Week 7: E-Learning and Web 2.0

I really appreciated the definition of e-learning in Chapter 29.  The way learning can be facilitated in any location, using a number of different devices, and can be formal or informal.  The ability to interact with a variety of learners, programs, and instructional methods has been really interesting.  I think as a learner, I enjoyed being able to work from home (or at the school where I work) when I was available and ready to work.  Obviously the concepts that were taught and the programs we used were beneficial, but being able to work on these concepts at a time of the day that is convenient for me was extraordinarily helpful to ensure that I would learn the material.

Another point in Chapter 29 that resonated with me regarding e-learning is the idea of functional architectures and technics.  As they are defined, technics are activities or tactics that use technology designed or selected to attain specific learning outcomes.  The section on technics goes on to define them as anything ranging from lectures to blogs to DVDs to webinars.  I think the way this course was set up was a great example of using technics.  We used a traditional textbook, instructional videos, and various programs to learn the material.  Not only that, but we can now use these things when we go back to the classroom (or business) and enrich our own instructional design.

Speaking of instructional design, the notion of instructional design being orderly in e-learning is something I appreciate this course providing.  I am taking another course concurrently with this one, and I can see a big difference in the instructional design in both courses.  Just because you provide an online course, doesn't mean it will have structure and order.  With this course, the activities were relevant, I always knew the expectations, and I have had some positive, educational interactions with my fellow students.  The other course...not as much.  Not that the other course wasn't beneficial, but it shows a great difference in great instructional design and, well, just okay instructional design.

Chapter 31 focuses on Web 2.0, which all the programs we have used have had their roots in this idea.  One of my favorite programs we used (and one I plan on using in my final project and next year in my class) was creating the Wiki.  It perfectly illustrates the notion of a Web 2.0 tool using "individual and group contributions to create value."  One person can create the wiki, and anyone else can contribute to provide more information, make it more organized, or add other media.  Wikipedia may not be always the most reliable source in certain areas for research, but it is usually always up to date because people can contribute to it any time.  Creating a wiki can be a collaborative project that you could keep coming back to.

Another useful tool I used in this class was Google Docs.  I reviewed it last week, and I've been using it in lieu of Microsoft Office.  It's not only collaborative like the Wiki, since you can allow people to contribute and make changes to documents, but in a way, it's the antithesis of Microsoft Office.  An article we read earlier in the course, the focus on programs in Web 2.0 is to provide a service, rather than sell a product.  Microsoft Office is a product that is sold, where as Google Docs is a service that is provided.