Module 3 Table of Contents
Computer use has grown for many years but only recently have computers been widely considered a means of instructional delivery. This emerging role for computers has been spurred by the technology’s increased availability to large numbers of people, people’s increased familiarity with the Internet, and an increasing trend to explore how computer technology can contribute to more effective, efficient learning and teaching.
For an interesting look at communication over the internet, please watch the short video Warriors of the Net as it follows an IP packet there and back.
Computer technology:
- can permit learners to learn at their own pace.
- allows for the design of a wide variety of instructional materials.
- accommodates both individual and collaborative learning, as well as different learning styles.
- is portable, which increases accessibility.
- readily accommodates both synchronous and asynchronous interaction.
- relies heavily on written communication, which may slow responses or deter people with poor keyboarding skills.
- normally requires each learner to have access to an internet or intranet connection
- requires strong technical start-up resources.
- requires a lot of instructor planning.
- requires adequate instructor and learner training.
Computer Technology Applications
Computer technology can support distance education in many ways. By understanding computer technology’s many synchronous and asynchronous applications, you can compare the applications to your programs’ instructional outcomes and activities and choose the most appropriate applications to use.
There are many ways for learners to interact with instructional materials, instructors, and other learners. On one end of the continuum is the self-paced learning "course-in-a-box" scenario where learners are usually guided through instructional materials via branching and multiple pathways; along the way, they respond to the materials and then are offered pathways based on their responses. Those course materials can be burned on a CD or DVD (in much the same way a text or binder would have been sent out for a correspondence course in prior years) or that same material could be hosted on a web server and the learner could access it on the Internet. The trade-off on the learner's side is, on one hand, only having access to the materials if you have the disk with you and on the other hand, only having access to the materials if you have an Internet connection. The content of the materials can make one form preferable over the other. Large files that would need to be downloaded from a server may be better accessed from a disk. Materials that need to be updated regularly may be better accessed online. Because web pages can include text, graphics, photographs, video, and audio, the Internet or a company or institutional intranet provide simple yet effective ways to transfer instructional materials. An example of an application that uses CD-based content for interactive learning is Froguts Virtual Dissection Software. An example of a similar web-based application is Visible Body.
In addition to accessing self-paced learning materials, the Internet provides a rapidly evolving technical environment for new applications to support structured group learning and collaborative learning with or without a facilitator. Use of the computer-based communication tools discussed below allow for varying levels of interactivity - both synchronous and asynchronous.
Computer-Based Communication Tools
As the Internet evolved into a public communications network, many of the synchronous functions of the telephone and television became possible over the Internet. In addition to video and audio tools, which we will talk about later in this Module, there are many tools widely employed in distance education that are more text and multimedia-based, not focused solely on video or audio.
In addition to desktop and laptop computers, multifunctional devices such as cellular phones, Blackberries, Pocket PCs, and personal digital assistants (PDAs) are becoming increasingly popular for learning applications. Mobile devices allow text messaging, internet access, scheduling, and email. Most also play audio files which can be downloaded through a wireless network or uploaded from a computer via a cable. Many can play videos as well. More and more also offer full applications for word processing and preparing presentations. The mobile learning phenomenon has been dubbed "mlearning" and is an extension of elearning to the mobile environment. As more organizations venture into mlearning it is very important to continue to keep accessibility in mind.
Web Browsers The basic technical requirement for learners in many distance education programs is an Internet connection and a computer with a web browser application such as Internet Explorer, Firefox, Apple Safari, or Opera. These applications are used to view Internet pages on the World Wide Web. Additionally, these web browsers have built-in security features to protect computers from unwanted spyware, adware, and viruses (although a more substantial program such as Norton Antivirus and/or Ad-Ware are recommended for more protection). Smaller versions of web browser applications are used in web-enabled mobile devices.
Email The most obvious example of asynchronous interaction in distance education is email, where communication is exchanged at participants’ convenience. Often the primary means of communication between remote learners and their instructors, email allows users to send messages to and receive messages from anyone with access to the Internet. Subscription email lists (commonly called listservs whether created using Listserv or other similar software programs) permit a designated group of “subscribers” to share email messages and to distribute information common to the group and discuss it asynchronously. Email listservs are still in use but RSS Feeds (see below) can also be used for the same purpose with less start-up and maintenance time invested.
Although email can be used as the sole means of instructional delivery, it is most often used to supplement other instructional strategies. Instructors can use email in many ways. For example, instructors can
- post messages via a distribution list to an entire class about frequently asked questions and/or assignment details.
- distribute and collect assignments.
- make general announcements and forward information.
- answer learners’ questions and obtain learners’ feedback.
- establish learner-instructor relationships that extend outside class.
- provide feedback on learning activities.
While instructors can develop stronger relationships with learners when they include individual communication via email in their distance education programs, these relationships come at a cost to instructors, who must spend time reading and responding to email messages.
Instant Messaging (IM)/Chatrooms This is realtime online electronic mail (Newton, 2006). It enables you to "chat" in text format synchronously with another person either in a group or one-on-one. You can use a chatroom such as Campfire on a smaller instant message program such as Yahoo Messenger, Trillian and GoogleTalk.
Newer related services include Twitter which combines IM with micro-blogging and social networking aspects. For more on Twitter, see the video at the Common Craft Show.
Electronic Forums/Discussion Forums (aka Message Boards) Merriam Webster defines a forums as a medium of open discussion or expression of ideas. Electronic forums allow people to post messages that can be read asynchronously by anyone accessing the forums (much like “old-fashioned” wall bulletin boards but with the intent of interactivity). Information is normally grouped by topics commonly called "threads", which instructors organize in order to create a place where learners exchange ideas and information. In online classes and in other communities such as Chamber of Secrets (A Harry Potter community), Cycling Forum, TechSoup (a technology community for non-profits), etc. they are where discussion takes place. This discussion is normally equated to the in-class discussion that occurs in face-to-face classes. Examples include Sparklit or forums hosted in connection with a wiki like Wikidot. While not specifically geared for this purpose, many instructors are exploring the use of blogs (see below) for similar asynchronous interactions.
Collaborative Software (Groupware) Collaborative software is application software that integrates work on a single project by several concurrent users at separate workstations. It provides spaces that can be used to conduct synchronous discussions, simulations, role-plays, case studies, and group projects. It can include video and audio, as well as IM/chat programs, file sharing, a virtual "white board" and archiving capabilities. In these environments instructors can alternate between presenting content and facilitating discussion (depending on the level of connection by the participants).
Examples of collaborative software include Adobe Acrobat Connect Pro (formerly known as Macromedia/Adobe Breeze), Wimba, IBM Workplace, Microsoft Sharepoint, Windows Meeting Space (formerly known as Microsoft NetMeeting), Elluminate (up to three people can try it out in a free room, and WebEx. Most of these applications also include the ability to conduct one- and two-way video conferences via webcams. dimDim and Vyew are newer web-based meeting applications that offer similar features and have free options for smaller meetings. In addition to dedicated conferencing software, some CMS platforms such as WizIQ, Wimba or eLearning Community offer real-time web-based audio and video conferencing.
Course Management Systems (CMS) Also known as Virtual Learning Environments (VLEs) or Learning Management Systems (LMS), course management systems (CMS) combine a variety of computer applications that provide for at least the presentation of instruction, the tracking of learners, and some form of communication tools. Although many organizations create their own system using a combination of a database application and communication software on an intranet, most choose pre-developed systems. Commercial systems such as Blackboard and Angel Learning (recently acquired by Blackboard but currently still a free-standing product), Desire2Learn, and Learn.com are available for purchase with varying levels of support. Free and open-source websites such as Moodle, Nicenet, and the Sakai Project as well as newcomers NfoMedia, edu2.0, Ecto, WizIQ and MyiCourse are available. Haiku LMS offers a sliding scale from one class for free to multiple classes concurrently for a fee.
EduTools is a website that combines several websites into an online tool to compare CMS by different criteria.
Blogs A blog (or weblog) is a website for which an individual or a group generates text, photographs, video and/or audio files, and/or links on a regular basis. Blogging can take the form of text, video, or audio. There are many free services for blogs such as Blogger, Wordpress, and Livejournal. Other providers offer audio and video blogging capabilities such as Vox, and many podcast hosting services.
Wikis A wiki is a group of web pages that allows users to add content, as on an Internet forum, but also permits others to edit the content. The term wiki also refers to the collaborative software used to create such a website. In essence, a wiki is merely a vast simplification of the process of creating HTML pages and thus is an effective way to exchange information through collaborative effort. This text is housed in a wiki environment but only authors have authorization to add or change content. Many wiki hosts (called "wiki farms") such as Wikidot, PBworks, wetpaint and wikispaces offer a variety of paid and free options with the ability to restrict access and membership. The Wikimatrix allows you to search for wiki applications based on your personal and organizational requirements.
Information Repositories The term information repository generically refers to a central place where data is stored and maintained. Large or small, a repository can be a place where multiple databases or files are located for distribution over a network or a place that is directly accessible to users. Information repositories include knowledge bases (like the IUKB), Frequently Asked Questions (FAQs) files (like the IU/ChaCha Search Engine FAQ, static web pages, library databases of electronic articles or books, and digital archives of text (like the IUPUI University Library Digital Collections), or archives of audio or video (like the Internet Archive's Movie Archive or Audio Archive).
Virtual Reality (VR)/Artificial Reality (AR) Virtual reality (VR), which is also called artificial reality (AR), is an environment created in part and maintained by a computer. It can include video, audio, and some tactile elements by using multimodal devices such as gloves, arms, and treadmills. Frequently seen in gaming, VR/AR communities are becoming more common in education. VR/AR can include a collaborative environment where graphical representations of homes, offices, and even people can make the experience seem more real and bridge the time-place matrix. These virtual/artificial spaces can be small and tied to one program or can be part of a larger global community. One example currently being widely tested for educational purposes is Second Life. Tony Karrer has compiled a selection of videos that give you idea of life and learning in Second Life.
Really Simple Syndication (RSS) Feeds Really Simple Syndication (RSS) feeds are a group of file formats used by news websites, blogs, and other regularly published content providers. You subscribe to a site that provides RSS feeds to be notified when new information, articles, blog posts, etc., are added. You can then use RSS Reader software like Google Reader, FeedReader, or Bloglines, which monitors these feeds to retrieve the new information. If you would like a more detailed description, there is a great video RSS in Plain English that will provide an overview.
Web 2.0
Back in 2005 O'Reilly described Web 2.0 based on a set of key competencies that encourage participation and interaction. The major theme is that "users add value" and that value can be added either explicitly via user feedback, co-authoring, etc. or it can be added implicitly through the aggregation of user data such as usage patterns. Web 2.0 is more about platforms and services than applications. Applications such as a discussion forum software or a text editing software or a photo sharing software can be replaced piece by piece within a platform as new application are developed that better meet users' needs. This leads to a state of "perpetual beta" where the platform, CMS, or for that matter, the course or training program, is never finished. It is always in the process of being improved and added to. Web 2.0 is also about access on multiple types of devices. Access on PCs as well as access on mobile devices is important to ensure that users are connected as much as possible to the platform.
Web 2.0 is also about multimedia. For example, you can hear the audio version of O'Reilly's article on Web 2.0. You can also read it in English, Spanish, Korean, or several other languages. Or you can watch him on video.
Web 2.0 is about interacting with information and with others in new ways. In the past few years the quantity and quality of applications fostering this interaction has grown exponentially. One examples is social bookmarking (see the Social Bookmarking in Plain English video), which began with applications like de.licio.us and digg, and have expanded to add additional features like Connetea. Click on any of the icons below to investigate more social bookmarking tools.
Thinking Point
Connetea, in addition to being a social bookmarking tool, is also an example of a new push for more accessible scholarly bibliography management. While Connetea is specifically designed for the science/health sciences community, it can be used by anyone in any discipline. Another example of a free, web-based bibliography management service in development is Zotero which works as an add-on to your Firefox browser and does not include the social bookmarking elements. (Here is a recent article on Zotero - Note: you have to create a free account with the journal to access the article.)
Services such as Facebook, Ning, MySpace, Tribe, Linkedin, and other social networking platforms are other examples. Many educators are exploring the use of social bookmarking and social networking to build smaller learning communities within their organizations and larger communities of practice across organizations within the same discipline. The CommonCraft Show has a nice post on how Social Networking Sites work.
Wikis, blogs, rss feeds and other communication and collaboration tools listed above are also applications that can exist as part of an integrated, dynamic Web 2.0 service such as a mashup. Mashups, creations similar to digital collages, aggregate or integrate data incorporating text, graphics, and media from different sources and are another new way to create digital content - both as instructors and for student assignments. kwout is one free online option for capturing quotes and images to add to a mashup. There are also mashup editors that capture content from multiple sources automatically like Yahoo Pipes, Microsoft Popfly, and Mozilla Ubiquity. If you are interested in collecting content from a variety of sources you may want to watch the 5 Minute Intro to Yahoo Pipes video by Marshall Kirkpatrick or the DemoGirl video of Ubiquity.
In addition, more learning/course management systems are integrating Web 2.0 applications. Haiku is one that actively marketing itself as a Web 2.0 LMS for corporations and educational institutions.
For an interesting video introduction to Web 2.0, please watch the following video:
Cathy Moore at Elearning Blueprints offers an interesting video on learning with Web 2.0.
