E-learning is moving into a new phase in its development, thanks to new technologies such as Raptivity.These tools facilitate the development of interactive learning objects quickly and conveniently. Traditionally, integrating interactivity in online classes has been labor intensive and mostly ignored for that reason. Now, instructors can choose from a library of interactions including templates for developing games, quizzes, simulations, puzzles, and brainteasers to create exciting and highly engaging learning activities. The shell for an interaction model is simply customized for the learning unit and is ready to use.
Rapid interactivity tools provide an alternative to the traditional lecture, PowerPoint presentation, or discussion threads, and present learners with enhanced options for knowledge acquisition. They are designed for simplicity and integration with familiar desktop applications, thus adding to their appeal. They fill time-sensitive training solutions and can be readily updated. They empower subject matter experts (e.g. instructors) and make them more effective in the design outcomes of their courses.
A major criticism of these new technologies is that they are more suited for facilitating basic knowledge acquisition, not the higher-level thinking skills in Bloom's Taxonomy (e.g. synthesis and evaluation). As the tools become more feature-intensive, the question of balancing simplicity and sophistication must be considered if they are to retain their current appeal while also providing solutions for a diverse range of learning needs.
Read a white paper on rapid e-learning.
A major criticism of these new technologies is that they are more suited for facilitating basic knowledge acquisition, not the higher-level thinking skills in Bloom's Taxonomy (e.g. synthesis and evaluation). As the tools become more feature-intensive, the question of balancing simplicity and sophistication must be considered if they are to retain their current appeal while also providing solutions for a diverse range of learning needs.
Read a white paper on rapid e-learning.
1 comment:
There was interesting debate about this at one of our sessions at the DLA 2007 conference... on one hand the academics saying that the level of knowledge attained is not what it should be; on the other hand, other academics questioning if the spoon-feeding/ lecturing/ rote memory base exams that plague traditional F2F classes isn't any better; and the vendors saying "well, despite that business is booming"
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