The first lecture opened with a brief introduction of e-learning, with its various definitions and perspectives. Being part of the IT-savvy generation, it was not difficult for me to identify with e-learning and its attributed characteristics.
In the last 12 years of education, all of us have been exposed to varying degrees of e-learning: from basic educational computer software, to completing and submitting coursework through a learning portal, and subsequently, to a more interactive learning environment - where we can access files and communicate easily with our teachers and peers, i.e. Second Life, IVLE, forums. E-learning, whether as an educational technique OR as a method of delivering education, is ever-evolving alongside the technology of its medium.
I personally enjoy the benefits of e-learning. In an online context, the lack of physical distractions allows me to concentrate better, and I find it easier to piece my thoughts together and type out a coherent argument. People feel that real-time conversations in an online chat room are messy and misdirected, but these chat logs and records can be re-read to review spoken content. Alternatively, a system can be implemented that will limit the number of people typing at the same time.
In the last 12 years of education, all of us have been exposed to varying degrees of e-learning: from basic educational computer software, to completing and submitting coursework through a learning portal, and subsequently, to a more interactive learning environment - where we can access files and communicate easily with our teachers and peers, i.e. Second Life, IVLE, forums. E-learning, whether as an educational technique OR as a method of delivering education, is ever-evolving alongside the technology of its medium.
I personally enjoy the benefits of e-learning. In an online context, the lack of physical distractions allows me to concentrate better, and I find it easier to piece my thoughts together and type out a coherent argument. People feel that real-time conversations in an online chat room are messy and misdirected, but these chat logs and records can be re-read to review spoken content. Alternatively, a system can be implemented that will limit the number of people typing at the same time.
In my opinion, the first and most basic level of learning can be done through e-learning; such as providing a brief overview or one-way delivery of content (lecture), and also allowing simpler/casual exchanges of opinions and comments. I feel that online discussions tend to be more engaging and interactive. The next level of learning that involves clarification of doubts and more complex cognitive exchanges may have to be done face-to-face with tutors or peers. As mentioned in the readings, low contact with instructors can cause a sense of isolation or lead to poor learning due to a lack of self-directed study skills. Therefore, I believe that a good mixture of physical presence and online interaction can facilitate better learning.
NM3204 is a module aimed towards equipping the students with the necessary skills to design for effective online learning. As found in most design work, I believe that designing for effectiveness lies not in obsessing over the medium (Internet/Computer Programming), but rather, places emphasis on the interface that is directly interacting with the user.
We know that human communication is the most important factor affecting the effectiveness of learning. In addition to inculcating that sense of personal touch into these digital interfaces, it is also essential for designers to study the learning behaviors and trends of potential users. These knowledge will allow e-learning designers to create the most appropriate online environment that is well-tailored to the needs of its users. These learning environments may not necessarily have to be complex systems.
This is what I hope to learn from NM3204 from now on (:
NM3204 is a module aimed towards equipping the students with the necessary skills to design for effective online learning. As found in most design work, I believe that designing for effectiveness lies not in obsessing over the medium (Internet/Computer Programming), but rather, places emphasis on the interface that is directly interacting with the user.
We know that human communication is the most important factor affecting the effectiveness of learning. In addition to inculcating that sense of personal touch into these digital interfaces, it is also essential for designers to study the learning behaviors and trends of potential users. These knowledge will allow e-learning designers to create the most appropriate online environment that is well-tailored to the needs of its users. These learning environments may not necessarily have to be complex systems.
This is what I hope to learn from NM3204 from now on (:
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