This topic looks simple and straightforward to me in the first glance on the words: "choosing e-tools for blended activities". Well after looked through the reading texts, it does not seem to be so.
I strongly agree with the authors on their first statement "For effective learning it is important that students are actively involved and are motivated by what they are asked to do." *nod nod* But, how to ensure this is exactly the situation? Although we could narrow down the different activities that learners involve - assimilative information handling, adaptive, communicative, productive and experiential/interactive activity - and corresponding tools, there are other factors come into play that restrict the process of investigation, information gathering, decision making and also the implementation. These include learners' preferences, institutions' support in terms of resources and rules; goals and objectives, learning contexts; constraints like time, cost and expertises and many more, I believe.
Just like what is mentioned, "There is no one perfect or universally applicable choice of tool." Since this is so, how are designers going to define which tool is the best, for most of the learners with so many factors playing around? How do they rank or even define the priority? This question is turned to be so much complicated and I believe there is no complete right answer for that?
I believe, before anything's being done, designers have to state an end goal or objective - what is to be achieved - to be as a guide for further analysis. Hmmm, what else? Collaboration with relevant institutions, educators, organisations perhaps? I guess the responsibilities involved are not just merely on designers.
Any other views?
I strongly agree with the authors on their first statement "For effective learning it is important that students are actively involved and are motivated by what they are asked to do." *nod nod* But, how to ensure this is exactly the situation? Although we could narrow down the different activities that learners involve - assimilative information handling, adaptive, communicative, productive and experiential/interactive activity - and corresponding tools, there are other factors come into play that restrict the process of investigation, information gathering, decision making and also the implementation. These include learners' preferences, institutions' support in terms of resources and rules; goals and objectives, learning contexts; constraints like time, cost and expertises and many more, I believe.
Just like what is mentioned, "There is no one perfect or universally applicable choice of tool." Since this is so, how are designers going to define which tool is the best, for most of the learners with so many factors playing around? How do they rank or even define the priority? This question is turned to be so much complicated and I believe there is no complete right answer for that?
I believe, before anything's being done, designers have to state an end goal or objective - what is to be achieved - to be as a guide for further analysis. Hmmm, what else? Collaboration with relevant institutions, educators, organisations perhaps? I guess the responsibilities involved are not just merely on designers.
Any other views?
No comments:
Post a Comment