elearning in the 21st century chapter 7- 9 review
SMART LEarning objectives
Learning Objectives for Chapter 7-9
Upon completion of this content you should be able to:
—Explain how the CoI framework relates to Learning Technology
—Explain how the CoI framework relates to Blended Learning
—Discuss how Learning Technology and Blended Learning can improve training experience
Upon completion of this content you should be able to:
—Explain how the CoI framework relates to Learning Technology
—Explain how the CoI framework relates to Blended Learning
—Discuss how Learning Technology and Blended Learning can improve training experience
CHAPTER 7: learning technologies
In chapter 7 Garrison Introduces many types of learning technologies including; eLearnings, Web 2.0, Social Media, Mobile Learning, and MOOCs. Although each of the technologies he reviewed has opportunities, each of them has the ability to enhance a student's learning experience. Garrison points out that learning is intimately tied to the technology, which connects society (Garrison, 2017). He also points out that it is imperative that care is given to the design of the course since the addition of technology only has a moderate influence on student's active involvement in classes (Garrison, 2017). With that being said, it is important that course designers understand that a course does not become better by simply adding technology. The designer needs to be sure to choose the right type of learning technology to add to the course in order to enhance the overall experience.
CHAPTER 8: blended learning
Chapter 8 begins with a discussion about how the focus of the introduction of learning technologies has become the blending of learning technologies and face-to-face courses (Garrison, 2017). In support of this, Garrison offers a definition of blended learning which is described as, "the organic integration of thoughtfully selected and complimentary face-to-face and online approaches and technologies" (Garrison, 2017). It is the thoughtful selection of appropriate learning technology that is critical to the creation of effective blended learnings. As discussed in chapter 7, simply adding learning technology does not make a course better. The reason for blending learning can be found in the Community of Inquiry model. The blending will allow for increased meaningful discourse and continued learning over time with a focus on sustained interaction and collaboration. It is important, however, to mention that with the exception of the Community of Inquiry framework there is a lack of fundamental frameworks to provide coherency to the practice of blended learning.
CHAPTER 9: guidelines for practice
Chapter 9 provides a practical discussion of online and blended learning experiences (Garrison, 2017). To begin, Garrison tackles how to incorporate Learning Technologies into blended courses by first looking at the learning activities. Based on the types of activities designed for the lesson, there may be a natural adjacency to a specific learning technology. Next, Garrison discusses the need for a theoretical framework and set of guiding principles to cope with the complexities of adopting new technologies. Course creators need to consider the design and organization of the course as it relates to the three presences discussed in the Community of Inquiry framework (Social, Cognitive and Teaching). The three presences are also important foundations for facilitating discourse and direct instruction. Finally, Garrison looks at the role of assessment and how it can influence all aspect of a Community of Inquiry. Specifically, he calls out the fact that in educational environment, how learning is rewarded will overwhelmingly shape approaches to learning (Garrison, 2017).
DIGITIZED BB-COLLABORATE SESSION #3
The video below is a copy of the week three session presented in Blackboard and recorded using Camtasia. The presentation highlights Chapter 7-9 of the book, "ELearning in the 21st Century" by D. Randy Garrison.
References
Garrison, D. Randy (2017). E-learning in the 21st century: A community of inquiry framework for research and practice. (3rd ed.). New York: Routledge