“Sometimes when you use multimedia, people use it too much. It has to be a tool and not the end product, if you can use it as a tool. The same thing applies when you are recording. We had a problem in the 80’s, we got so computerized there was no heart and soul in the music anymore.” –Donny Osmond
The promise and allure of digital resources often overlooks the important role of both instructional design and effective implementation. From a pedagogical perspective, it is important to design instruction that “allow learners to practice in context, apply their knowledge, and improve their skills and competence…technology selection should support these goals, and should not be the first step in the design process” (Pagano, 2013). Furthermore, once designed, effective instruction must be implemented by an instructor, i.e. teacher, who knows how to communicate with, engage, and inspire learners. As author Liang-Vergara states:
There is a reason why conducting a Google search using the keyword “teacher” turns up the following related terms: mentor, psychologist, counselor, support, social worker, coach, advisor, tutor, guide and friend. The art of teaching lies in the ability to design a curriculum — a set of educational experiences — for students and then motivating them to trust you and come along for the ride. The stakes are high because if you don’t engage those students, especially in a blended learning setting, it is exceptionally easy for them to passively coast by or even get up and walk away. (Liang-Vergara, 2014, p.1).
As outlined in a recent course development progress presentation, remaining work on my LMS-based course centers on production of multimedia content and revising and uploading weekly directions and discussion topics. My focus from inception has been on designing a course based on sound pedagogical practice and research-backed theory and methodology. Technology in my course is used, as suggested, as a tool. Therefore, although I am admittedly behind my projected timeline in terms of content production, I am confident that the investment in design and development of course environment and structure on the front end of my development cycle will ultimately prove effective. I am not concerned that the course will be completed by project due dates.
Finally, due to course format (16 weeks of instruction), implementation in the fall semester was never a possibility. However, implementation could conceivably occur in Spring 2018 if approved.
Liang-Vergara, C. (2014). How teachers can use digital technologies to motivate students and encourage learning by failing. Impact X. Retrieved from http://www.huffingtonpost.com/chris-liangvergara/blended-learning-mind-research-institute_b_4860446.html
Pagano, K. (2013). Immersive learning. Alexandria, VA: ASTD Press.