In exploring topics for an EdTech assignment examining an emerging or future technology and its potential applications in teaching and training, our group selected a technology that has evolved from the dream of a 1950s psychologist into a leading contender for the most important ‘disruptor' in education of the future. Adaptive Learning – an educational method that uses computers and hand held devices to orchestrate resources according to the unique needs of each learner - is explored, demonstrated, and analyzed in the following presentation by examining its origins, evolution, current landscape, and future trends.
1 Comment
Learning outcomes, learner needs, and tool evaluations have been assessed. Based on systematic review of alternative educational technology resources, nQuire-it was selected as the recommended application for enhancement to delivery of the nutrition label reading course under review.
A briefing note will be submitted to stakeholders for consideration of the proposed enhancement. The following conference poster summarizes the brief. (PDF version available below)
In the process of evaluating appropriate EdTech tools to enhance learning, the SECTIONS and CSAM models provide questions to answer regarding potential technology/media. Both tools are designed to assist educators in determining how well a tool meets priorities in relation to learning outcomes. In an exercise evaluating appropriate educational technology for learning enhancement, these models were used to evaluate media that could enable learners to continue their learning journeys beyond a classroom environment, and into their personal contexts, while having access to strategy collaboration and social support that would help them meet their personal needs. (See PDF document in RESOURCES) Considering these outcomes, mobile technology and social media were evaluated first, to determine which technology would be better suited to fulfill an activity that would see learners applying knowledge gained in the classroom to their own contexts in situation; comparing food labels in the grocery store to make selections based in personal needs. Working through a SECTIONS analysis, the comparison of mobile technology to social media resulted in a virtual “tie”. Both seemed to provide platforms that would allow learners to apply classroom learning in context as well as an ability to collaborate with peers. The additional component of providing a method for learners to interact with peers for strategy collaboration and feedback initially favoured social media. However, the consideration emerged; how will learning be enforced within context? Further analysis was required to be able to make a recommendation. It became important to review more closely the learning activity chosen to meet the objective: The learner will be able to apply label reading knowledge to personal needs when selecting products to purchase at the grocery store. With the activity in mind, a CSAM analysis was completed to further analyze the technologies. In order to perform the activity in context, learners would require a portable platform. Social media can be accessed in ways that do not necessarily put the learner in context (eg. Desktops/laptops), while mobile technology can be accessed anywhere. Based on its unique affordance of portability, mobile technology emerged as the recommended technology. Once a technology was selected, tools related to that technology were analyzed to determine an appropriate learning resource. Using SECTIONS, QR codes and nQuire-it Missions were evaluated as mobile learning resources to meet the outcomes. Quick response (QR) codes are a form a scannable technology. Learners would use their mobile devices to scan a code, opening a link to a learning resource. While QR codes may fulfill the need to access resources in context, they do not directly allow the learner to collect information during an activity and share the results with peers for feedback. However, the resources QR codes link to could provide these features. Two consideration emerged from the QR code analysis: What would the landing resource(s) be for the QR code links? and How would the QR codes be placed for access by the learners in situation? The QR codes themselves are not the end media, but a means to accessing it. Further preparation would be required to provide another form of media necessary for learners to record their activity results and share them with peers. Quire-it Missions encourage learners to explore answers to questions posed in the form of a mission. Each missions presents an activity that allows the learner to find answers in context of the enquiry presented. The SECTIONS analysis helped determine that an nQuire-it mission is able to fulfill all of the requirements for competing the target learning activity. Learners are able to record their completion of an activity in situation, upload the information to the nQuire-it mission and make comments, thereby sharing their experience with peers/the instructor and receive feedback. Recommending nQuire-it Missions brings one hesitation. "Spot-it" missions ask learners to capture information and upload it to the mission. In that sense, nQuire-it is not the base media used to fulfill the outcome of the activity, a digital camera or other recording device would be. If that is the case, any social media tool that allows a user to upload an image, make a comment, and receive feedback might satisfy the requirement. However, the pedagogy of providing a bite-sized section of learning, allowing manageable transfer of learning to personal context, enforces not only the recommendation of mobile technology, but also that of an nQuire-it mission to enhance learning for the selected activity. After reviewing the affordances of media in educational technology, it is time to apply the concepts to an existing course or unit of study that could be enhanced with educational technology. As previously discussed, selection of potential technology and media begins with learner outcomes and needs.
The course I've chosen for enhancement is offered in a one-day classroom session, but the content will be applied within the learners’ personal contexts outside of the classroom. Organizational policy limits technology within the classroom setting and the one-day format makes meeting each learner’s specific learning needs challenging. At the same time, there are valuable affordances provided by face-to-face delivery that preclude eliminating classroom delivery entirely. Therefore, outcomes to address with the enhancement of technology include facilitating a way for the learners to continue their learning journeys beyond the classroom, and into their own contexts, while having access to strategy collaboration and social support that would help them meet their personal needs. The promotion of lifelong learning and organizational considerations are steering the use of technology outside the classroom. For that reason, mobile learning and social media are the leading technologies I'll explore to enhance learning within the course. |
What's this about?Documenting my exploration of Ed Tech and how it applies to the field of Adult Education. These are my Ang-ventures. ...see more Archives
April 2017
Categories |