Every teacher has struggled with student engagement. Disengaged students are easy to spot. Students may have their head down, not taking notes, or look bored and indifferent to the learning process. Of course, in online learning, you can’t see the students, so how do you know when they are disengaged?
I was reading an article on e-learning
industry.com on the use of color. The author gave many good
suggestions of how to use color, when to use it, and the meanings of an
assortment of colors. It was an informative article.
me think about how little choice instructional designers have when creating
e-learning for colleges and universities. Many times, the college or university
supplies a branding guideline and that is that. No choice for colors, logos,
A little over twenty years ago, schools, colleges and university embraced technology in the classroom. If we roll back to 1995, you would find schools full of educators who had never integrated technology into the classroom. Both young and old, many of them started their careers before technology was a “thing”. Technology was not even on the horizon, in schools or for consumers. In many cases, the most “technological item” in the classroom was an electric pencil sharpener.
For the past two decades, instructional designers have had access to new theories that have been developed to describe the acceptance of technology into learning. One such theory is connectivism. This theory has been praised as an” effort in the digital era to produce a relevant learning theory” (Kaufman & Mann, 2007).
Siemens (2011) contended that “information technology created a new paradigm in the traditional learning environment that necessitated a new learning theory” (Siemens, 2011). One rationale for the creation of connectivism in the digital age is most learning environments are “intertwined, technological, and social in nature” (Kaufman & Mann, 2007). Instructional designers have facilitated learners to access a wealth of information resources; for instance, “online libraries, peer-reviewed journals, and book reference services along with social media, sharing, and Web 2.0 tools” (Lemke, Coughlin, Garcia, Reifsneider, & Baas, 2009).