Facilitating Learning Online - APR2015-OER

What are you trying to achieve (in practical and pedagogical terms)? Take some time and think about the ways in which you believe learning can be supported effectively online. What kinds of learning do you want to stimulate? What do you have available to you already? Why are you looking at selecting different tools? Could you work with the tools available to you at your school? The advantages of working with tools you have available are many - you will be able to ask for technical assistance, you are likely to be able to ask for sage advice from other instructors who have used the tool, you may have access to additional training in the effective use of the tool. Finally, you shouldn’t have to think about protecting student privacy or administrative tasks like maintaining the currency and functionality of the tool. If you decide to look beyond the boundaries of your in-house technologies, what other issues should you think about?

Tool Characteristics and Affordances

Although there are different definitions of “affordances” of technology, a simple way to think about tool choice can be to consider the possibilities the tool offers to support the learning activity you are going to use. What potential does the tool have to allow collaboration, knowledge construction, posting to your course site, sharing within the class, sharing publicly, etc.

An important affordance to consider is whether the tool requires users to use it at the same time (even if they don’t have to be at the same place)? Can the tool support learning, for each learner, when they want to use it? Can the tool be used for both kinds of learning - synchronously or asynchronously?

Synchronous vs. Asynchronous Tools

Is this really the question? Perhaps. But it is not the first question we ask. Before deciding that one tool, or group of tools, is better than another, we need to ask, "Better for what?"

Synchronous: existing or occurring at the same time* (e.g., Skype, Collaborate, Google Hangouts, etc.)

Asynchronous: not occurring at the same time* (e.g., Moodle`s discussion forums, blog posts and comments, online bulletin boards, etc.)

* Definitions from The Free Dictionary

Johns Hopkins University School of Education, Center for Technology in Education ©2010 suggests that "Asynchronous learning can be effectively used for in-depth discussions that take place over time, role playing, application-based case study scenarios, one-to-one interactions among students, and activities that require more independent thinking time." And,

"Synchronous learning can be effectively used for showcasing web or computer applications, explaining difficult concepts, delivering lectures via PowerPoint, structured group brainstorming, hosting guest speakers, new topic introductions, community building, and question and answer."

Often students have a preference for one environment or the other, depending on their individual learning preferences. Students who are vocal, think on their feet and are confident - may prefer a synchronous learning environment while more reflective learners may prefer asynchronous learning activities.

As you work through this week's activities, take note of your own preferences. Where do you think you are a more effective learner? Which tools support you in which kinds of learning activities?