Web-Based Learning Tools
Prior to entering the M.Ed. program I had very little knowledge of online learning tools. The little that I had come across was when I used the SmartBoard. During the Learning Tools course, I learnt about various theories, uses, and effectiveness of web-based learning tools (WBLT). At the beginning of the course we were put into small groups to develop a definition of what we as a group through WBLT were. As a class we came up with eight different definitions. Throughout the course, we continued to look back at these definitions and make changes based on what we learnt. In the end, we concluded that there is no one specific definition of WBLT. However, one of the definitions we agreed upon is "Internet-based,
computer platforms for basic and specific learning. They can be enhanced with
animation, but are not normally overly complex. WBLT can be interactive
depending upon the instructional design applied. It is best for visual learners
but can be designed to appeal to kinaesthetic and auditory learners too. Well
optimized WBLT use a specific learning theory as its foundation communication
strategy for the sharing of knowledge and transference of ideas. Multiple
learning theories can be used within a single WBLT, but this can often dilute
the focus and distract the learner if overused or abuse. Appropriate
instructional design is paramount to an effective WBLT." Through this course, I was able to gather a list of WBLT, that I am still expanding, to use with my future students.
Instructional Design Principles
Instructional Design Principles was a new concept that I learnt during this class. The later classes in the course were focused on WBLT that surround the various design principals proposed by Clark and Mayer (2011). These design principles were crucial to my learning about WBLT because I was able to realize how they are used within a WBLT to make it effective and engaging. Instructional design principles were created based on how people learn best and what works best (Clark & Mayer, 2011). The instructional design principles are multimedia, contiguity, modality, redundancy, coherence, personalization, segmenting and pre-training. Below is a brief description of each instructional design principle.
Learning Theories
The following learning theories are applied to the types of web-based learning tools that are found online. These theories were important to my learning in terms of analyzing WBLT that I found online. Through these theories, it was easier to establish what type of WBLT it is, how the children learn, and what features the WBLT has.
BehaviourismType of WBLT activity:
•Reading or listening to information •Questions to “test” knowledge and followed up with “correct” or “try again” etc. |
Social Learning TheoryType of WBLT activity:
•Watching some sort of animation: video, applet, mini-clip |
Social Development TheoryType of WBLT activity:
•Feedback guides the learner, often in the form of hints •Intelligent WBLTs that adjust level based on the progress of the student •Discussion board where a community responds to a question |
Situated LearningType of WBLT activity:
•Simulations, role-playing, case studies •Communities of practice (multiple role playing environments) |
Experiential LearningType of WBLT activity:
•Tools that students play with to determine cause and effect •Not a question and answer type of interaction |
ARCS Model of Motivational Design
Type of WBLT activity:
•Engaging •Real world •Provide supportive feedback •Keeps track of progress |
Artifact 1
The first artifact is a WBLT prototype that I developed with two of my peers. Using the knowledge that we learnt in class on what an effective WBLT looks like, we created one of our own. The prototype is based on a grade 10 core french class.
wblt_prototype_development.pptx | |
File Size: | 586 kb |
File Type: | pptx |
Artifact 2
This artifact is a metric scale that I created in a group. The scale encompasses criteria for evaluating WBLT in order to find an effective online effective learning tool. The artifact also includes a justification scale of why we included the various criteria based on learning theories, instructional design principles and research. I included this artifact because I will be able to use the metric scale in my future career as a teacher to test WBLT that I may want to use in the classroom.
wblt_learning_metric.doc | |
File Size: | 114 kb |
File Type: | doc |
References
Clark, R. C. & Mayer, R. E. (2011). e-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. Pfeiffer: San Francisco, CA