My Final Reflections on the MSc Programme
I started out on the MSc programme three years ago with quite a superficial knowledge of e-learning. I was most excited about the possibilities of multimedia to provide highly visual and dynamic learning environments that might engage learners bored with more traditional methods of presenting course materials. My e-learning philosophy was based on the belief that technology could complement and even enhance traditional course delivery. I was not convinced that e-learning on its own had the potential to replace face-to-face teaching.
As I reflect now at the end of the programme, this view has not been significantly altered. I still believe that e-learning, for the vast majority of training and education programmes, is most effective as part of a blended learning approach. In my opinion, face-to-face learning environments still provide the best opportunity to establish meaningful teacher-learner and learner-learner relationships. However, my eyes have certainly been opened to the vast array of technologies that are available to enhance, and sometimes replace, some elements of traditional delivery, e.g. live/recorded lectures, interactive videos, YouTube, online forums, social media platforms, virtual classrooms and virtual learning environments are now all part of my repertoire.
Of all the modules on the programme, I think that Supporting Virtual Communities was the one that most surprised me, highlighting a vast potential for peer to peer learning and maintaining a sense of ‘connectedness’ in online learning (Slagter van Tryon & Bishop, 2009). This also remains for me the area that is most unexplored in my own practice, partly as a result of my own reluctance to embrace social media.
Over the period of the programme, my teaching duties have been limited to short duration, part time lecturing slots, leaving me with little opportunity to explore e-learning applications. However, my learnings have definitely influenced my approach to instructional design on new programme development that I have been involved in. If nothing else, I am more aware than ever of the importance of good pedagogy and learner-centred approaches to course design. My stronger understanding of learning theory and its applications have also improved my approach to coordination of industry training. As I changed role recently, to take up an appointment as work placement coordinator, I feel that I am better placed to navigate the complexities of learning and assessment in work-based environments.
The theory:
Most of my teaching experience and background has focussed on the training of construction skills. Traditionally, this training follows a typically objectivist approach to learning, i.e., that knowledge simply exists and there is no need to construct new knowledge (UCD Teaching and Learning, 2014). This usually involves a combination of theoretical education and practical work experience where the objective is to teach in the established ‘right way’ to perform tasks (O’ Connor & Harvey, 2001).
Though my studies on the MSc and previous training and education programmes, I have become aware of the increasing recognition in educational circles that learners are not all the same. Constructivist teaching and learning theories have put forward the importance of meaning attachment and a need for a learner centred approach to instruction (Vygotsky, 1978; Bruner, 1966). I am particularly drawn to the concept of learners having different preferences and characteristics. Personally, I have always believed that I learn better when I am active, preferring practical subjects and course materials that incorporate strong visual elements.
I have learned a lot about instructional design over the course of the programme, exploring models such as Gagne’s 9 events, ADDIE, ASSURE and SAM (Gagne, Bridge & Wager, 1995; Culatta, 2013; Heinich, Molenda, Russel & Smaldino,1999; Allen, 2012). This has had a strong influence on my approach to new course development which I have been involved in over the last three years. I recently had the opportunity to lead a team of colleagues designing a new Train the Trainer programme (overview available here). This adopted blended learning and a flipped classroom approach (Bergmann & Sams, 2014; Fisher, King & Tague, 2001), whereby students where provided with course materials (learner manuals) 3-4 weeks ahead of face-to-face workshops which focussed on group activities and exercises.
This programme also incorporated online interaction through the use of Moodle to engage learners with course materials ahead of workshops. My input into the course design was certainly influenced by my studies on the MSc programme.
Design and development of e-learning resources:
This was the part of the course that I most looked forward to. The challenge of discovering and learning how to use new technologies to develop novel learning resources is fundamentally why I signed up. I have learned how to develop animated 3D sequences using SketchUp, create video presentations using PowerPoint and YouTube, edit with Movie Maker and add interactions with H5P (more detail available here). During Year 1, I also had the opportunity to work with Articulate Storyline software. Besides acquiring these new skills, I am now much more aware of other existing or emerging digital tools that could be incorporated in my practice.
For my Year 2 project, I had the opportunity to develop resources which were directly relevant to my work on the QualiBuild project (an overview of the context of my research is available here). This required that I develop e-learning resources that were constructively aligned to the learning outcomes of an existing training course. Adopting the SAM model of ID (Allen, 2012), I was able to get rapid feedback on early designs and prototypes (available here). I found this to quite an efficient approach as I was revising and refining throughout and, as a result, later iterations evolved to the point where there was much less adjustment required. Also, by conducting a focus group and survey questionnaire early in the project, I was able to gather input into topics that would be most suited to e-learning and the most appropriate delivery format.
In addition to leveraging the contribution of experienced instructors, I was also guided by the literature on best practice in e-learning and multimedia instruction. Mayer’s research based principles of multimedia instruction (2014) informed both myself and my colleagues in the evaluation process. It was also interesting that feedback evaluating the resources from the second focus group was consistent with best practice approaches to e-learning found in the literature (Salmon, 2002; Sun, Ray, Finger, Chen & Dowming, 2006).
What I learned from conducting a research project:
My project provided an excellent opportunity to explore the potential of multimedia for instruction. I started out with my own preconception of the type of resources that would be most effective. I was convinced that the use of 3D modelling software would offer the opportunity to present and explain concepts and solutions in a more efficient and immersive manner than traditional delivery. However, this was mainly based on my own opinion of what would work best for training of construction workers. By undertaking an instructor evaluation, which engaged many experienced colleagues, my study benefited greatly from their knowledge. This input, along with consideration of the relevant literature, enabled me to conduct research that I believe adds value and could form a basis for future explorations of the potential of e-learning in construction skills training.
Conducting the research was challenging. I found the process of ethics approval to be quite onerous at the beginning of my project, this being a time when I just wanted to get on with the work. However, in hindsight, the ethics submission forced me into forward planning and preparation that was invaluable to achieving my goals and meeting project deadlines. For example, the significant practical challenges of organising focus groups and developing online questionnaires were largely offset by having my guidelines and questions developed in advance.
Also on reflection, it was immensely satisfying to conduct research which tested and evaluated my own beliefs on what constitutes good practice in learning. The feedback from colleagues sometimes validated my own opinions but often challenged me to reconsider and broaden my perspectives. My only regret is that the project did not allow me the scope for trialling with learners, which I believe will be the ultimate test of the usefulness of what I developed. However, just recently I have had the opportunity to conduct some informal testing with learners and I am looking forward to the feedback from this.
The future of e-learning in my practice:
With my new role as a work placement coordinator, it is difficult to be specific as to where I will be applying my knowledge of e-learning in my practice. However, I believe that I am now equipped with a much broader knowledge of the array of tools available to support learning. I also have a much improved understanding of what constitutes good pedagogy and how important this is regardless of mode of delivery. I believe that advances in technology offer the potential to enhance student experiences and I look forward to discovering new possibilities as digital resources continue to evolve.
References:
Allen, M. (2012). Leaving ADDIE for SAM. ASTD Press.
Bergmann, J. & Sams, A. (2014). Flipped Learning: Gateway to Student Engagement, USA: ISTE.
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, Mass.: Bellkapp Press.
Culatta, R. (2013). ADDIE Model. Instructional Design (online). Retrieved Marh 15th 2015 from: http://www.instructionaldesign.org/models/addie.html
Fisher, M, King, J. & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education, Nurse Education Today, 21(7), 516-525.
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design, Fourth Edition. Fort Worth, Texas: HBJ College Publishers.
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999). Instructional media and technologies for learning. Upper Saddle River, NJ: Prentice-Hall.
Mayer, R. E. (2014) Research-Based Principles for Designing Multimedia Instruction. Applying Science of Learning in Education - Infusing Psychological Science into the Curriculum. Division 2 American Psychological Association. Retrieved online October 12th 2016 from: http://hilt.harvard.edu/files/hilt/files/background_reading.pdf
O’ Connor, L. & Harvey, N. (2001). Apprenticeship training in Ireland: from time-served to standards based; potential and limitations for the construction industry. Journal of European Industrial Training, 25(6), 332-342.
Salmon, G. (2002). E-tivities: the key to active learning online. London, Kogan Page.
Slagter van Tryon, P. J. & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments, Distance Education, 30(3), 291-395.
Sun, P. –C., Ray, J. T., Finger, G., Chen, Y. –Y., Dowming, Y. (2006). What drives successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50 (2008), 1183–1202.
UCD Teaching and Learning. (2014). Epistemology and Learning Theories. Retrieved October 18th 2015 from: http://www.ucdoer.ie/index.php/Education_Theory/Epistemology_and_Learning_Theories
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
As I reflect now at the end of the programme, this view has not been significantly altered. I still believe that e-learning, for the vast majority of training and education programmes, is most effective as part of a blended learning approach. In my opinion, face-to-face learning environments still provide the best opportunity to establish meaningful teacher-learner and learner-learner relationships. However, my eyes have certainly been opened to the vast array of technologies that are available to enhance, and sometimes replace, some elements of traditional delivery, e.g. live/recorded lectures, interactive videos, YouTube, online forums, social media platforms, virtual classrooms and virtual learning environments are now all part of my repertoire.
Of all the modules on the programme, I think that Supporting Virtual Communities was the one that most surprised me, highlighting a vast potential for peer to peer learning and maintaining a sense of ‘connectedness’ in online learning (Slagter van Tryon & Bishop, 2009). This also remains for me the area that is most unexplored in my own practice, partly as a result of my own reluctance to embrace social media.
Over the period of the programme, my teaching duties have been limited to short duration, part time lecturing slots, leaving me with little opportunity to explore e-learning applications. However, my learnings have definitely influenced my approach to instructional design on new programme development that I have been involved in. If nothing else, I am more aware than ever of the importance of good pedagogy and learner-centred approaches to course design. My stronger understanding of learning theory and its applications have also improved my approach to coordination of industry training. As I changed role recently, to take up an appointment as work placement coordinator, I feel that I am better placed to navigate the complexities of learning and assessment in work-based environments.
The theory:
Most of my teaching experience and background has focussed on the training of construction skills. Traditionally, this training follows a typically objectivist approach to learning, i.e., that knowledge simply exists and there is no need to construct new knowledge (UCD Teaching and Learning, 2014). This usually involves a combination of theoretical education and practical work experience where the objective is to teach in the established ‘right way’ to perform tasks (O’ Connor & Harvey, 2001).
Though my studies on the MSc and previous training and education programmes, I have become aware of the increasing recognition in educational circles that learners are not all the same. Constructivist teaching and learning theories have put forward the importance of meaning attachment and a need for a learner centred approach to instruction (Vygotsky, 1978; Bruner, 1966). I am particularly drawn to the concept of learners having different preferences and characteristics. Personally, I have always believed that I learn better when I am active, preferring practical subjects and course materials that incorporate strong visual elements.
I have learned a lot about instructional design over the course of the programme, exploring models such as Gagne’s 9 events, ADDIE, ASSURE and SAM (Gagne, Bridge & Wager, 1995; Culatta, 2013; Heinich, Molenda, Russel & Smaldino,1999; Allen, 2012). This has had a strong influence on my approach to new course development which I have been involved in over the last three years. I recently had the opportunity to lead a team of colleagues designing a new Train the Trainer programme (overview available here). This adopted blended learning and a flipped classroom approach (Bergmann & Sams, 2014; Fisher, King & Tague, 2001), whereby students where provided with course materials (learner manuals) 3-4 weeks ahead of face-to-face workshops which focussed on group activities and exercises.
This programme also incorporated online interaction through the use of Moodle to engage learners with course materials ahead of workshops. My input into the course design was certainly influenced by my studies on the MSc programme.
Design and development of e-learning resources:
This was the part of the course that I most looked forward to. The challenge of discovering and learning how to use new technologies to develop novel learning resources is fundamentally why I signed up. I have learned how to develop animated 3D sequences using SketchUp, create video presentations using PowerPoint and YouTube, edit with Movie Maker and add interactions with H5P (more detail available here). During Year 1, I also had the opportunity to work with Articulate Storyline software. Besides acquiring these new skills, I am now much more aware of other existing or emerging digital tools that could be incorporated in my practice.
For my Year 2 project, I had the opportunity to develop resources which were directly relevant to my work on the QualiBuild project (an overview of the context of my research is available here). This required that I develop e-learning resources that were constructively aligned to the learning outcomes of an existing training course. Adopting the SAM model of ID (Allen, 2012), I was able to get rapid feedback on early designs and prototypes (available here). I found this to quite an efficient approach as I was revising and refining throughout and, as a result, later iterations evolved to the point where there was much less adjustment required. Also, by conducting a focus group and survey questionnaire early in the project, I was able to gather input into topics that would be most suited to e-learning and the most appropriate delivery format.
In addition to leveraging the contribution of experienced instructors, I was also guided by the literature on best practice in e-learning and multimedia instruction. Mayer’s research based principles of multimedia instruction (2014) informed both myself and my colleagues in the evaluation process. It was also interesting that feedback evaluating the resources from the second focus group was consistent with best practice approaches to e-learning found in the literature (Salmon, 2002; Sun, Ray, Finger, Chen & Dowming, 2006).
What I learned from conducting a research project:
My project provided an excellent opportunity to explore the potential of multimedia for instruction. I started out with my own preconception of the type of resources that would be most effective. I was convinced that the use of 3D modelling software would offer the opportunity to present and explain concepts and solutions in a more efficient and immersive manner than traditional delivery. However, this was mainly based on my own opinion of what would work best for training of construction workers. By undertaking an instructor evaluation, which engaged many experienced colleagues, my study benefited greatly from their knowledge. This input, along with consideration of the relevant literature, enabled me to conduct research that I believe adds value and could form a basis for future explorations of the potential of e-learning in construction skills training.
Conducting the research was challenging. I found the process of ethics approval to be quite onerous at the beginning of my project, this being a time when I just wanted to get on with the work. However, in hindsight, the ethics submission forced me into forward planning and preparation that was invaluable to achieving my goals and meeting project deadlines. For example, the significant practical challenges of organising focus groups and developing online questionnaires were largely offset by having my guidelines and questions developed in advance.
Also on reflection, it was immensely satisfying to conduct research which tested and evaluated my own beliefs on what constitutes good practice in learning. The feedback from colleagues sometimes validated my own opinions but often challenged me to reconsider and broaden my perspectives. My only regret is that the project did not allow me the scope for trialling with learners, which I believe will be the ultimate test of the usefulness of what I developed. However, just recently I have had the opportunity to conduct some informal testing with learners and I am looking forward to the feedback from this.
The future of e-learning in my practice:
With my new role as a work placement coordinator, it is difficult to be specific as to where I will be applying my knowledge of e-learning in my practice. However, I believe that I am now equipped with a much broader knowledge of the array of tools available to support learning. I also have a much improved understanding of what constitutes good pedagogy and how important this is regardless of mode of delivery. I believe that advances in technology offer the potential to enhance student experiences and I look forward to discovering new possibilities as digital resources continue to evolve.
References:
Allen, M. (2012). Leaving ADDIE for SAM. ASTD Press.
Bergmann, J. & Sams, A. (2014). Flipped Learning: Gateway to Student Engagement, USA: ISTE.
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, Mass.: Bellkapp Press.
Culatta, R. (2013). ADDIE Model. Instructional Design (online). Retrieved Marh 15th 2015 from: http://www.instructionaldesign.org/models/addie.html
Fisher, M, King, J. & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education, Nurse Education Today, 21(7), 516-525.
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design, Fourth Edition. Fort Worth, Texas: HBJ College Publishers.
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999). Instructional media and technologies for learning. Upper Saddle River, NJ: Prentice-Hall.
Mayer, R. E. (2014) Research-Based Principles for Designing Multimedia Instruction. Applying Science of Learning in Education - Infusing Psychological Science into the Curriculum. Division 2 American Psychological Association. Retrieved online October 12th 2016 from: http://hilt.harvard.edu/files/hilt/files/background_reading.pdf
O’ Connor, L. & Harvey, N. (2001). Apprenticeship training in Ireland: from time-served to standards based; potential and limitations for the construction industry. Journal of European Industrial Training, 25(6), 332-342.
Salmon, G. (2002). E-tivities: the key to active learning online. London, Kogan Page.
Slagter van Tryon, P. J. & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments, Distance Education, 30(3), 291-395.
Sun, P. –C., Ray, J. T., Finger, G., Chen, Y. –Y., Dowming, Y. (2006). What drives successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50 (2008), 1183–1202.
UCD Teaching and Learning. (2014). Epistemology and Learning Theories. Retrieved October 18th 2015 from: http://www.ucdoer.ie/index.php/Education_Theory/Epistemology_and_Learning_Theories
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.