{"id":4841,"date":"2018-01-30T21:22:24","date_gmt":"2018-01-31T04:22:24","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=4841"},"modified":"2018-01-30T21:22:24","modified_gmt":"2018-01-31T04:22:24","slug":"ideal-design","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/01\/30\/ideal-design\/","title":{"rendered":"Ideal Design"},"content":{"rendered":"<p><span style=\"font-weight: 400\">I was taken by Muffoletto\u2019s (1994) observation that technology is \u201cnot a collection of machines and devices, but a way of acting.&#8221; \u00a0While I would argue that the collection of machines and devices is one component of technology, two equally important components of technology are the user and the interaction between the user and the device. \u00a0I postulate that the design of an effective technology-enhanced learning environment should consider not only what information and applications the technologies\u00a0offer\u00a0but also how the user will engage with the educational technology. \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">An effective TELE should engage and inspire student learning.\u00a0 It should rely on a variety of media (text, images, simulations, and video) to convey information in manageable and differentiated chunks of information. \u00a0The educational technology should emphasize generative learning by anchoring the information to real-world and meaningful contexts. \u00a0The technology should encourage the student to think, argue and reflect by engaging the students with important complex problems. \u00a0The student should not be left with the impression that the technology is the bearer of all knowledge of which they, the student, need to somehow absorb. \u00a0Rather, the student should feel actively involved in the construction of knowledge and given opportunities to practice expressing and refining their point of view. \u00a0Finally, a well designed TELE should support both synchronous and asynchronous collaboration between students so that a rich learning community is established.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Roblyer (2012) argues that each teacher must assume the role of &#8220;scriptwriter&#8221; and plan for all contingencies. \u00a0I worry that this view might limit the potential for learning within a learning environment.\u00a0 While a teacher should create learning guidelines and behavioral expectations for students to follow, Roblyer\u2019s \u201cscript\u201d, in my mind, should not dictate how and exactly what students learn but rather, it should guide students through their learning process.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>Roblyer, M. D., &amp; Doering, A. H. (2012). Integrating educational technology into teaching.<\/p>\n<p>Muffoletto, R. (1994). Technology and restructuring education: Constructing a context.\u00a0<i>Educational Technology<\/i>,\u00a0<i>34<\/i>(2), 24-28.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>I was taken by Muffoletto\u2019s (1994) observation that technology is \u201cnot a collection of machines and devices, but a way of acting.&#8221; \u00a0While I would argue that the collection of machines and devices is one component of technology, two equally important components of technology are the user and the interaction between the user and the [&hellip;]<\/p>\n","protected":false},"author":47611,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669401],"tags":[],"class_list":["post-4841","post","type-post","status-publish","format-standard","hentry","category-b-design-of-teles"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4841","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/47611"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=4841"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4841\/revisions"}],"predecessor-version":[{"id":4842,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4841\/revisions\/4842"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=4841"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=4841"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=4841"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}