The shortcomings of these approaches rest in their lack of integration and the control required by many universities. The experience of many educators parallels my own—learners are very active with technology, but once in an LMS space, they seldom do more than the minimum required (a particular concern in courses where dialogue and theory are important to explore). This may be a function of students taking on “the student role”—defaulting to passive behaviour—once in an academic environment. It may also be due to the change in behaviour expected by educators—where learners must leave their tools behind and adopt tools with limited functionality. For an individual used to Skyping, blogging, tagging, creating podcasts, or collaboratively writing an online document, the transition to a learning management system is a step back in time (by several years).
Tesseract Learning on 27 Aug 20With the current situation and social distancing norms, more organizations are preferring online mode of learning or are looking to convert their existing ILT to eLearning programs. In this blog, I will share few best practices on converting ILT sessions to impactful eLearning to impart knowledge and concepts quickly.
