“Computers and Google can indeed give us the routine information and facts that we need. What we want from people who stand before us (or, on line) and give a talk is to give us that which data and information alone cannot: meaning. Remember we are living in a time where fundamental human talents are in great demand….. What we yearn for is to listen to an intelligent and evocative – perhaps at times even provocative – human being who teaches us, or inspires us, or who stimulates us with knowledge plus meaning, context, and emotion in a way that is memorable.”
-Garr Reynolds “Make Presentations That People Will Remember”
Presentation Zen – Reynold’s Blog
This week’s Policy and Planning reading emphasized that we don’t lack content in this age of information. Rather, what we lack is context and meaning in our learning environments. Teaching inevitably involves content. But, is the content presented in a context which connects with the learner? How relevant is content to the learner? Can learners make meaning of the content? How can learners be helped to make connection with content…to create a genuine learning experience?
I recently participated in a corporate training module that showed users new features of a computer system they use daily. However, the module did not present the context in which the upgrades would be used. [The training also targeted multiple departments with different uses for the system - different needs]. If the training had used scenarios, or posed a problem to be solved with the software enhancements, the learning module would have been placed in a more meaningful and relevant context for learners.
Williams and Duarte in their discussions on design have also pointed out that design can help provide meaning and context. Granted, design can also be phluffy. But, the design they advocate is design that serves a purpose, enhancing a message or improving usability. Design can also put a human element into the content, especially worthy of consideration in all computer mediated forms of learning.
My ending reflection from the readings, context and meaning are essential ingredients in creating effective learning environments.
First, to acknowledge, we had two readings this week in Policy and Planning. The second reading was “Suggestions for Bottom-Up Design of Online Programs.” The second reading was informative, detailing how the University of Florida began implementation of a completely on line degree program. There was much trial and error before hitting on a completely successful on line Masters program. While the article provided insights into the decision making process of selecting an LMS, whether or not to use a third party vendor and how to administer a non-traditional program within a traditional education structure, I found the article “Is There A Class With This Content?” to be more engaging.
In the article “Is There A Class With This Content?” a couple of strands of thought came together for me.
Interactivity and Social Presence in eLearning
The author traces the origin of Computer Based Learning in the article. She does a great job of linking the beginnings of computer based training to Behaviorism. The idea that teaching happens in controlled environments where information is presented and a learner absorbs the presented information. Testing is feedback. Learning and related testing leads to a demonstrable competency on the part of the learner. This to me is fascinating. In part because I have been exposed to more social constructivist philosophies for most of my adult learning. The article puts the early beginnings of computer based instruction into a context wherein computer based training models were extolled as superior to models of learning where “live” teachers create “mass produced learning” designed for the median, not the individual. It was fascinating to reflect on how things have changed. Currently, best practices in computer based medium advocate creating a social presence, building learning communities in a new computer mediated environment. It was amazing for me to see how the perspectives have changed.
Tie in to Personal Learning Environments
As I’ve thought about our group’s presentation topic, Personal Learning Environments. I saw a continuum in my mind, on the one side of the continuum were Computer Based Training Models with control in the hands of the instructors/designers. In the middle of the continuum were LMS / CMS /LCMS systems offering instructor control over content and set up but student participation and discussion (social presence). With Personal Learning Environments control is outside of institutional / instructor control and in the hands of each individual learner. The learner has become self-directed. It is interesting to think about where this might go in the future….and an idea for a graphical illustration!