eLearning – Model eLearning

Meaningful Traditions: Reflecting on 2023

Christmas traditions vary from family to family and person to person. But whether it’s decorating with lights to brighten the long winter nights, hanging stockings on the mantel, or placing a manger in a prominent location for all to see, these traditions seek to fill the season with significance and cheer.

Each December, our team enjoys the tradition to pause and reflect on the research and resources we share on the website. And we hope this tradition of reflection brings meaning to our Model eLearning community. With 2024 only a couple weeks away, it’s time to for the traditional review of the highlights of 2023.

Introducing Our New Media Assessment Rubrics

Instructional media (images, video, and audio content) helps students visualize topics, practice skills central to a course, and allows them to interact with content in a variety of ways. At its best, high-quality instructional media “engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts” (Mateer, Ghent, Porter, et al., n.d.). Our eLearning team at SAU takes high-quality instructional content seriously, and we are currently developing new ways to determine the quality of media used in our courses.

Authentic Self-Assessment in eLearning

Self-assessment is an incredibly powerful tool to foster self-reflection and growth for all—and it’s especially important for college students. More students take a greater number of courses and programs online. And overall, online learning is generally more self-paced. Students need to build and hone self-assessment skills to help them track their progress and set goals for future weeks, months, years of assignments, projects, and exams.

A Learner-Centered Focus: Reflecting on 2021

As with other years, we’re taking time this season to reflect on a year once again defined by uncertainty. In some ways, 2021 seemed like a blur—a continuation of the Covid-19 pandemic challenges we faced in 2020.

Despite these challenges, Model eLearning continues to be a creative outlet for our research, writing, and passion for meeting the needs of our learners. We’re thankful for you—our readers, community of practice, and colleagues. Your support makes our efforts on the blog meaningful as we approach two years of remote work. Our team’s focus—creating learner-centered experiences—remains our compass as we look to 2022 and beyond.

eLearning Past, Present, and Future (2011-2021): A Conversation about Trends in eLearning, Instructional Design, and Online Learning

In May 2011, I graduated from high school. In June, before I started college, I walked into my first group interview. While I had never heard of eLearning or instructional design, I was still intrigued. Dave Goodrich, one of my high school science teachers, now worked at Spring Arbor University (SAU) as an instructional designer. He believed in my potential and said this student worker job could last throughout my undergraduate career if I wanted.

I met Dave, Tara McCoy , and a couple others from what was formerly the Office of Academic Technology (OAT) outside a coffee shop. When I was hired on the spot, I had no idea what I was getting into or how this field and career would help me as a student and as a professor.

The Brains Behind Assessment

In the current day and age of learning, we find a lot of variability in how we develop and provide learning environments. Many individuals have had to rethink their teaching and learning atmospheres to accommodate societal changes. In all of those alterations, the need for assessment is one of the primary components of any learning environment that needs to be addressed. But with the consistency found in needing assessment, we still need to think through what activities and evaluations fit best with the curriculum, learners, and modality. So how do we make that decision?

Limited by Modality

Many conversations addressing education lately have returned to the way various designers, instructors, learners, and stakeholders define a particular modality and its effectiveness. Some individuals focus on a modality’s apparent constraints instead of its affordances as an excuse to do less or remain stagnant, while others view the very same limitations in addition to the modalities strengths as a way to explore more options for how to reach learning goals in a new way.

Preparing for Fall 2020: Reimagining Higher Education

I am currently in a summer book study with fellow faculty discussing Teaching and Christian Imagination by David Smith and Susan M. Felch. Through my personal reading as well as group discussions, I’ve realized we need a significant reimagining in the way faculty and instructional designers view teaching and curriculum design in higher education.

Instead of providing a cookie-cutter process of how to teach and design curriculum, Smith and Felch invite readers to reimagine higher education through three metaphors: a pilgrimage, a garden, and a cathedral. In the wake of the many changes and uncertainties of COVID-19, I want to invite you to reimagine higher education through sharing some of the things I am learning from these metaphors and encourage you to begin taking steps toward making your reimagining a reality.

Moneyball Learning

The Oakland Athletics were always a budget-minded franchise.

In 2001, they finished 16 games behind the winner of their division and lost to the New York Yankees in the first round of the postseason. Then lost three All-Star caliber players in the offseason.

In 2002, they won their division, went on a 20-game winning streak in the regular season (breaking the American League record), and won as many games (and went as far in the playoffs) as the Yankees—who spent almost three times what the A’s did in player salaries.

How?

By playing Moneyball.

But what about nonverbal communication?—A look at interactions online

With the continuing growth of online learning in the past few decades, one significant argument against it has been the perceived loss of non-verbal communication and human relationships within the course. Instructors new to the modality often believe that the online delivery format is less interactive than face-to-face, and therefore assume it’s harder (if even possible) to get to know the other participants. Some university instructors even hesitate to teach online because they feel there is a lack of connection and communication, which then creates more room for misinterpretation, negative reviews of the experience, or even failure for some students. Today, I’d like to share the data behind this topic and help to point to the fact that this is not as worrisome as these instructors assume.

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this: