Technology and Adult Learning

      Technology is the foundational reason I have finished 3 post-secondary degrees. Without technology I would not have had the wherewithal to complete a degree in the traditional brick and mortar fashion. Even correspondence courses could not hold my interest. Online learning brings to entire classroom experience right into my home office. It has structure and a set time frame which keep me motivated and interested. That being said, there have been challenges along the way!

      My biggest challenge with online learning has been with the course management system (CMS), sometimes called the learning management system (LMS). I enrolled in a popular school’s master’s degree psych program which used a common LMS. Everyone, peers and instructors, seemed to have a good grasp of it and navigated it easily. The school elected to discontinue this popular LMS in favor of their own proprietary system. While this system may have been in it’s infancy, my experience of it for a year and a half was mostly nightmarish! The school email system didn’t work, DQ boards commonly dumped users while posting without saving information, links to references seldom functioned, instructor posting notification systems didn’t work, and the worst: even tech support people admitted they hadn’t been trained in the system and couldn’t help! From this experience I have learned that a successful online instructor MUST be familiar with the CMS/LMS. To gain my trust as a student, an instructor must understand how to navigate the system, be able to respond to basic user questions, and be able to access all information sent to them in a timely manner. In a number of classes I have had instructors who don’t answer instructor forum or direct email questions because “the system didn’t notify them that they had a message.” If I have to check a DQ board every day to see if new messages have been posted, is it too much to ask an instructor to do the same? Boettcher and Conrad offer the simplest of advice: “Focus on the essential tools, and build your first course around those tools.” (Boettcher and Conrad, 2010 pg 57) As a new instructor, my goal will be to be completely familiar and comfortable with the CMS prior to the beginning of class. Numerous tutorials are available and most institutions offer workshops and continuing education seminars to learn and keep up with the CMS and any changes/updates. The CMS is the most basic online tool and is the foundation for any of the rest of the course materials, resources, links, communications, and interactions.

      Once the CMS has been mastered, an instructor can explore the myriad of other technological tools available. Popular tools are webcasts, podcasts, wikis, blogs, synchronous collaboration networks, mini-lectures, instant messaging, and social networking sites. Prior to applying any of these tools an instructor must consider student technological efficacy. Many adult learners have limited experience with technology and can be lost completely with requirements to use a technology they do not understand. For this reason, an instructor should have a solid working knowledge of any technological tool they may want to incorporate in the virtual classroom. Students with questions on how to access or use the technology should be given simple, patient direction. Most technologies make the learning process simpler and more fun, but getting past the learning curve can be challenging!

      The tools and technologies available today, and dreamed of for tomorrow, are what make online learning such a viable method for ongoing learning. The scope of information available is infinite, and the ability to communicate worldwide is instantaneous. Learners are able to access this technology at their own convenience and pace (within a structured program). Open source educational opportunities allow students to explore topics completely at their own pace and without prerequisites. Software technology allows production of professional Power Points, papers, videos, and other presentations which students can easily create and turn in. Advanced technology checks for plagiarism and makes grading easier through rubrics. Not only do these technologies make an instructor’s job easier, students are able to grasp concepts and expectations easier as well. This makes the entire educational process smoother and more successful.

      As an instructor new to teaching adults online my initial focus will be to fully understand the CMS/LMS and where and how materials, instructions, and expectations are located within the CMS/LMS. Additionally, a good working knowledge of communications systems (email, discussion boards, individual forums, etc.), grading systems, and turn-it-in systems is a must. Once I have a good foundational knowledge of these systems, I would like to use audio and video media resources for announcements, lectures, and introductions. More advanced technologies such as synchronous collaboration tools would be implemented as both myself as the instructor and the learners become more comfortable with technology. We live in an information and education rich era where all can take advantage of technology to learn and grow.

Applications and Multimedia Resources:

Adult education has evolved along with technology. Online education is the prime delivery system for busy, responsibility filled, time starved adult lives. My own adult education experiences began with correspondence learning in the late 1990’s. Fortunately, that educational experience evolved into a high tech, online system which allowed me to complete my degrees. Without this evolution, I likely would never have finished my education. Self-study never held my interest, procrastination and distraction being my bane. Correspondence and self-study surely had its successes, but I suspect many like myself faded away without encountering the rebirth of passion for learning that I experienced when technology led the way into the new millennium of education.

 

Technology continues to entice me, to lure me further into my educational journey. An application that I believe encourages others to join into this journey is the Edmodo networking system (URL: https://www.edmodo.com/about/). Designed to create a network for students and instructors in a traditional learning environment, it is similar to an online discussion board morphed with a classroom café. Whether a traditional classroom or an online environment, Edmodo brings participants in the classroom together as a community where ideas can be shared, help asked for, and links for learning offered. This community of learners is what I was missing in my self-studies. Building a community creates an opportunity for all to learn and grow. It also offers a way for the educator to track usage patterns and both individual and group growth. These are valuable qualities to create a successful learning environment.

 

Another technology which has been responsible for my success in many learning opportunities is YouTube. YouTube as a multimedia resource is demonstrated in this URL: http://www.youtube.com/watch?v=2yQfOYdCzoM&noredirect=1. This instructional video gives students specific, tangible instructions on how to access a multimedia resource. A simple, two minute presentation offers narrated audio, instructional video, and clear direction from the teacher on how to be successful. I have used YouTube in countless ways to simplify my learning processes. My own experience tells me that without these resources my own success would be greatly impaired. One of my hobbies is amateur radio. I enjoy building and installing equipment and antennas. The complexity of the projects available for application today has greatly increased due to the technology available for directions and examples. I can safely say that I have undertaken projects which I never would have been able to attempt, let alone complete, without these multimedia resources. Likewise, in my educational experience, I am not sure I would have been successful in graduate statistics without the numerous instructional videos available on YouTube. These experiences translate directly into professional educational applications. Offering students links to instructional videos, and creating my own videos of the same, allows students to learn in their time, at their pace, and in ways that make sense to them. With literally hundreds of thousands of educational videos on file, finding a resource which resonates with an individual set of experiences, cultural differences, or learning styles is an excellent way to insure a more successful learning experience for all.

 

Psychology is an area in which I have a desire to teach. Computer technology has advanced to the point where it is possible to create “virtual” simulations. Pearson Higher Education (http://www.pearsonhighered.com/educator/product/Simulations-in-Educational-Psychology-and-Research-21/9780131137172.page) offers an interactive educational psychology research program using five different virtual experiments. This is an opportunity to have students participate in an interactive virtual experiment, and then express their own experiences and conclusions. Having students write about their experiences in a discussion group format allows learners to experience each other’s perspectives, validate their own findings, and discover elements they might have overlooked. Using virtual experiments allows the same experiment to be repeated without any changes in parameters. As students choose methodology and types of analysis, results change. Student discussion can revolve around the assets and liabilities of the methods they chose. In this way, everyone is working on exactly the same experiment, but approaching it from their own personal perspective. As a group of learners works together, they can form a “best practices” approach to each virtual experiment. An additional benefit for an instructor is that the experiment never changes, each class that is taught uses the same virtual experiments and the instructor can bring collective wisdom to the discussion.

 

Disadvantages of using gaming or simulations may be that their use brings some element of impersonalization to the educational environment. Activities which may have been done with role play or other personal interactions in the past become virtual interactions. However, as technology advances, virtual technology is becoming more and more realistic and lifelike. Other concerns may be the efficacy of learners in using advanced technology, as well as the availability of computer hardware powerful enough to take advantage of the software technology. This must be considered before requiring a student to participate in a virtual experience that his computer isn’t powerful enough to reproduce. This concern, though real, is being addressed with newer, more powerful computers, at lower costs. Software developers are also aware that to realize the greatest number of potential customers, they must develop software that will work on a majority of machines. A forward thinking educator will consider his learner’s abilities and limitations, as well as their equipment’s abilities and limitations. He will then be able to offer assistance or referral as needed. The power of the Internet, as well as advanced hardware and software technology, make this exciting times for education in the 21^st Century and beyond!

And away we go…

Launching an online course in a positive manner is key to success in the learning environment. The old adage “you never get a second chance to make a first impression” is true here. How we start the course determines the momentum we carry forth into the remaining weeks. A poor start is difficult to overcome, especially in shortened terms commonly found in online education.

Positive, lasting, first impressions can be created in several ways. Two common, and effective, methods are Introductions/Bios and Icebreakers. Building a learning community is crucial to the success of an online learning environment, so the “getting to know you” phase carries much significance. What the learner says (and doesn’t say!) in an introduction/bio helps both peers and the instructor begin to create a personal connection with the learner. Online learning especially carries the potential for a learner to just feel like a “number” who is remote, alone, and insignificant. Developing a personal connection counters this potential by creating a safe and trusting learning environment. Icebreakers can be a fun and informative tool in getting to know each other. A well designed and implemented Icebreaker further builds personal connections by capturing learners’ interest in fun and unique ways. Many learners may expect a rigid and formal classroom experience and are surprised to find humor and genuine interest expressed in creating personal connections.

Building community also allows creation of presence. I can best describe this as “being there.” Learners need to know that their peers and the instructor are there for them and with them. Presence should be demonstrated at many levels: social, cognitive, and teaching. These do not pertain just to the instructor; everyone in a learning community gets involved in each level of presence and should be encouraged to do so. Though they may not think so, learners have something to offer, especially from a teaching perspective. Likewise, the instructor stands to learn from the experience as well, and should let the community know that!

Another important aspect of building community and creating a safe and trusting learning environment is to encourage learners to review the course requirements, content, and resources. They need a clear understanding of the syllabus and the course rubrics. Not understanding what the course expectations are creates an environment which lacks trust and cohesion. A thorough understanding of all expectations puts the entire learning community on the same page and avoids hurt feelings and surprises later in the term. Learners should also become familiar with the Course Management System (CMS) and be allowed to ask questions to resolve challenges in navigating this fundamental part of online learning. Not understanding how to navigate the CMS presents an immediate roadblock for learners and can result in them feeling confused, angry, and disconnected. This is easily overcome with a CMS orientation and an open door policy with any questions about its navigation.

Additional considerations for developing a successful learning community may be the previous experiences (or lack of) of the learner, cultural differences, gender, generational issues, language ability, cognitive abilities, and personal expectations/goals. A well prepared educator is aware of potential issues and is ready to address issues as they come up. Especially when teaching adults through an online forum, the diversity of the population is almost infinite. Being successful in creating a safe, trusting, connected online learning community will require the educator to be sensitive, prepared, and versatile. Working together, learners and educators can coalesce into an online community which is a successful learning environment.

ONLINE COMMUNITY BUILDING

 

Creating a community of learners is key to the success of an online educational environment. The three essential elements of an online community are:

1.)   People- there must be a group of learners who can develop a sense of who the other is

2.)   Purpose- the group of learners needs to have a similar reason for being there (goals)

3.)   Process- how is the learning accomplished? (learner to learner engagement, co-created knowledge, collaborative activities)

Adult learners who have a background of traditional learning environments are especially prone to feeling isolated and disconnected in an online environment. Traditional learning techniques do not work in an online environment; therefore building community counteracts this tendency to isolation and engages all learners (and the instructor) in the educational process. The instructor is involved on an equal level, as all participate in co-creating knowledge. In an online community, learners feel like a part of something larger, outcomes are stronger, and there is social pressure to succeed, as well as social/peer support in learning.

            Sustaining online communities begins before the class does. An instructor might send out welcome emails to students and/or there may be an online orientation available that is encouraged to review. Learners must be enculturated into the community. This may begin by using an icebreaker or introduction post which other students are encouraged to respond to and acknowledge. The instructor should be familiar with the technology used in the course and should have a frequent presence, especially in the first two weeks. Improved instructor presence improves attrition rates. The instructor and the Learning Management System design should convey a sense of warmth and be easy to navigate. More complex forms of technological involvement should be introduced slowly, especially with adult online learners.

            Adult learners do not have the advantage of a lifetime of experience with today’s technology. Many adults are returning to school many years after their most recent educational experience. Online learning in general and technology in specific may be very foreign and overwhelming. Creating an online community where learners can interact and learn not only from the instructor, but also from peers who may have very similar situations or stories, improves educational outcomes and student satisfaction. Online communities create a holistic approach to education, whereby each member of the community is both a learner and an instructor. This investment into the group and the process creates improved outcomes and increase social presence. This then improves educational success and personal well-being, which promotes continued educational pursuit in the attainment of personal, professional, and educational goals.

ONLINE COMMUNITY BUILDING

 

Creating a community of learners is key to the success of an online educational environment. The three essential elements of an online community are:

1.)   People- there must be a group of learners who can develop a sense of who the other is

2.)   Purpose- the group of learners needs to have a similar reason for being there (goals)

3.)   Process- how is the learning accomplished? (learner to learner engagement, co-created knowledge, collaborative activities)

Adult learners who have a background of traditional learning environments are especially prone to feeling isolated and disconnected in an online environment. Traditional learning techniques do not work in an online environment; therefore building community counteracts this tendency to isolation and engages all learners (and the instructor) in the educational process. The instructor is involved on an equal level, as all participate in co-creating knowledge. In an online community, learners feel like a part of something larger, outcomes are stronger, and there is social pressure to succeed, as well as social/peer support in learning.

            Sustaining online communities begins before the class does. An instructor might send out welcome emails to students and/or there may be an online orientation available that is encouraged to review. Learners must be enculturated into the community. This may begin by using an icebreaker or introduction post which other students are encouraged to respond to and acknowledge. The instructor should be familiar with the technology used in the course and should have a frequent presence, especially in the first two weeks. Improved instructor presence improves attrition rates. The instructor and the Learning Management System design should convey a sense of warmth and be easy to navigate. More complex forms of technological involvement should be introduced slowly, especially with adult online learners.

            Adult learners do not have the advantage of a lifetime of experience with today’s technology. Many adults are returning to school many years after their most recent educational experience. Online learning in general and technology in specific may be very foreign and overwhelming. Creating an online community where learners can interact and learn not only from the instructor, but also from peers who may have very similar situations or stories, improves educational outcomes and student satisfaction. Online communities create a holistic approach to education, whereby each member of the community is both a learner and an instructor. This investment into the group and the process creates improved outcomes and increase social presence. This then improves educational success and personal well-being, which promotes continued educational pursuit in the attainment of personal, professional, and educational goals.