A key component of society is education, and achieving universal access to knowledge is a top priority. On the other hand, learning is not an easy task, and teaching is a demanding career. As such, it is impossible to overestimate the crucial function that instructional aids play in the educational system. These tools actively engage students through a variety of engaging techniques, in addition to facilitating learning. Teaching aids are vital for bridging the gap between teachers and students since they are essentially instruments that facilitate comprehension. A wide range of audio-visual resources are easily available in the modern world, from learning environments for adults to early childhood education. These resources are now required in schools rather than just being optional. Their importance stems from their capacity to not only facilitate efficient learning but additionally help students retain information, which facilitates their ability to focus during class. In the current educational context, audio-visual elements are an essential component that greatly improve student learning. The increasing popularity of audio-visual aids in education can be ascribed to their efficaciousness. With rapid access, students may now quickly share their knowledge with others. Additionally, students are able to understand ideas and concepts more quickly. A plethora of audio-visual aids, including flip charts, music clips, videos, slideshow presentations, and overhead transparencies, have become indispensable tools in a variety of learning environments, from early childhood education to adult education, in the modern educational landscape. These tools have been crucial in helping kids focus, which has improved their ability to take in and remember information. With the extensive use of audiovisual technology and communication dynamics, teachers can now take use of these developments in the classroom to improve teacher-student collaboration.
Individuals exhibit diverse methods of processing, assimilating, and retaining information. Aural learners, for instance, comprehend information more effectively through auditory means rather than reading. On the other hand, visual learners prefer absorbing information through visual presentations. By incorporating audiovisual aids in their teaching methods, educators can cater to at least two distinct learning styles. Furthermore, a study conducted by Udomon, Xiong, Berns, Best, and Vike in 2013 explored the impact of visual and auditory stimuli on memory retention and recall, revealing that utilizing multiple senses enhances the ability to remember and recall information. The combination of audio and visual formats during information delivery increases the likelihood of information being retained. These tools not only enhance student engagement with the material but also serve as motivational tools for studying, enabling a more in-depth and detailed communication of information.
Postman articulated, “We now know that ‘Sesame Street’ encourages children to love school only if school is like ‘Sesame Street.’ Which is to say, we now know that ‘Sesame Street’ undermines what the traditional idea of schooling represents.” In a blog post, let’s delve into the implications of this statement, specifically focusing on how Sesame Street challenges the conventional notion of schooling. What is Postman conveying here, and how can we extrapolate this concept to encompass the broader impact of audiovisual (AV) technologies in educational settings? This includes tracing the evolution from early AV technologies to the contemporary culture of smartphones, the advocacy for Bring Your Own Device (BYOD), and the integration of smartphones within classrooms. How do AV technologies affect the way that education is structured, given the wide range of products that include film projectors, applications, interactive learning programmes, and personalized learning resources such as Crash Course, Khan Academy, and YouTube? What wider effects might this have on the way that education is delivered? Moreover, how do AV technologies alter our understanding of the learning environment? It’s critical to incorporate key ideas from the students’ presentation tonight as well as pertinent readings that the group has chosen. By linking these components, a thorough investigation of the ways that AV technologies—both historical and modern—affect and change the educational environment will be possible. Based to my understanding of Neil Postman’s phrase, educators should make a constant effort to “entertain” our students and learners. As was previously mentioned, I agree that there are possible advantages to audiovisual (AV) technology, but I also think that there are potential drawbacks for educators. In contrast to the traditional educational method, which places an emphasis on structure, discipline, and focus, programmes like Sesame Street portray education and schooling as continuously interesting, enjoyable, and interactive. Students who come to school expecting that every learning experience will be fun may find this troublesome. The truth is that not all learning is enjoyable by nature. In terms of my schooling, I found certain things enjoyable and some things uninteresting, which reflects the larger reality of life and labor involve a combination of interesting and uninteresting events.
During my school years, I had often attend computer classes once or twice a week to acquire computer lessons in a classroom setting. Blackboards were only used for visual aids, and textbooks were to be the only source of knowledge. But after I started teaching, I understood that even in a packed classroom, an audio-visual aid may be a useful tool for spreading knowledge. A teacher who is not well-prepared cannot lead the class effectively without this technological tool. If educators make use of audio-visual aids in the classroom, like projectors, students’ interest and creativity will be piqued. Teachers frequently use highly charged abstract verbalisms in their education, which can occasionally appear pointless. Therefore, instruction should be in a straightforward and clear and concise way. As a result, using audiovisual aids in the classroom will promote understanding, learning via observation, and learning as enjoyment rather than a chore. Instructors need to be aware of what content is pertinent and what is not, especially in terms of how using audiovisual aids might help students understand the lesson being taught.
It has become apparent to us that the best instruments for improving instruction and guaranteeing the best possible information transfer are audio-visual aids. These tools come in many forms, such as radios, movies, tape recorders, projector techniques, and more. It’s crucial to recognize that there can be drawbacks to this cutting-edge technological approach, especially in public institutions. Adopting this strategy is challenging for all schools due to various factors such insufficient money, insufficient classroom infrastructure, and basic services like water and toilets. While wealthy schools can afford and benefit fully from audio-visual resources, government schools may find it difficult to introduce these resources, and even if they are, teachers may find that they are not used to their full potential.
Until next post ……………….
To commence, it is crucial to establish a clear understanding of what learning involves and the mechanisms through which it takes place. This groundwork is essential for delving deeply into my personal teaching philosophy, classroom methodologies, and the evolutions or adjustments I’ve undergone during my decade of teaching. Ertmer and Newby, in their article “Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective,” characterize learning as “an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience.” Merriam-Webster dictionary provides three distinct definitions for learning. To get things started, I found a succinct blog piece that combines these different perspectives and an informative visual assistance. It’s clear from looking at the image and thinking back to our class discussions that, whether we realize it or not, teachers use all of these different learning theories in one way or another when they are in the classroom. However, as our class discussions progressed, it became clear that some theories are becoming out of date, indicating the need for a new viewpoint to guarantee that we provide our students with real learning experiences.
I still remember the year 2006 when i was doing my bachelors of Education in India .I had the chance to participate in a teacher training program facilitated by trainers from the government of India. Throughout this program, they imparted various tools and introduced Edgar’s Cone of Learning. It was during this training that I encountered the concepts of Behaviorism, Cognitivism, and Constructivism.
lets try to understand these concepts of learning.
Behaviorism, which originated with B.F. Skinner, is centred on observable and sometimes quantifiable behavior’s. This viewpoint holds that real learning happens when changes in behaviour or the acquisition of new behaviors result from the link between inputs and responses. Behaviorism defines learning as changes in the frequency or form of observable performance, according to Ertmer & Newby. They also stress that when the right reaction is given, learning occurs. This idea is used by teachers to decide which behaviour to reward or punish their students for. This learning paradigm is applied in the classroom through drill work, verbal reinforcement, rule-making, and repeated repetition.
This theory centers on understanding how students engage in the learning process. Primarily rooted in the work of Jean Piaget, who opposed behaviorism, cognitive theory delves into the functioning of the mind during learning. It directs attention to the student’s learning journey and the reception and application of acquired information. The theory posits that children progress through four distinct learning stages, with changes in intelligence as they grow: Sensorimotor, Preoperational, Concrete operational, and Formal operational stages. Piaget asserted that increased interaction with the surrounding world allows children to augment their existing knowledge. In the classroom, this theory is applied through real-world examples, discussions, analogies, or the interconnection of concepts.
When examining the language of this learning theory alongside the mandated outcomes for teachers, the educational goal becomes evident: to construct students’ knowledge around specific topics through various themes and subjects. However, the question arises regarding the viability of the cognitivist approach. As previously mentioned, I believe there is a suitable time and place for diverse learning theories. In the context of the cognitivist approach, students are often perceived as progressing along an assembly line—learning new content, practicing it, storing it in their minds, with the hope that it may resurface one day. This approach offers limited room for interpretation and inquiry, often leading students to conform to the textbook’s understandings rather than developing their own individual thoughts and comprehending new topics. The challenge in my classroom instruction using this approach is the potential for students to slip through the cracks, whether due to a lack of interest in the topic or difficulties in completing certain tasks. Moreover, when referring to our curriculum, I have yet to discover alternative methods for teaching subjects such as mathematics, English Language Arts, and others without relying on this theory. The structured layout of our curriculum often emphasizes “important” learning topics, following this approach, making it challenging for teachers to transcend conventional methods such as rote memorization, lectures, and predetermined right and wrong answers.
It centers on the learners’ active role in their own learning process. According to Ertmer & Newby, constructivists diverge from cognitivists and behaviorists by rejecting the notion that knowledge is independent of the mind and can be simply “mapped” onto a learner. While constructivists acknowledge the existence of the real world, they assert that our understanding of the world is shaped by our interpretations of experiences. This theory characterizes the learner as a knowledge constructor, leading to more student-centered classrooms where the teacher assumes the role of a facilitator. Constructivists argue that during the learning process, learners build new ideas based on prior knowledge or experiences. The focus is on equipping learners with problem-solving skills, and the outcomes are not predetermined, as each learner has their unique way of acquiring knowledge. This approach can be applied in the classroom through activities such as group work, brainstorming, or problem-based learning.
Significance of learning theories
Learning theories offer frameworks that aid in comprehending the utilization of information, the creation of knowledge, and the actual processes involved in learning. They serve as a foundation for understanding how students learn, enabling the description, analysis, and anticipation of learning. Moreover, these theories create room for diverse teaching methods and serve as motivational tools for learners. Each theory provides a distinct perspective on understanding the learner and their approach to acquiring knowledge.
Hello, and welcome to my blog for my ECI 833 course where I am going to cover the fundamentals of educational technology. It has been apparent to me in the first two weeks of EC&I 833 that whatever definition I provide for the word “educational technology” will change as the course progresses during the semester. However, at this early point, I would characterize educational technology as including the learning, modifications, and evaluation that occur while using technologies like the internet, iPhones, applications, Smartboards, online learning communities, and several other tools
The dynamic force of education technology is exerting a substantial influence on the changing environment of learning. Maintaining the fundamental human components of education while embracing the opportunities it presents calls for a careful balance between innovation and conservatism. Technology must be used to enhance, not to replace, the crucial roles that mentors and instructors play in education. In the end, the continued convergence of technology and education promises to provide learners everywhere with a more diverse, interesting, and productive educational experience. The main benefit of education technology is its capacity to increase inclusivity and accessibility in the classroom. Geographical obstacles have been removed by the availability of online courses, digital textbooks, and e-learning platforms, giving people from a variety of backgrounds access to high-quality education. Additionally, technology has given disabled students more power by giving them access to materials and tools that let them actively participate in the educational process.
Throughout my time at university, I have encountered instructional technology in the fields of remote sensing and GIS, which has been both eye-opening and life-changing. Throughout all of my academic pursuits, technology has been crucial in shaping my interactions with and assimilation of knowledge regarding these complex spatial sciences. The integration of remote sensing technology and Geographic Information Systems (GIS) into the academic programme opened up new avenues for understanding and inquiry. I expanded my knowledge of the Earth’s surface and its dynamic processes by delving into the possibilities of satellite photography, aerial surveys, and geospatial analysis. Technology-driven collaborative projects provide chances to work with colleagues on real-world problems, utilizing GIS and remote sensing methods to tackle complex spatial problems. Cloud-based platforms and virtual teamwork improved the effectiveness of collaboration by enabling smooth data sharing and cooperative analysis.
Furthermore, I saw the introduction of cutting-edge instruments and software in the sector as a result of the ongoing growth of technology. In addition to keeping up with technology advancements, the incorporation of machine learning algorithms, data visualization tools, and 3D modelling software broadened the scope of remote sensing and GIS teaching. When I think back on my experience learning about remote sensing and GIS at the university level, I realize how important the internet was in influencing how I understood educational technology. The internet proved to be a useful tool for topic research, concept support, and learning new facts. My experience with iPads gave me new perspectives on how technology could help students who are struggling academically. With the help of apps like Dragon Dictation, kids who struggle with writing could produce written documents by speaking aloud. I see that most of what I know about educational technology is directly related to assistive technology, based on my work as a learning resource teacher.
As I continue my studies in EC&I 833 as a professional learner, I find it fascinating to see how far educational technologies have come. According to Tony Bates, “The first fully online courses (for credit) began to appear in 1995. Some of these loaded text as PDFs or slides, while others used Learning Management Systems. The majority of the contents were written and visual. Twenty-three years later, we find ourselves using Zoom for classroom discussions and instruction, and creating virtual learning communities via blogs and Twitter .Neil Postman highlights a vital point about technology in his conclusion. Postman (1998) states clearly, “Technology both gives and takes away.” This implies that there is always a drawback to a new technology for every benefit it provides. The benefit might outweigh the drawback in significance, or the benefit might be well worth the expense (p. 1). While the educational advantages of technology are endless, it is necessary to remain cognizant of the responsibilities connected with its power. Postman’s remarks are in line with what Channing writes in his blog post “Educational Technologies: My Views.” Channing emphasizes, “Students can typically access a multitude of knowledge at any given time because to technology. We must impart to them the knowledge and abilities needed to access and evaluate this material, which is so easily at their disposal.” I completely agree with this viewpoint. We must simultaneously foster in students the capacity for critical thought and responsible digital usage, while also advocating for their access to and use of technology.
Until next time,
So that concludes another course, Thank you to everyone who helped me learn throughout this short semester, Here is a recap of everything I learned during the course of the semester! Let’s go on a journey to investigate the transforming influence of these learning approaches, powered by various LMS systems, and the myriad of benefits they provide to learners all over the world. Studying in online and blended learning has been a rewarding experience, providing me with a variety of valuable skills and perspectives. Through these classes, I improved my digital literacy, becoming skilled at navigating numerous online platforms and successfully utilizing digital technologies. Because of the adaptability of these learning environments, I’ve developed exceptional time management skills, allowing me to balance my education with other commitments. Furthermore, the emphasis on self-directed learning has enabled me to take responsibility for my education, set clear goals, and independently examine course materials, building critical thinking abilities. Collaborating with peers from various backgrounds has broadened my perspective and enhanced my virtual communication abilities. Overall, the combination of technology-driven education and face-to-face contact has given me a well-rounded education.
As we near the end of our semester in online and blended learning courses via various LMS systems, it becomes clear that these digital tools have revolutionized education in unprecedented ways. In this technologically advanced era, online and blended learning, complemented by a variety of LMS platforms, have allowed learners all over the world to take care of their education, encouraging self-directed learning and developing critical skills for the future. Thank you for teaching this course, Katia! You taught me so much
I’d want to start by stating that I thoroughly enjoyed the course’s material and feel like I learned a lot of skills, resources, and knowledge. The course module development process was both fascinating and hard, and I intend to continue improving and implementing it in the future. I loved all of the comments and feedback, as well as Katia’s encouragement and push to stretch myself; I felt like my ability to build a usable, accessible blended unit had significantly improved. My main takeaways were the use of video to assure accessibility, involvement, community, and instructor-student connection. It was an exciting and educational journey. It was difficult for me at the outset of this course to build an online course for EC&I 834. I had to decide on a target student demographic, a course style and toolbox, course content and objectives, course evaluation needs, and how the course prototype would be organized overall.
Summary of the course
Grade -4 , Social Studies -Origins of the Cultural Diversity and Impact of the Land on the Lifestyles and Settlement Patterns in Saskatchewan communities.DR 4.1 & 4.2
DR4.1 -(Dynamic Relationships DR 4.1)Impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan
DR 4.2-(Dynamic Relationships DR 4.2 )Relationship of First Nations and Métis peoples with the land.
Targeted Population( Age, Grade, Gender) The audience for this subject is students in grade 4, who are the target group for this learning. They range in age from 6 to 12. At this age, kids start examining their environment and beginning to wonder about the various shapes of the items.
Accessibility features include the ability to expand fonts, buttons, and videos, as well as films that read courses aloud, alternate text, open-form assignment submissions, and an evaluation and needs form.
Integrations with technology: Jam Board Screencastify (interactive films and videos), Lumi (videos, dragging and dropping, and filling in the blanks), Google Docs, Slides, and Forms
Demographics- All of the students taking this course nowadays have access to modern technologies like laptops and computers. The population of Regina, the capital of Saskatchewan, is very diversified, which greatly diversifies the audience that is being targeted. The population is more diverse since not everyone has access to technology equally
“Online learning offers the promise of personalized education, tailoring the learning experience to each student’s needs and learning style.” – Sir John Daniel
Online learning has grown as a powerful and accessible educational platform in recent years, providing endless chances for individuals to pursue academic and professional goals from the comfort of their own homes. While the flexibility and convenience of online learning are undeniably enticing, the sense of community it produces has proven to be equally important in enriching the learning experience. In this blog article, we’ll look at the importance of community in online learning, and how it improves the learning experience and adds to student success. This week, I liked learning about the collaborative aspects of online and blended learning. I have to explain to them that with the advancements in online learning, I honestly don’t feel like I lose out on that side because we can still have chats online and I appreciate the flexibility it gives me while I am teaching full-time.
When I think of an online community, I think of When I think of a LinkedIn page, my mind immediately goes to that. However, if we consider what the term “community” implies in broad terms, we can see that it is and may be the gathering of any group of people for the sake of commonality, whatever that may be: religion, culture, family, school, or interests. An online community is a virtual gathering of people who share common interests, goals, or activities using digital platforms and communication technologies. Online communities, unlike traditional face-to-face communities, transcend physical boundaries and time zones, connecting people from all walks of life on a worldwide scale. These virtual communities allow individuals to engage, collaborate, and share ideas. These virtual communities generate a sense of belonging and mutual support by allowing participants to connect, collaborate, and engage in meaningful debates. Members of these communities can exchange expertise, share experiences, seek assistance, and celebrate achievements through forums, social media groups, online courses, and other online platforms. Online communities have been useful in a variety of disciplines, including education, professional networking, hobbies, and advocacy. The effectiveness of online communities resides in their ability to foster a sense of camaraderie and connection, allowing people with similar interests or aims to connect and enrich each other’s lives and experiences despite being physically apart.
Knowledge Sharing and Collaborative Learning –Online learning communities provide a unique possibility for collaborative learning. Students from all origins and locations can gather to exchange their knowledge, experiences, and viewpoints. Collaborative projects, group discussions, and study sessions allow students to approach subjects from several perspectives, resulting in a deeper comprehension of the material. This interaction can also help participants acquire important cooperation and communication skills that are useful in professional situations.
Overcoming Challenges Together-Online learning is not without its hurdles. Technical difficulties, time management issues, and academic challenges can be discouraging, leading some learners to consider giving up. However, when part of a community, students can find solace in knowing that they are not alone in facing these challenges. Collaborating with others who have experienced similar obstacles can provide valuable advice and strategies for overcoming them, instilling a sense of resilience and determination in learners.
These are some of the platforms I’ve implemented for online communication.
while reading 6 Strategies for Building Community in Online Courses I focused on Group projects (blended classroom), Videos for teachers and information (interactive and non-interactive), Video tutorials, Blog writing, Discussion Forums, Google Form Submissions.
Lifelong Connections through Interactive Learning-Interactive learning has the extraordinary ability to connect learners for life. In contrast to passive learning, interactive learning actively involves participants, motivating them to participate, discuss, and problem-solve together. Learners not only acquire knowledge but also form meaningful relationships with their classmates through group discussions, team projects, and interactive activities. These connections frequently continue beyond the classroom, establishing a sense of community and support that lasts long after the course or programme is completed. Participants form long-lasting ties as a result of their shared experiences, struggles, and accomplishments, allowing them to continue exchanging ideas, offering support, and celebrating each other’s successes. Lifelong connections built through interactive learning transcend time and geography, providing learners with a crucial network of support and inspiration throughout personal and professional journey.
Creating a Sense of Belonging-Recognizing and celebrating the successes of those being educated is critical to creating a pleasant and caring learning environment. Whether it’s recognizing big successes or celebrating an individual’s growth, giving opportunities for positive reinforcement helps learners feel like they belong in the community and enhances their sense of self-worth. Recognizing major accomplishments and celebrating individual growth are critical components in establishing a thriving learning community. When students reach key milestones or make considerable progress, recognizing their achievements through positive reinforcement fosters a culture of gratitude and support. Learners will feel valued and recognized for their efforts as a result, establishing a sense of belonging within the community. Furthermore, celebrating personal growth instills a sense of pride and self-worth in people, increasing their confidence and determination to keep learning and growing. Learners are empowered to embrace their unique skills and contributions as a result of this culture of support and appreciation, producing a pleasant and loving learning environment in which everyone feels encouraged to attain their greatest potential.
Finally, a strong online learning community fosters connection, progress, and empowerment. Its success is based on providing an environment in which students feel supported, valued, and inspired to attain their greatest potential. Such a community becomes a catalyst for individual and collective achievement in the world of virtual education by encouraging involvement, collaboration, and positive reinforcement.
We had an excellent discussion this week about accessibility and how it relates to online courses. I’ve gotten acquainted with accessibility in recent years and felt fairly confident in my comprehension prior to our seminar. However, the farther we got into the topic, the more I realized how broad the term accessibility can be, and how limited my existing perspective was!
. In recent years, education has seen a transformational move towards online and mixed learning methods, providing students in Saskatchewan schools with unparalleled opportunities. However, as technology has advanced, the issue of guaranteeing course accessibility and equity has grown even more vital. In this blog article, we look at the notions of course accessibility and equity in the context of online and blended learning, and how these principles can help all students in Saskatchewan have an inclusive and empowering educational experience.
Course accessibility in online and blended learning refers to the development of an inclusive learning environment that accommodates students’ different needs and abilities. It is not just about embracing technological improvements, but also about ensuring fair access to education for all learners, regardless of physical, sensory, or cognitive disabilities. Instructors and curriculum creators should embrace the concepts of inclusive design, which entails providing learning materials and activities that are adaptable to different learning styles and preferences. “No matter how powerful in educational terms a particular medium or technology may be, if students cannot access it in a convenient, and affordable manner they cannot learn from it.”(Bates, 2019, p.462). Tony Bates (2019) discusses many issues of student access to media and resources in online and blended education. According to Bates, access (or lack thereof) to technology is the greatest discriminating factor when making technology decisions in education. Using a variety of formats, such as text, audio, video, and tactile materials, ensures that students can engage with the subject through their preferred mode of learning Implementing universal Design for Learning (UDL)principles encourages educators to offer multiple means of representation, engagement, and expression, thus addressing diverse student needs and learning preferences.
An Inclusive Approach to Equity in Online and Blended Learning-
Achieving equity in online and blended learning entails ensuring that all students, regardless of their backgrounds, financial status, or geographic location, have equitable access to high-quality education and assistance. Schools should prioritize strategically allocating resources to assist students who may have disadvantages or issues in getting essential technology and internet connectivity. Identifying students who need extra help and delivering personalized interventions can help bridge learning gaps and guarantee that every student has a chance to succeed. Incorporating varied viewpoints and experiences into school policies and curricula develops a sense of belonging and representation among all students: Continuous professional development can help educators better understand and handle the particular needs of their pupils. To achieve course accessibility and equity, multiple parties, including teachers, administrators, students, and parents, must work together. Involving parents and careers in the learning process helps to build a supportive network and improves student results. Using data to identify gaps and track progress can help with intervention design and achieving equitable results for all students. Involving local communities and organizations can give kids facing socioeconomic issues with significant resources and support.
As Saskatchewan schools adopt online and hybrid learning, course accessibility and equity must be prioritized to guarantee that all students receive an inclusive and empowered education. Educators can create an atmosphere where every learner can thrive and succeed, regardless of their specific circumstances, by applying inclusive design, mindfully integrating technology, and creating collaborative partnerships.
Let us work together to create a better future in which education leaves no one behind and allows every student to fulfil their full potential.