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 […]
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 […]
Myths and Hype (Activity 8)
Activity 8 of the course LRNT523, Foundations of Learning and Technologies, at Royal Roads University asked students to read articles by Etchells et al. (2017) and Paul Kirschner (2017). Next, we were to answer certain questions about these articles. Both articles argue that evidence-based practice is important. Etchells et al. (2017) argues that there is […]
Media Debate (Activity 7)
Co-written by Jason Keddie, Alfonso MacGregor, Fiona Prince, Klaus Rimke, and Gavin Sturgeon. Activity 7 of the course LRNT523, Foundations of Learning and Technologies, at Royal Roads University asked students to read articles by Richard E. Clark, and Robert B. Kozma. We were then tasked as a group to find four documents that challenge the […]
Exploring the Implications of Abundant Content for Lifelong Learning (Activity 6)
By Jason Keddie and Marshall Hartlen What we investigated We looked into the history of coffee production, ranging from the origins of coffee in general, to the nature of the industry today including popular coffee production countries, and the fair trade coffee movement. What we found There was no shortage of information on the subject. […]
PeerWise (Assignment 1)
This blog submission is to fulfill the requirements for Assignment 1 in the Master of Arts in Learning and Technology course LRNT523 at Royal Roads University, which involves sharing a resource relevant to the course. PeerWise (n.d.) is a free, web-based application that allows an instructor to create a repository for students where students can […]
Reflecting on My Theoretical and Pedagogical Stance
Activity 5 in LRNT523 instructs us to read Ertmer and Newby (2013) and Merrill (2002) and reflect on certain aspects. Ertmer and Newby (2013) reviews behavioural, cognitive, and constructivist learning perspectives, while Merrill (2002) discusses five principles that are common to various instructional design theories. These readings apply to my own work in course development, […]