Traditionally, instructional designers would choose a technology first, or be told by the school what was available to use. Then they would figure out how to use the technology for the purposes of the class.
But today, with so many technology possibilities, is it better to choose the learning activities first, and then find technology that can best support those activities?
I think that the answer is "yes", but I want to know what you think!
Interesting question, Michael...the answer would likely depend on what is to be learned: is it the subject matter, or is it the technology gadget/procedure itself?
Whichever is the focus should probably come first, and the other is the supporting method.
If the focus is subject X, and the topic is Y, and the instructor has chosen activity Z to help the learners internalize X/Y, then the planning and execution of Z would possibly include technological component(s) to demonstrate/master X/Y.
Conversely, if the focus is technology T, and the interface is I, and the instructor has chosen activity Z to help learners internalize T/I, then the planning and execution of Z would possibly include any of a variety of subject matter topics to demonstrate/master T/I.
Would you agree?
Absolutely always the learning activities. Technology is an enabler and should not take over the learning event. Otherwise one loses the personal touch altogether.
The order really doesn't matter as long as the activities you choose will help students to achieve the learning objectives. It's always good to be aware of the available technologies and have in mind how they can support teaching and learning during the curriculum development process. Sometimes technology comes in later to make an exiting activity more effective, efficient, motivating, fun or so on. Sometimes, adopting a technology may lead to a new learning activity, e.g. use of AR in a field trip. Just do not create an activity only for use of technology.
I would define the learning objectives, then think about an activity and choose the appropriate technology.
This is a smart question.
I would go with learning objectives and activities first. The most complicated technologies are of no use, unless they provide learning opportunities for the students. Another factor is accessibility; We need to assess what technologies we have access to and see how they can help us to achieve the pre-defined goals.
But I don't think it is the case all the time. Sometimes we get familiar with a new app, for instance, and try to design some supplementary activities using that tool.
I choose learning activities first and then to support the activities and learning objective, I use appropriate technologies.
In my opinion, choosing the learning activities first before seeking for the appropriate technology seems to be ideal in most cases.
chi, determining the research goals and objectives associated with research questions is the initial stage of the project. then it is time for operationalization through the learning activities suitable to achieve the goal. to gather data related to the effectiveness of some learning activities, we can apply some technologies. technology works as a means to an eng fostering some learnings.best regards
learning activities first Because when you set it carefully and accurately shows you which learning paths you have to use technology
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