Etec524: Learning Technologies: Selection, Design, and Application

lamp icon

Identification

During the pandemic, the entire moves to the e-setting have set more profound challenges for each of us in terms of technologies’ selection, design, and application. I realized that being a tech-savvy doesn’t imply being capable in any of these areas. Etec524 was a timely learning experience that offered me helpful guidelines and compelling criteria for selecting and evaluating technology. Also it offered me the backdrop of online learning. Throughout two critical tasks in this journey:

some learning outcomes from etec524
Setting icon

Conceptual Design

There are several approaches for selecting, evaluating, and adopting technology platforms. I found the SECTIONS model as the most comprehensive framework (Bates, 2014). It is not only meant for educators to utilize; it is a holistic approach that can be used to evaluate technological tools in any given setting and considers the perspectives of different stakeholders (Bates, 2014). Most of the categories in the “Rubric for Higher Education in Hungary: Business Programs” artifact were influenced by this model.

Designing an online course also requires theoretical foundations and several types of practices in order to achieve an effective, efficient, and satisfying learning experience including:

Online Learning best practices 1) backward planning. 2) COI model. 3) UDL. 4) Authentic Assessments
code icon

Implementation

Rubric - HME: Business Programs Scenario: Goal [3] Hover here Goal [3] To further develop a critical perspective in order to evaluate and draw conclusions about technology developments.

 In this task, our group developed a rubric for a given learning scenario. It would support the Hungarian Ministry of Education (HME) to select a unified Learning Management System (LMS) for the twenty-eight institutions offering business-oriented programs in the country. Bates’s (2014) SECTIONS framework was selected to inform our work as its components integrate both the educational and operational aspects enabling a balanced evaluation from the instructive and administrative lens. The artifact demonstrates my ability to enact a multidimensional lens while deciding on a technological solution (beyond the all technical perspective) and to develop rubric components enabling the evaluation of possible technological solutions intended for achieving some required outcomes. This experience partially served my third MET goal encompassing critical evaluations of LMSs.

Online Learning Module - Introduction to C++ Programming : Goals [2 & 3] Hover here Goal [2] To apply knowledge and skills to create educational resources aimed at broadening interest in computer science education.

Goal [3] To further develop a critical perspective in order to evaluate and draw conclusions about technology developments.

Using MoodleCloud, I designed a complete learning module introducing C++ programming to non-programmer audience. Pedagogically, it was a unique opportunity to apply the theories of online learning I learned through Etec524. Technically, I learned how to create and organize an online learning environment within an LMS and use MoodleCloud features. Also I gained more confidence and experience to create my own multimedia products, but the most critical attainment was working around the LMS limitations. 

To login to my course, please use the following:

  • Username: student
  • Password: 123456
CHECK MARK

Evaluation

Etec524 has contributed to developing a new understanding of technology. Technology isn’t merely tools and applications for supporting the learning process in the classrooms but also a quality shift and new learning paradigms that open an entirely new world of educational opportunities. This perspective comes with a set of responsible actions in terms of technology selection, design, and application.

Developing the rubric challenged me to consider a scenario beyond the scope of my context. It pushed me to think about the overall features and perspectives that need to be considered when evaluating LMSs.

My big learning moments in Etec524

The design experience was also rewarding. However, I encountered the limitations of the free version of MoodleCloud as many features were disabled. Also, I was lagged by several technical issues while adding the content to the Moodle pages, uploading the videos, and more. These issues pertain well to how the LMS featuring can stifle pedagogy and eliminate the capabilities to implement an effective online experience. It was another exercise that points fingers at technology deficiencies and the limitations of ready-made, top-down solutions. This essentially urges us as technologists to :

to join forces and start developing new educational practices horizontally and in a dialogical manner with our fellow teachers (Teras, 2020, p.874)
Following my Moodle experience, I experimented with alternative environments that sell as: Unlike the traditional LMSs, they are more interactive and aesthetically appealing platforms equipping modern features to keep the learners’ attention. One of these LMSs was LearnDash that I used in my “Health Toolkit Project” in Etec565B and I observed closely the discrepancy between promises and improvements brought by commercial digital solutions.

Higher Education in Hungary: Business Programs

  •  
Rubric
Pedagogical factors
(%) Total Weight
41.6%
Mainly evaluate if LMS:
Technological factors
(%) Total Weight
31%
Mainly evaluate if LMS:
Organizational factors
(%) Total Weight
21.4%
Mainly evaluate if LMS: