This week’s EL6052 (eLearning Theory and Practice) lecture explored considerations and procedures related to the implementation of blended and fully online programmes.
I was particularly drawn to the topics discussed in this week’s lecture, as working in the field of education I have experienced first-hand the implications of online and blended learning over the past number of years. As an Assessment Specialist, one of my responsibilities is to develop assessment materials for high-school English language students in alignment with the syllabi they are taught. The results of these assessments illustrate to what extent the prescribed learning objectives have been achieved. With the emergence of Covid-19 in Spring 2020, and the (literal) overnight transition to full-time distance-learning, the landscape of academic assessment, like many aspects of every industry, was turned upside-down. While industry-wide concerns such as the integrity of assessments in an online environment were quick to surface, what was of immediate concern to me were the implications this transition would have on the deliverance of educational content, and consequently, how to assess it.
Eager to appear prepared and reassure students and fee-paying parents, it felt like educational institutions were encouraging education professionals to incorporate the latest tool and platform into their lesson plans and projects. Such was the level of frenzy, that at times it felt like shiny tools and platforms were spawning on an almost daily basis. If those trying to incorporate the latest tool were (metaphorically?) struggling to keep their head above the water, then the majority of those trying to use them were, unfortunately, firmly rotted to the ocean floor.
This blind race to superiority in the EdTech stakes, in my opinion, ultimately lost sight of the very principle that was inspiring it, the effective deliverance of challenging and engaging educational content. Sight of this principle was lost amidst the Powtoons and Padlets of the world. Sure, both have an effective role to play in education, but not at the expense of learning.
Therefore, in relation to the content of this week’s lecture, I found the exploration of practical steps that should be considered when designing a virtual classroom extremely relevant, particularly given the unprecedented acceleration eLearning has recently experienced. This principle, along with the learner support systems also discussed in this week’s lecture (link), should form the foundation of any learning content that is set to be delivered online or via distance learning. This applies to not just second and third level educational settings, but also to the world of corporate instruction and learning and development.
Thankfully Covid-19 and many of its enforced changes have since subsided, but moving forward, specifically in an educational context it is important to remember, technology should enable instruction and education, not drive them.
Image 1 source: Schlessinger, A. (2016). Will that shiny new LMS support digital learning objectives? [online] www.linkedin.com. Available at: https://www.linkedin.com/pulse/shiny-new-lms-support-digital-learning-objectives-andrew-schlessinger/ [Accessed 16 Feb. 2023]. Image 2 source: Created on meme generator Imgflip.com
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