The Impact of Technology and Multimedia

 The Impact of Technology and Multimedia

The era of online learning has become essential to so many parts of people’s lives. It is almost impossible not to come across some form of digital learning space. Instructors are faced with fostering online education to suit many different needs at a revolutionary and rapid pace.

 

What impact does technology and multimedia have on online learning environments?

As instructors, we must level up our teaching strategies so that all generations of learners can have the best possible experience with online learning. Learners are more likely to regularly engage with technology and multimedia in their daily lives. Therefore, the role of technology and multimedia in an online learning environment must be impactful and accessible to its users. The appropriate use of technology and multimedia have been effectively utilized in learning, and their benefits for classroom learning are well documented. Technology and multimedia go hand in hand when impacting an online learning environment because it enables interaction and engagement with peers and content that utilizes the multi-sensory nature of humans (Das, 2021). 

 

What are the most important considerations an online instructor should make before implementing technology?

There are many factors to consider before implementing technology in an online course and making sure all learners can access the technology and know how to use it are my top two picks. Using technology that meets your learning objectives is vital. However, the instructor must ensure that the learner has sufficient access to the technology not to cause a digital divide among the class of who has access and who does not (DiMaggio et al., 2004). Similarly, the instructor should include resources that offer tutorials and instructions on how to use the technology. It should not be taken for granted that because one has signed up for online learning, they are proficient in using all applications and learning platforms. Instructional designers are charged with the multifaceted challenges and strategies for creating equitable digital learning spaces. 

 

What implications do usability and accessibility of technology tools have for online teaching?

The implications that usability and accessibility of technology tools have for online teaching can be positive and negative. For example, one of the negatives is the challenge of discouraging academic dishonesty. A suggestion by Dr. Keith Pratt (Walden, n.d) to discourage academic dishonesty is to create summative and formative assessments that mirror real-life situations. A favorable implication is that they support a diverse online learning environment for teachers and learners. Both can succeed academically through communication features like discussion boards and online quizzes that give real-time feedback and data analysis. These features can boost motivation in self-directed learning and maintain it.

 

What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?

Technology tools that are most appealing to me as an educator are the ones that are easy to navigate and can be customizable for both the teacher and the learner. For example, if I am using a tool to facilitate a learning experience, I prefer tools that do not have too many steps to access its essential functioning. The tool is too time-consuming if I have to dig through drop-down menus and extra top tabs to find what I am looking for. There is an unofficial technology tool rule: users need help finding what they're looking for after three clicks to avoid becoming frustrated and not wanting to use the tool. This is true for me. If the digital pathway is shorter, I am no longer interested in using the tool because I also believe if it is too time-consuming for me as the instructor, it will be too time-consuming for the learner. The learner will lose motivation and become disengaged quickly. Learning should not feel like a chore. Additionally, I prefer tools that I can have the option to use as they are or customize for both myself and the learner. Learners enjoy and appreciate technology tools that address them by name. So, their results should be displayed with their name attached when they are working on a quiz. It gives the learners a sense of ownership of their success and belonging to the online learning community (Walden, n.d). Likewise, I enjoy technology tools that allow me to create profiles and redesign templates to suit the learners’ needs. Designing a customized learning environment that, again, does not take too much time to create enhances the learning experience for online learners. It is a great way to establish your presence, like a fingerprint. The tool becomes unique to you and your learners.

 

References

Das, S. (2021, November 8). Multimedia in elearning: Making the most of it. eLearning Industry. https://elearningindustry.com/multimedia-in-elearning-making-the-most-of-it 

DiMaggio, P., Hargittai, E., Celeste, C., & Shafer, S. (2004). Digital inequality: From unequal access to differentiated use. Social inequality, 355-400.

Walden University, LLC. (Producer). (2010). Launching the online learning experience [Video file].