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https://youtu.be/EimwK3w4vc0
License: Creative Commons Attribution license (reuse allowed) Attribution: Media Rich Learning by Lea Anne Daughrity
Instructional designers may be responsible for training faculty on the use of a newly integrated instructional media tool. Therefore, it is important that the instructional designer and faculty master the technology so they may guide students in the use of the new instructional tool. In this section, we will briefly discuss the importance of mastering the technology.
Learning Objectives
- Discuss the importance of mastering instructional technologies.
- Explain the benefits of mastering the technology for the instructional designer and the instructor.
Mastering the Media
An important aspect of selecting media is to ensure that the instructional designer and the instructor has mastered the media themselves. The TPACK framework developed by Mishra and Koehler is based on Lee Shulman’s concept of PCK Pedagogical Content Knowledge by adding technology. Technological Pedagogical Content Knowledge is the use of technology in teaching certain materials. Technology is considered important to be integrated in learning to respond to the challenges of the 21st century. Often, the instructional designer is responsible for training the instructor, and, in turn, the instructor will need to guide their students in the use of the media. Leaving a student unguided in the use of a new instructional technology, could be disastrous for the student and impede their learning.
Taking the time to be properly trained in how to use standard learning technologies will in the long run save you a good deal of time and will enable you to achieve a much wider range of educational goals than you would otherwise have imagined.
Here just a few commonly available learning technologies:
- learning managements systems (LMS) (such as Blackboard, Moodle, Desire2Learn, Canvas);
- synchronous technologies (such as Blackboard Collaborate, Adobe Connect, and Big Blue Button);
- lecture recording technologies (such as podcasts and lecture capture);
- tablets and mobile devices, such as iPads, mobile phones, and the apps that run on them;
- other social media, such as blogging software, wikis, Google Hangout, Google Docs, and Twitter;
- learner-generated tools, such as e-portfolios.
It is not necessary to use all or any of these tools, but if you do decide to use them, you need to know not only how to operate such such technologies well, but also their pedagogical strengths and weaknesses. Although the technologies listed above will change over time, the general principles discussed in this section will continue to apply to other new technologies as they become available
If your institution already has a learning management system such as Blackboard, Moodle, Canvas or Desire2Learn, use it. Don’t get drawn into arguments about whether or not it is the best tool. Frankly, in functional terms, there are few important differences between the main L