Technology and Multimedia
Impact on Online Learning Environments
The development of technology and its application in the e-learning environment has lead to a rapid expansion of learning opportunities available on the Internet (Burgstahler, 2006). Technology tools provide improved access to learning resources, allowing instruction to be delivered at any time and in any place to meet individual learner’s needs. The use of technology, including multimedia, allows the creation of engaging options for delivering instruction and assessing learners. Some technologies are blurring the lines between social interaction, learning, and work (Flavin, 2011). It is prudent for instructional designers and instructors to consider, during the design phase, how the use of technology will affect a learner’s ability to participate fully in the course.
Considerations for Implementing Technology
There are factors instructional designers and instructors should consider before implementing a technology tool. These include:
• Do the learners’ have the necessary knowledge for using the technology tool? If some learners need remediation in order to use the tool, they will have an added burden within the course. This may present a disadvantage for some learners and prevent them for accomplishing the learning goals.
• Do all learners have the tool available to them? Providing a means of downloading software, or making the need to purchase a piece of hardware or software a prerequisite for participation in the course will ensure that the learners can anticipate and prepare for the needs of the course.
• Are the learners already using a similar technology? There may be resistance to using the tools if the learners are actively using a comparable technology. Consideration should be made to allow for the adaptation of assignments to allow for the use of familiar and comparable tools in order to meet the needs of the learner.
• Are the technology tools usable and accessible to all learners? Designing instruction to meet the needs of all learners means taking into account that there may be students with physical needs or learning needs that require special adaptations and accommodations. Designing a course to take these possibilities into account will not only comply with laws requiring equal access, but will also prevent costly redesign when learners with special needs enroll in the class at a later date.
Implications of Usability and Accessibility of Technology Tools for Online Teaching
A technology tool is considered usable if it is effective, efficient, and able to assist the learner in achieving their goals within the course with relative ease. (Cooper, Colwell, & Jelfs, 2007). In contrast, accessibility is the ability of the technology to meet the learning needs and preferences of all users (Cooper, et. al, 2007). In her article on accessibility indicators, Burgstahler provides several reasons that designers must consider accessibility when designing learning activities.
1. Under both the Vocational Rehabilitation Act of 1973, section 504, and the American Disabilities Act, it is illegal to deny access to, exclude from, or discriminate against any learner in programs whether or not they are receiving federal funding.
2. Providing an accessible design is equivalent to providing best practices for all learners.
3. Addressing the needs of all learners in the initial design will prevent costly demands for redesign as students with special needs join the course.
The chart below provides a summary for the technologies to consider when designing for learners’ needs.
Most Appealing Technology Tools for Effective Online Teaching
My experience with online teaching and learning has led me to consider a few technologies as essential in designing a learning experience. Perhaps the most important tool I have used is the text-to-speech programs. This tool assists learners with visual impairments or reading disabilities by allowing them to hear the information, replaying it as necessary to improve understanding. In order to effectively use this tool, designers must include alternate texts and captions for all images, provide scripts for all videos, and provide text-only files for any pdf documents used in the course.
Using video and audio files to convey content or to provide demonstrations or simulations of the application of the knowledge enriches the learning experience and provides to modes for acquiring the information and may enhance retention of the information (Boettcher & Conrad, 2010). I have found that students are more engaged and relate well to video resources, and tend to be more willing and motivated to participate in the lesson when these resources are used.
Expanding on the concept of multisensory delivery, I anticipate that there will continue to be developments in the application of technology in the delivery of education resources. One area receiving attention in research and development is the concept of applying aspects of gaming to the learning environment. Researchers are investigating the creative and engaging processes used in today’s most popular e-games Farquhar & Camden, 2012). Designers are looking to create applications for learning that are as motivating, fun, and engaging for learners of all ages. The use of complex simulation and role playing games will further blur the line between learning, socializing, work, and play.
References
Burgstahler, S. (2006). The development of accessibility indicators for distance learning programs. ALT-J: Research In Learning Technology, 14(1), 79-102. doi:10.1080/09687760500479753
Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: considerations for e-learning research and development projects. ALT-J: Research In Learning Technology, 15(3), 231-245. doi:10.1080/09687760701673659
Farquhar, J., & Camden, M. (2012, February 9). Game ON! 7 gamification techniques to enliven your e-learning. In Enspire Learning. Retrieved February 9, 2012
Flavin, M. (2011). Enabling Disruptive Technologies for Higher Education Learning and Teaching. Proceedings Of The European Conference On E-Learning, 917-924.
