I created the attached online learning conference with two of my peers in the Master of Educational Technology course, ETEC 512, Applications of Learning Theories to Instruction, to summarize my belief that online learning environments are best designed from a constructivist perspective that is learner, content, community, and assessment centered.

A teachers role in twenty-first century education is (in my opinion) far more complex than it once was. Anderson (2008) argues in his article, Toward A Theory of Online Learning, that online learning is “often limited by bandwidth constraints, which limit the users’ view of body language and paralinguistic cues” (p.47). I think that the onus falls on a teacher in an online classroom to plan activities that make a learner’s pre requisite knowledge known, (such as self-assessment activities, surveys, and questionnaires) and thus rely less on body language and paralinguistic cues; which in actual fact could be easily misunderstood and are at best a subjective form of assessment. Online learning may be more challenging to design, and to facilitate, but it is also far more objective.  I would argue that this makes online learning better. The teacher in an online classroom is the facilitator and the architect of a safe and stimulating learning environment.

With respect to context, I instinctively believe that online education is better suited to a mature learner. The online learner has the responsibility to participate, to read the material, and to contribute to the discussions. The online learner must be capable of self-reflection, be intrinsically motivated, and have the academic confidence to be honest when self reporting. If we measure what we have learned simply by comparing where we began to the spot where we end, then honesty and our ability to be humble in our pre-assessment is critical to determining our ultimate success.

In the attached website we have provided a framework for educators to link the theories of online learning to their practices. We have made use of numerous web 2.0 tools, such as concept maps, podcasts, infographics, videos, and embedded presentations, to reinforce our belief that online learning is best received when it is interactive, visual, and easily summarized as well as understood.

Please click on the image below to visit the Online Learning Conference.

References

Anderson, T.  (2008). Towards a theory of online learning.  In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning, Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/02

Avenia, T., Campbell, G., & Einarson, N.  (2012). Online learning conference [website]. Retrieved from https://etec512olc.wordpress.com/