Asynchronous E-Learning Design
The presentation of asynchronous e-learning design in Chapter 9 strongly correlates with the definition I’ve internalized thus far, but there’s one aspect that I fundamentally disagree with given modern developments. Piskurich (2015) includes the missing presence of the instructor and their inability to answer questions, clarify issues, or make changes as needed in his definition of asynchronous e-learning design.
Although you could slot the presence of an instructor under ‘blended e-learning’, I still fundamentally disagree. Learners nowadays have a myriad of ways to contact their instructor, be it through email, a video call, a comment left on a video, etc. Instead of the inability to communicate with the instructor or update the course being the default, I would consider that a deliberate choice made in the design process.
Piskurich (2015) also discusses self-direction, a fundamental aspect of asynchronous learning. One way he highlighted self-direction is correlating it with a learner’s hobby interests or motivated need, which I think is a great way to relate the concept to anyone. Self-direction isn’t necessarily just logging onto Canvas and completing the assignments week-by-week: it’s the inherent motivation that pushes me to go searching for tutorials in graphic design when working on a personal project or go looking up a recipe blog when I’m trying to learn how to cook healthier.
Synchronous E-Learning Design
Piskurich (2015) brings up a crucial point of consideration in regards to synchronous e-learning: obtaining and retaining the learners’ attention. As many educators experienced during the pandemic when they taught online, synchronous classes, they often had to wage a war for the attention of their class. It is much easier to simply do something else during class time while attending online, whether it’s playing a video game, messaging a friend, or watching a show online. It’s also difficult for any educator to assess the understanding of the audience during a lecture, since many rely on body language and eye contact.
Furthermore, attendees may have not intentionally directed their attention elsewhere: their working environment may have not been a productive one for their educational needs, replete with distractions, responsibilities, and even other people. Modern synchronous design needs to take all of that into account when considering how to build a class that will keep the learners’ attention while acknowledging the difficulties they may encounter while attending from home.
Another point of consideration is exploring options when teaching an online synchronous class in terms of the software available to you. It depends on what’s available to you and what you can acquire or access, such as Zoom, Microsoft Teams, Google Chat, Blackboard Collaborate, etc. When designing or developing, look at the tools available within the software as well as how it functions. Do they have breakout rooms functionality? How can attendees signal for attention? Is there a chat function and what are the limitations on it? Is recording built in? Does it have a whiteboard? Can I upload documents as needed or do I have to link to it? What happens if a student clicks on a link, will it open in a new window or will it direct them away from the class? Simply knowing the answers to these will help greatly. When looking for additional resources for your online class, check out any discussion happening in your sphere of interest on social spaces such as Reddit or Twitter.
Project A Reflections
I believe what worked well is building up the structure of the overall lessons I developed for this project: a series of three tutorial modules, with an outline of important information literacy concepts. When I wrote up the outline and put together my notes for my clients to review, they were exceedingly open to it and noted the strengths of my approach. Discussing and sharing my ideas was a crucial step but working with my clients made it seem easy and even enjoyable.
However, the weakest part is putting together the actual materials in the first place. Learning and developing within Articulate 360 for the first time for a project of this caliber is a choice that I would have not made, and the overall quality of the finished materials suffered for it. However, since there was no due date or time constraints, I am more than able to go back and revise further with the things I’ve learned later in the summer. In the meantime, I plan on reviewing tutorials and other resources for ideas on how to utilize Articulate 360 more effectively.
I’ve already begun work on my Project B but considering the difficulties I’ve had learning a new software while working on the project, I made a deliberate choice in selecting a project that can entail the use of software that I have some prior experience in. Furthermore, I’m choosing to pursue an option that doesn’t directly relate to my employment so I can have more fun with it.
References
Piskurich, G. M. (2015). Rapid Instructional Design: Learning ID Fast and Right (3rd ed.). Wiley.