{"id":309,"date":"2018-01-13T12:56:07","date_gmt":"2018-01-13T20:56:07","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/?p=309"},"modified":"2018-01-15T11:06:03","modified_gmt":"2018-01-15T19:06:03","slug":"design-principles-to-assess-learning-technologies","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/design-principles-to-assess-learning-technologies\/","title":{"rendered":"Design Principles to Assess Learning Technologies"},"content":{"rendered":"<p>When assessing learning technologies, frameworks such as the Bates&#8217; 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 <strong>S<\/strong>tudent access, <strong>E<\/strong>ase-of-use, <strong>C<\/strong>ost, <strong>O<\/strong>rganizational issues, <strong>N<\/strong>ovelty, and <strong>S<\/strong>ecurity. These are all important aspects to consider from an organizational perspective, but only <strong>T<\/strong>eaching and student <strong>I<\/strong>nteraction may consider the pedagogical underpinnings. Perhaps a framework such as SECTIONS is a quick way to exclude certain learning technologies and there then needs to be a more in-depth analysis of the remaining learning technologies with a greater focus on teaching and learning?<\/p>\n<p>The Royal Roads University (RRU) Learning and Teaching Model (LTM) is a teaching philosophy based on eleven core components:\u00a0outcomes based, technology-enhanced, experiential and authentic, learning community, team-based, integrative, applied, engaged learning, action research, supportive, and flexible (Royal Roads University, 2013). Of these eleven core components there are six that seem appropriate when assessing learning technologies. Using these six principles we would consider whether the learning technology enhances the education, supports\u00a0experiential and authentic delivery, helps create and support learning communities, works well with team-based learning, facilitates integrative learning, and offers an engaging learning experience. A further exploration of what these core components might mean as design principles can be found on <a href=\"http:\/\/media.royalroads.ca\/media\/marketing\/viewbooks\/2013\/learning-model\/mobile\/index.html#p=22\" target=\"_blank\" rel=\"noopener\">page 20 of the LTM<\/a>\u00a0(Royal Roads University, 2013).\u00a0 These design principles are core to the teaching philosophy at RRU. I wonder how relevant they are at other institutions? Would adding another layer to the assessment of learning technologies that focuses on learning and teaching provide a more in-depth analysis of the pedagogical underpinnings during the selection of learning technologies? Would using these six core components to further assess learning technologies make sense at your institution?<\/p>\n<p style=\"text-align: center\">References<\/p>\n<p>Bates, A. W. (2015). <a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/\" target=\"_blank\" rel=\"noopener\"><em>Teaching in a digital age: Guidelines for designing teaching and learning for a digital age<\/em><\/a>. BCcampus Open Textbooks.<\/p>\n<p><span style=\"font-weight: 400\">Royal Roads University (2013). <\/span><a href=\"http:\/\/media.royalroads.ca\/media\/marketing\/viewbooks\/2013\/learning-model\/index.html\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400\">Learning &amp; teaching model<\/span><\/i><\/a><span style=\"font-weight: 400\">.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>When assessing learning technologies, frameworks such as the Bates&#8217; 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, [&hellip;]<\/p>\n","protected":false},"author":67,"featured_media":314,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-309","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt524"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/posts\/309","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/users\/67"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/comments?post=309"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/posts\/309\/revisions"}],"predecessor-version":[{"id":319,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/posts\/309\/revisions\/319"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/media\/314"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/media?parent=309"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/categories?post=309"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0023\/wp-json\/wp\/v2\/tags?post=309"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}