Learning technologies may be considered on a continuum of innovation ranging from renewal to new. Renewal would be replacing one technology with another similar technology. In the middle between renewal and new would be replacing a technology with one that has many new features. New would be introducing a technology that has few or no […]
Category: LRNT 524
Design Principles to Assess Learning Technologies
When assessing learning technologies, frameworks such as the Bates’ SECTIONS framework may be considered (Bates, 2015), but I am going to make the argument that it is overly high level and does not focus enough on the teaching and learning value of the technology. The SECTIONS model looks at criteria such as Student access, Ease-of-use, […]
Unit 2 – Activity 1 – Orienting yourself to the field of innovation, renewal and change
In this activity for LRNT524 in the Master of Arts in Learning and Technology program at Royal Roads University, we were directed to read Dron (2014) and Goldman et al. (2012) and post our thoughts, concerns, and questions. In running an educational institution with hundreds of courses, running the courses efficiently is, in my opinion, absolutely […]
Assignment 1 Part A: Design Thinking Process – Jason and Mary
Background We are developing a design solution for an online program component that will encourage students to engage in intellectual risk taking and become more actively engaged in the online learning environment, while also allowing students to have a greater sense of inclusion in their online learning community. Component Design While we developed the component […]
LRNT524 – Activity 1 – Post your thoughts, concerns and questions
For this activity we were reading Bates (2014) and Thomas (2010). The short Bates reading mainly argues that the ADDIE instructional design model is too inflexible to be appropriate for teaching in the digital age, while Thomas is a long reading that covers a lot of ground. Thomas (2010) points out that instructional design is […]