Considerations in Choosing
Our E-Learning Tools
Working together to identify tools for inclusion in an eLearning course was a useful activity. We each recognized the importance of considering differences and similarities in the students we teach and how we might approach choosing tools which would meet their individual and collective needs while also being a ‘fit’ with the learning management systems of our institutions and the courses we teach.
We began by reflecting on the questions asked in Module one--who are the students in our respective classrooms? What generational characteristics and preferences do we need to consider? We then considered what we have learned with regard to face-to-face and online learning and the challenges and opportunities we must consider when we choose tools for our online courses. With the answers to these questions in mind, we then turned our minds to finding tools we envisioned ourselves using in our online classrooms.
My collaborator (Micaela) identified the generation of students she is working with as primarily Generation Y or Millennials, born between 1980 and 1995 (Hart, 2017; Mokoka, 2015), and Generation Z or iGen, born between 1995 and 2012 (Chicca & Shellenbarger, 2018). In addition, Micaela identifies a small number of Generation X students in her classes as well. These students were born between 1961 and 1985 (Mokoka, 2015; Swanzen, 2018). My students (Betty) fall into the same generational categories. Although we are developing curricula in very different programs, (Michaela in Design, Marketing and Payroll and Betty in a Bachelor of Science in Nursing), we felt generational preferences for engaging in online learning would be similar for our respective student groups.
Finally, we reviewed the chapter related to choosing tools to support online teaching in the course text (Boettcher & Conrad, 2016). The authors provide guidelines for determining the best tools to support the learner and teacher experience in the online classroom. The first two guidelines described by Boettcher and Conrad (2016) informed our choice of tools included on our Wiki.
The first guideline articulates the importance of focussing on the learning outcomes and then working backward to choose the best tool to support student achievement of course learning outcomes. This can be described as pedagogy first then technology (PFTT) (Boettcher & Conrad, 2016). The authors note that it is essential to determine the learning outcomes and the experiences which will support students to achieve the learning before selecting the learning tool.
The second guideline advises educators to keep it simple (Boettcher & Contrad, 2016, p. 63). They suggest for both the learner and the educator; any technology requires a period of learning and practice to become comfortable with its use. In addition, it is important to choose tools which will be supported by the institution and its technical staff. Student and educator may require support and guidance while learning how to use and manipulate a learning tool. Thus, choosing carefully and identifying tools which will be easy to use, manipulate, and effectively incorporate into the eLearning experience is a critical factor when identifying and selecting tools for both teacher and learner.
Keeping these considerations at the forefront of our search, we sought tools which would be fairly easy to use, would work in the learning management systems at our institutions. We sought tools which would be useful in supporting students to learn and to achieve course learning outcomes as well as be engaging for students in each of the generational cohorts making up our classrooms.
We chose Mural because it provides students with a space for brainstorming, sharing ideas, and working on projects. This eLearning tool would be useful for each of our student groups. It is simple to use and provides opportunities for students to collaborate on group assignments, engages in creative brainstorming for design and marketing, and develop presentation material or health teaching materials. It is a tool for collaboration and group work, a preference for both Generation Y and Z learner (Chicca & Shellenbarger, 2018; Windham, 2005; Hart, 2017). Generation X is less likely to be comfortable using this tool as they prefer to be more self-reliant and engage in discussion, however, providing clear instructions for its use in an online course, with clear expectations will help ameliorate their concerns. In addition, activities which provide opportunities to apply what they are learning and share their perspectives and personal experiences will encourage engagement in the use of this tool (Hampton, Pearce & Moser, 2017).
Powtoons is just fun! It too is easy to use and encourages creativity. We felt it would be effective as a tool for presentations, developing marketing and teaching presentations for both of our groups. It would be acceptable for all of the generations as a tool for communication and could be used in both group work and independent work assignments (Chicca & Shellenbarger, 2018; Windham, 2005; Hart, 2017). It would also be an easy tool for the educator to use to introduce a concept or to introduce a course.
Finally, we felt that VoiceThread would be an engaging and expansive tool for class engagement. It provides opportunities for comments, threaded discussion, and instructor feedback. Engagement with other learners is highly desired across the generations (Chicca and Shellenbarger, 2018; Hampton & Keys, 2017; Hart, 2017; Windham, 2005). It is a presentation platform which can incorporate the use of images, slides, and videos and allows students to respond in a number of ways. This too provides options which meet generational preferences in the learning space.
We have attempted to highlight the process and considerations we used to identify and select the eLearning tools chosen for our Wiki with our individual learners and programs in mind. There are many tools available to the teacher and the student and developing a useful process for identifying, analyzing, and choosing the tools which will work best for our online classrooms is an essential element in online design.
References
Bell, B. S. & Federman, J. E. (2013). E-learning in postsecondary education. Cornell University ILR School. Retrieved from https://digitalcommons.ilr.cornell.edu/articles
Chicca, J. & Shellenbarger, T. (2018). Generation Z: Approaches in nursing education. Teaching and learning in nursing, 13(3), 180-184. doi: https://doi.org/10.1016/j.teln.2018.03.008
Mokaka, K.E. (2015). Managing a multigenerational nursing workforce to strengthen staff retention. Professional nursing today, 19(4), 42-45.
Hampton, D., Pearce, P. F., & Moser, D. K. (2017). Preferred methods of learning for nursing students in an on-line degree program. Journal of professional nursing, 33(1), 27-37. doi: https://doi.org/10.1016/j.profnurs.2016.08.004
Hart, S. (2017). Today’s learners and educators: Bridging the generation gaps. Teaching and learning in nursing, 12(4), 253-257. doi: https://doi.org/10.1016/j.teln.2017.05.003
Swanzen, R. (2018). Facing the generation chasm: the parenting and teaching of generations Y and Z. International journal of child, youth, and family studies, 9(2), 125-150. doi: https:dx.doi.org/10.18357/ijcyfs92201818216
Windham, C. (2005). The student’s perspective. (Ch. 5). In D. G. Oblinger & J. L. Oblinger. Educating the net generation. Retrieved from https://www.educause.edu/ir/library/pdf/pub7101a.pdf
