Designing a unit of study in moodle was a challenging exercise because I found myself questioning the value of every element and attribute that I introduced in the unit. Having started with a well-defined objective of making peer and community interaction the strongest element of the course provided me with a criterion for assessing the value of each element and attribute. However, the community and peer interaction that I wanted to build would remain a hypothetical construct until learners actually engaged with the course. The design and post-design reflection helped me re-evaluate some of my pre-conceived notions about online and face-to-face courses. The following reflection is an overview of the objectives I set out to achieve and how my perspective evolved over the process of design.
This week’s readings introduce us to some comprehensive frameworks for evaluating technology for use in teaching and learning. However, I think that there is room for introducing some more considerations and I was inspired by the readings (especially, Bates’ catchy acronym) to create a framework that incorporates the ideas from the various authors and also introduces a couple of new considerations. And of course, in order to make the framework memorable, I had to come up with a catchy acronym of my own – L.E.A.R.N.I.N.G. T.E.C.H.S.
De Castell and Jensen identify several factors that allow commercial video games to offer a more engaging learning experience for gamers than educational games. The most prominent feature that allows deeper engagement with commercial video games is immersion.