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Challenges

15 一月, 2016 - 09:44

The wave of new web 2.0 technologies, such as blogs, wikis, and especially e-portfolios, and open source content management software such as WordPress enable students as well as instructors to create, load and edit content. This increases active learning, and provides means to collect, organize and assess student work in more authen tic ways than tests or essays. However, learning management systems still have major advantages, in that they provide an institutionally secure environment, enable the management of learning, and integrate with administrative systems. Thus designers are looking for ways to integrate web 2.0 tools with learning management systems (Mott, 2010).

Also as students get more tools and more encouragement to use these tools for learning, there is the possibility of creating ‘personal learning environments‘, software interfaces that the learner can add to or edit, to facilitate their learning. These might include a portal to their courses that would include access to an LMS, but would also include links to their blog, e-portfolio, and social networks such as Facebook (Bates, 2011)

Students now have access to mobile phones with camera and audio recording capabilities and access to video editing through software on their laptops and video publishing through YouTube. Students now can collect data, organize and edit it, and publish it. In addition, through the Internet, they can access a multitude of resources far beyond the limits of a traditional class curriculum. They can do all this outside the confines of the classroom. This is resulting in new course designs focused on learner-generated content, but working to overall academic guidelines and principles established by the instructor.

The traditional best practice instructional system design model of analyze, design, develop, implement, and evaluate (ADDIE) is giving way to the new, dynamic web 2.0 tools, and learner-generated content.

As a result, we are beginning to see some high quality design models that are developed, in response to changing input from students, the arrival of a new technology course, or breaking news in the subject area. This allows courses to appear more spontaneous and more authentic, grounded in the real world. These new developments are happening more in the area of training and vocational education than academia, although they have potential especially for professional programs.