As I flip to the introduction in Martin Weller’s Book 25 years of Ed Tech, I find myself laughing at his cartoon depicting the past 25 years of technology and learning. In 1994 online learning was invented, in 2012, we reinvented it, and in 2019, it was reinvented yet again. Then it seems that (COVID-19) changed learning as we knew it; as an educator, I was thrust into what I thought was a new way of teaching. However, as I now look back, what I thought was a “New” method of teaching was an old method that ha
s been used for over 25 years. As the access to technology is consistently increasing, the techniques we teach also need to be updated. Weller discusses in chapter 2, how web browsers were becoming more popular. In 1995 and Netscape dominated the market using HTML coding to create web pages. Weller compared the task of creating HTML web pages to waiting for a mythical creature to emerge and make its way to land. As HTML webpages are an older technology, it made me realize that newer learning platforms are still using an older technology. The college that I teach at uses Bright Space (D2L) as the primary platform for students. Currently, the courses are all using web-based pages with links and set up using HTLM coding. I had no prior experience with HTLM coding until I had to create an online course; everything I learned was self-taught. I ask myself, how is it possible that 25 years later, we are still using older technology? We are in 2020, and we have 5G networks and the ability to create instant web pages.
I have been intrigued and fascinated by Weller’s book. I felt that I had been taken back in time, to when I first started down my University path and how each year a new technology was introduced. As Weller states in Chapter 8, the internet is no longer seen as a fad as it once was. The majority of educational institutes are currently using some e-learning platforms and tools. As I continue to read Martin Weller’s Book 25 years of Ed Tech, I realized technology has come along way and I can’t wait to see what chapter 9 holds.
Many people find comfort staying in places of familiarity. Switching tools takes time and effort and when we do switch—often a forced switch—our first reaction is to connect to what we know and have done in the past. It was not surprising that Weller (2020) stated that new technology “tends to be used in old ways before its unique characteristics are recognized” (p. 64). Is HTML simply a place of familiarity?
Cheryl,
Calling HTML a coding language has always sat poorly with me. It is a tagging or markup language (though there have been some improvements to it with versions 4 and 5). If you view the web-based coding languages as a house, HTML is the framing, CSS is the decorations, and JavaScript is the cool automation. Brightspace and other LMSs, websites, and web-based applications apply HTML to some extent. Still, generally you find nearly all web-based applications use at a minimum of the three technologies stated above. What is interesting is LMS, and other CMS (Content Management System) have removed the need for content creators to know these technologies to produce their content. It has both positives and negatives, but generally, I view a lower barrier of entry as a good thing.
Hi Mike
Thanks for your feed back, I have always used the word coding with HTML as that is how it was explained to me way back when I first started using it at work. I always appreciate a different perspective, as well as feed back to expand my knowledge in the technology field.
Do you use HTML a lot? For some reason I have difficulty with the editing and making things line up correctly, it seems to take me forever. After spending an hour on the phone today with our helpline it seems that we are not on the most up to date version of Brightspace and what I want it to do, it can’t do currently as per helpline. . Maybe you have some tips and tricks? I know you have a lot more experience in the creating process then I do. I feel like I spend so much time on trying to create something that my use of time is not so great.
Hmm,
I haven’t had access to the Brightspace platform since they were D2L, so I am not sure of their design philosophy or what you are allowed to use in their platform. For example, you cannot embed videos (or iframes) in the RRU Moodle (even though the preview will show it).
Typically, CSS controls the spacing of the individual elements of a webpage. Brightspace most likely has an alignment tool with its WYSIWYG editor. In many cases, injecting your own custom CSS into an established platform can have unforeseen results because you may be clashing with their established CSS ruleset.
If you are allowed, you can send me your code, and I can take a look at it for obvious errors, but with having access to the platform, it becomes pretty hard. Still, you never know! One side note, I am super swamped with the Alberta schools opening at the moment, so I will most likely be slow as molasses.
Thank you for this post, Cheryl-Haley! I’m glad you found the reading worthwhile. As I read this post and imagine you nodding in agreement with Weller’s work, I am curious: are there any parts of the reading that you felt were dissimilar to your experiences?
Hi George,
In chapter 5, Weller discusses Wikis in 1998 and how they were introduced into higher education. To be honest, until I started in the MALAT program I had little experience using Wikis. With my past experience in higher education, I feel that we did not use the technology that was available to us. We were taught that Wikipedia was not useful and sharing documents via the web was not a good idea, we did it the old fashion way to write, edit, and share on paper. I do feel that perhaps it was more a lack of knowledge and use of technology on the part of the instructor. I returned back to school in 2012 for Dental Hygiene, and in certain aspects, technology was used to enhance our learning. However, it was more related to digital technology in the Dental field with Dental x-rays rather than technology in an e-learning environment. Even today, I often find it difficult when team teaching courses to get everyone on board by trying to expanding our uses of technology in our courses. Just last week, I was trying to encourage everyone to use google documents to review some new policies and procedures that have been put in place. However, using google documents was met with some hesitation, as some instructors felt that it was not an ideal way to share, and they would instead edit it and re-email it out to everyone. In the end, the hesitation came down to the lack of knowledge on how to actually use it, and in their words, they would prefer the “old school way”. The old school way to them is paper and pencils, they are not yet ready to adapt to the new technologies available to enhance the students learning environments. Considering I teach at a technological institute I often feel that we are light years behind in some aspects. However, the Academic Chair of my department has encouraged me to bring what I have learned to the table, and share my knowledge and assist in implementing more technology into our program. I purchased the paperback version of this book so that I can share it with others and they can read it, as they say, the “old school way”.
However, my daughter has told me several times that I am “old school” When she texts me, I often have no clue what she is trying to say, as it’s all seems to be in a “code” that I don’t understand. So what I have learned is, even though I feel I have a good grasp on technology, I have a long way to go, especially in the eyes of my sixteen-year-old daughter.
Hi Cheryl. Thanks for your take on chapters 1-8 in Weller’s book. I am also enjoying the historical accounts of technology in each year. The Northern college where I worked (I am recently retired) also uses the BrightSpace platform. I was just beginning to use it for my face to face classes in the career and college preparation (CCP) department and as a first year English instructor, mainly for international students. Both groups encountered technological barriers to learning and I am wondering if you have had similar experiences with students. The international students often tried to complete their work on a smartphone which they sometimes shared with another student; Some even used each others email address. The CCP student often had financial challenges and did not have access to the internet or computers at home. I wonder how many will fall through the technological cracks during and after the current pandemic.
I am new to most of the terminology and technology discussed in this course. In fact this is the second time I have had to type this response; I did not click I’m not a robot!
Hey Cheryl, thank you for the blog post. My university has now abandoned the Coursespaces/Moodle tool for D2L’s Brightspace as well, so i am glad to hear more west coast schools have adopted it. After reading the book and especially the chapter on E-learning, it left me thinking of how these companies are growing to fill the need of online education, and be the “only road” to solve school’s online education need. I compare it to how how (textbook) publishers saw a way to use technology to commercialize higher education. Thanks again for getting me thinking about this..