Access to content has never been easier for someone who wants to learn. The phrase “Google it” is now a common reaction to finding out information as well as resources for developing skills. However not every link will satisfy the curious mind or teach the skill that one is searching to learn. In the development of instructional content one needs to consider the plethora of technological choices as well as accessibility to the content that the learner may require. When creating instructional materials it is very important to know the potential audience and how the materials will be retrieved. Standards that reinforce common expectation for the users are important considerations when choosing technology tools. "Organizations spend millions of dollars on technologies, content, and services to improve knowledge and skills."( Hodgins, 2003) Establishing learning system standards will help ensure there is a return on the investment. Additionally, choosing the correct application to meet the need of the learning objective inside of the specific learning environment is also essential.
Utilizing technology for learning is a normal practice in most learning environments such as face-to-face, online or blended classrooms. Students and instructors will look for resources, communications, and collaborations using the web. Additionally, they will access computer based applications for further communications and learning. However, careful attention must be exercised when choosing how to deliver materials. Traditionally teaching skills that require on hand training could only be done in a face to face environment. Yet, now with the available technology, students are able to access instructional content in asynchronous fashion to learn the desired skills in a virtual or online classroom. Different methodology is necessary when choosing an online environment because the expression of the content will be different than the traditional face to face classroom. For example, a student who wants to learn online how to make a roux would probably not be content in using a word blog for sole instruction, especially if the learner never had experience with a roux sauce. However, creating a video tutorial with the skill being demonstrated would be a rich way to deliver this type of content. Learning how to make roux, can be described on the pages of a cookbook or an online recipe, yet, for one who never has seen the outcome of a roux, watching a video tutorial one is able to get a deeper understand of what to expect as they make it.
When establishing content the developer should consider how it may be accessed and personalized by the learner. “Software is used for teaching and learning providing both learners and instructors the ability find solutions to virtually any learning challenge” (Laureate Education, Inc).. For example, a person that may favor learning content by listening may benefit from a podcast with the content spoken through the learner chosen device speakers. Additionally, content should be available to the learner through various devices, sources and systems. Also there need to be a seamless integration between the variations (Hodgins 2003). For example whether a person chooses a PC or a MAC computer system should not have any implication on the content as the materials are accessed and updated by the learner.
Laureate Education, Inc. (Producer). Classification of Learning Technology Software Flash Program. Baltimore, MD:Author unknown.
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