Stronger Together: Course Content and Learning Technology

Morris Thomas, Assistant Provost for Digital and Online Learning Director, Howard University

Morris Thomas, Assistant Provost for Digital and Online Learning Director, Howard University

The current status of today’s society is driven by and involves technology. Unfortunately, this is not a shared practice by all in the educational context. Despite the average person’s reliance on technological devices, there has been some resistance to embracing the idea that in the 21st century and beyond, digital education is essentially all education. There are many technological devices and applications, but it is the user and their intended purpose that is most important in leveraging these everevolving innovations. It appears that the greater society is quite open to the transformation of how technology has transformed banking, shopping, real estate, food service, travel, etc. These activities and technologies have become interwoven and interconnected in how life happens. Nevertheless, in the education sphere, particularly as it pertains to the way courses are designed and delivered, still persists the notion that course content and learning technology that creates the learning environments and experiences are not inherently connected. Moreover, the learning technology or technology used to assist in facilitating learning is not essential. In my experiences as a student, faculty member, researcher, and leader in the teaching and learning sector, I have encountered many educators who seemingly place an inordinate focus on discipline or content and approach learning technologies as accessories and non-essential. In many instances, learning technology has been referred to as tools without really understanding the significance tools bring to the building or creation process, particularly what this means in creating effective learning environments and experiences. I do like the analogy of referring to learning technologies as tools; they are certainly not accessories or “knick-knacks.” For instance, if we look at creating learning environments like building a home, where tools must be used, one will certainly need wood to frame rooms, etc. However, wood alone does not a home make; the tools are essential. This brief analogy is similar to the educational context if we looked at the home as a course, the wood as the content, and the room as a particular learning objective or outcome. This analogy could be explored in many ways, but the idea is to understand that building cannot take place without all of the necessary components. What tools are used, how as well as when the tools are used depends on a variety of factors. This is also true for building learning environments; the content and the tools (learning technology) are absolutely essential to creating effective learning environments and experiences.

“Strategies should be discovered, deployed, and frequently revised to elicit learning. Therefore, if course content and learning technology are appropriately employed cooperatively, the more significant the potential impact is for the learners, ultimately making this pair stronger together.”

It is certainly possible for instruction and, for that matter, even some learning to occur without incorporating appropriate learning technologies. However, the goal should be to maximize the learning that is taking place. It has been posited that it is essentially impossible to engage learners in significant learning without utilizing technology to increase rapid exchange and involve momentous interactions needed to facilitate higherorder learning. Moreover, well-designed learning experiences and environments are considered more meaningful for learners than passive recipients of course content. Research in neuroscience and the physiology of learning demonstrates a strong link between emotion and cognition; or, put another way, little real learning occurs in the absence of the emotions engendered by deep engagement, motivation, interest, and caring. Employing learning technology plays an essential role in fostering learning experiences that link emotion and cognition. A suggestion to ease the working relationship between course content and learning technology is to consider learning science (research and strategies that investigate and inform learning processes) and learning design (often referred to as instructional design, which includes processes in which learning science is applied to design learning experiences and the employment of learning technologies). I personally employ the ENHANCE Learning Model (ELM), which consolidates insights from various learning science such as Blooms Taxonomy, Universal Design for Learning, Andragogy, Behaviorism, Constructivism, Connectivism, Cognitivism, and more into seven strategies to inform intentional course design and delivery. The ELM is an acronym where each word in the model represents a strategy (Engage, Navigate, Highlight, Assessment Network, Connect, Edutain). The ELM strategies can guide the environmental dynamics, which include the circumstances or conditions that surround the social, intellectual, or moral forces that produce activity and change within the educational context. Considering the strategies outlined in the ELM or other learning science can inform what learning technologies would best support the intended objectives, outcomes, and goals of a particular lesson or course. Strategies should be discovered, deployed, and frequently revised to elicit learning. Therefore, if course content and learning technology are appropriately employed cooperatively, the more significant the potential impact is for the learners, ultimately making this pair stronger together. It is my hope that soon, there will not exist a separation of these essential components, and the norm becomes what tools (learning technologies) best support the most effective learning experiences and environments.