Monday, July 19, 2004


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Learner motivation
Usable technology
According to Moran2, an online course of good quality is that "makes us think, involves us actively, brings significant contributions and connects us with people, experiences and interesting ideas" 3. The
Emergent Educational Paradigm
The paradigmatic-educational change can be expressed through the comparison established/shown in the chart that follows:
Actual Paradigm Emergent Paradigm
To relation to Teacher (how it is) How it should be...
Teacher Has and transmits knowledge Guides the studies
Student Receives contents in a passive way Interacts with contents, groups and learns in an autonomous way.
Classroom Place for knowledge transmission. Place for construction and exchange of knowledge.
Experience Process of hierarchical transmission from teacher to student Process of exchange between members of the group which is integrated by the teacher
Learning and Studies Obligatory, punishable Pleasant (conduct to one«s growth)
Curricular Contents Pre-established in a rigid and restricted format Flexible and open structure that can lead to multiple paths.
Technological Media (NCT) ÷ New Communications Technologies Used only to call attention to a certain theme and to make it more "agreeable" It«s part of the spacial environment of the classroom and presents different types of integrated simultaneous media
Tecnology ÷ Educational Informatics The teacher is afraid of being replaced by an instructional machine The machine is seen as an element to stimulate learning
Use of NCT -- New Communications Technologies The NCTs are used by the teacher who structures his/her classes in advance Both teachers and students use the NCTs, what makes it possible to exchange knowledge and ideas

Opportunities to collaborate and interact
Earlier in this series, we discussed the importance of designing interaction that maximized collaboration between learners. The skilled instructor encourages collaboration even when it's already designed into the course. They should encourage participants to "speak" as often as possible and offer feedback to peers. They also need to minimize lecture and maximize interaction by providing feedback to learners on the results of their collaboration.
Using language appropriately also can encourage collaboration online. For example, reduce the use of techno-jargon in order to emphasize the learning and diminish the focus on technology. For example, instead of saying, “Please wait while I launch application sharing,” ask learners to participate in a chat activity while you launch the application. Another tip is to use people’s names frequently and to circle-back to comments made earlier in the program in order to facilitate interest amongst the learners.
Although organizations are investing money in technology and programs, they’re not investing in creating effective learning environments that ensure the success of learners. When designing and delivering online learning, strive to implement the following critical success factors:
• adequate student motivation
• opportunity for students to collaborate and interact
• a blend of delivery methods
• useable technology
• an active and participative instructor.
Mastering these key factors will maximize your organization’s time, quality, energy, and return on investment.

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