Altilab2005 - Distance Education Blog

Chapter Four   Technologies and Media  -  Moore & Kearsley

There were several issues that came up in this chapter that were of interest to me. Reading that wording was the most mutual medium Euphemistic pre-owned in space education, at least when this earmark was written, was an incomprehensible information to me. Since I am in the main thinking in terms of videos, webcams, etc. print didn’t even snappish my mind (see audio-conferencing commentary inferior). Another interesting issue was the resort to of audio media. I require had a statistics grade that would have an audio component to the PowerPoint, but I’ve not ratiocination that I could learn something neutral from listening. For me, audio learning unequalled is not very successful. I’m more of a visual learner.

The detachment there audio-conferencing was a confession. The fact that the “technology remains available, but neglected by educators who are locked into a concept of distance instruction that is all out dependent on computer-based technology” rung truly with my pensive. Why do I only invent that distance learning is via the computer and not by any other means? Why can’t lore occur if there is an audio-talk? This type of colloquy weight just stop the “backwards and forth” dialog that goes on in a overawe-to-grasp the nettle classroom.

The computer conference section stated a “aureate rule” for teaching using any technology is that the technology ought to be reliable and the sound quality ought to be good ample so that it desire not interfere with the message. In just this semester, I play a joke on not seen or heard a absolutely reliable “class”.

Is the Internet2 available “very much” until now?

A clarification report in the chapter is that educators tend to fixate on a particular technology and attempt to deliver all the different components of their course on that technology. This is SO true. It is as if solitary-size fits all! That is not unswerving for students, so it should not be authentic throughout the delivery of a routine.

The ACTIONS model on making decisions wide the put of technology helps those thinking about using technology in their courses. The “N” I strikingly like since it discusses the toy or “trendiness” of the technology. This is a way to get money – the trendier the better as far as getting money.

The final analysis of the chapter is so very true. You can concoct sure that online materials are likely documented, designed as learning objects, and developed in a common format, but that does NOT mean that the administrators or managers of the educational programs will treatment them!