worked with the contiguity, coherence, modality and redundancy principles.  Basically the principles state the following:

·        

• present corresponding words and pictures simultaneously
• exclude extraneous words and sounds
• present words as auditory (narration) rather than text on screen
• it is better to present animation and narration, than presenting animation, narration and on-screen text.

These are key principles to consider for effective creation of video animation.

Jane Hart creates the Top 100 Tools for Learning each year.   This list always amazes me because it changes so frequently and where did all these new tools come from?  It’s also fun to go down the list to see how many of the tools you use and use well.  I can't help but think if a tool is on this list, it must add value for learning, so maybe I should check it out.  For 2015, the list was compiled from the votes of over 2,000 voters from 63 countries around the world, working in different roles in education and workplace learning. She defines a learning tool as “any software or online tool or service that can be used for your own personal learning or for teaching or training”.

See the link below for the 2015 list of Top 100 Learning Tools

http://c4lpt.co.uk/directory/top-100-tools/

From this work over the past 9 years, Hart (2015) has noticed some trends (see below).  I’ve included some examples of tools for each trend provided.

• eLearning content is becoming more appealing with exciting, rich and visual content – recognizing we need to improve the learning experience, and design more modern content (Piktochart, Powtoon, Videoscribe, GoAnimate)
• 2015 was the year of video (YouTube up to 2^nd position, TED Ed, TED Talks, EDpuzzle,  iMovie , Movemaker)
• Classroom interaction tools are on the rise. Classroom and training are becoming more social – increasing the participative and collaborative experience (Kahoot, Socrative, Mentimeter, Poll Everywhere)
• MOOC platforms being used as a part of a corporate training offering – Coursera, edX, Udemy
• Professional networking still leads the way  (Twitter is still #1 tool for the 7^th year)
• Ad hoc problem solving remains vital –people sort out their own problems online – easier and quicker (Google, YouTube, Wikepedia, Google Maps)
• Sharing is the new saving. Sharing is so easy now and everything is shareable (Evernote, One
  Note, Feebly, Pinterest)
• Connecting and collaborating are king (connecting and conversing with WhatsApp, Skype - collaborating with Dropbox, Google Drive, Sharepoint)

 I can see these trends taking place in the workplace.  Expectations are changing in what digital tools we use and how we use them in the learning space.  These expectations are coming from our learners as well as those we work with.  In order not to get overwhelmed with all that is available, consider the questions provided and current trends.  Educators can find an ideal balance for learning about and eventually integrating technology by beginning with a focus followed by good instructional design -- but ultimately, a healthy balance.

References:

Hart, J. (2015). 10 Trends for workplace learning (from the top 100 tools for learning 2015). Retrieved from http://www.c4lpt.co.uk/blog/2015/10/02/10-trends/

Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, Volume 12, Issue 1, 107-119. Retrieved from http://www.editlib.org/p/94394/

Indiana University (2013). General tips for choosing technology in a classroom.  Office of Instructional Consulting, School of Education. Retrieved from https://icoblog.wordpress.com/2013/04/19/general-tips-for-choosing-technology-in-a-classroom/