ELDT 6100: Foundations of Learning, Design, and Technology
ELDT 6100: Foundations of Learning, Design, and Technology
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An introduction to Learning, Design, and Technology, with a focus on current trends and best practices in teaching and learning theory, instructional design, and technology integration. Sample Projects include an instructional aid with a full explanation of its ADDIE process, a timeline of Online Higher Education, and a discussion of SAMR and TPACK for transitioning activities from seated to online instruction in a higher education humanities course.
An introduction to Learning, Design, and Technology, with a focus on current trends and best practices in teaching and learning theory, instructional design, and technology integration. Sample Projects include an instructional aid with a full explanation of its ADDIE process, a timeline of Online Higher Education, and a discussion of SAMR and TPACK for transitioning activities from seated to online instruction in a higher education humanities course.
Project Reflections
This project stems from my own teaching experience and is something I can use with my students in the future; I selected it because it seemed like it would be easy to define and measure learning outcomes as there are very clear rules for citing sources in each format. As I neared completion, however, I was struggling to identify a good way to evaluate the success of the instrument, at least in the time remaining in that semester. In particular, I am unsure of the best balance between explaining why we do things a certain way and just modeling the formats. I still anticipate using this with students and refining it further based on their feedback.
Project Reflections
This timeline explores the development of remote college programs, considering a variety of correspondence approaches before turning to online higher ed. It also considers educational theories and technologies that have contributed to online higher education. It was useful to see how many of the things people hype as "new" are in fact grounded in older philosophies and technologies. I used the Sutori tool to build the timeline; I enjoyed working with Sutori and can definitely imagine building course content with it or assigning it to my students.
Project Reflections
In this class activity, I walked through the steps for converting a seated educational experience--in this case, reading and discussing academic articles in a humanities seminar--to an online format. It was a helpful reminder that both online and classroom education have the potential to be passive or interactive, and that the instructor needs to work to make all formats more conducive to student engagement and deep learning. This activity has prompted me to look more closely at every tech intervention I use and to continually question whether it adds to student learning in a meaningful fashion.
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