Find an example of a learning technology, which genuinely makes a difference to the dynamics of learning. Describe it, and analyze the ways in which it makes a difference.

First, I’ll admit that I’d like to have had greater exposure to a wider variety of learning technologies and be able to offer an update with a more innovative and exciting learning technology example. The tool I am most familiar with right now is Canvas, a learning management system (LMS). I used this tool last year to deliver an online program for current law school students and new attorneys. I would certainly place Canvas (and any LMS tool for that matter) in the “not-so-new” category of instructional technologies as described by Dr. Cope (n.d).

Canvas, like other LMS system, provides a virtual space to build your course and all its components online—the syllabus, module content, schedule, assignments, and quizzes or tests. Canvas also allows for participant interactions through a discussion board, notifications, emails, conferences, and collaborations. Finally, the tool gives the instructor the ability to track attendance, grade assignments, and conduct course analytics. This is a screen shot of the home page in Canvas where one can see all these options.

Canvas Home Page

A learning management system like Canvas genuinely makes a difference in the dynamics of learning by, a) creating a “one-stop-shop” for all components of a learning event, b) building a “learning path” that helps the student navigate the program and, c) allowing ubiquitous access at the convenience of the learner.

Canvas captures all the syllabus, content, assignments, quizzes, and schedule information for a course in one place that the learner can access on their own. This changes the dynamic of the classroom as it provides autonomy and agency to the student, rather than having access controlled by the instructor as in the case in a traditional classroom. For example, the learner can scroll through the course content in whatever order and at whatever time they prefer. (Note: the instructor does choose when the publish content, so they are still able to be a gatekeeper if needed.) It also simplifies the experience by allowing the student one place to go to find everything they need for a given course, rather than having to manage a dispersed collection of documents, books, or tools.

Canvas also makes it easy to create a learning path that organizes the course materials in the sequence and timing in which they should be utilized. For example, Canvas has a concept of a module that can collect the content pages, assignments, and quizzes relate to a given topic in one unit. An example of a module structure from the course I taught last year is shown in the image below. Canvas also allows navigation through the course with an online syllabus that links to modules or assignments, as well as a calendar where course sessions or events can be added. These options facilitate communication of the course flow and expectations from the instructor to the attendees and put more of the responsibility and ownership for navigating the course on the learner.

Module Structure

Finally, as an online tool, Canvas allows the learner to participate in the class anywhere and at any time. This was critical in the course I taught, as I had students attending from over 30 countries, in a variety of time zones, with their own work or personal obligations that dictated when they would be able to participate. Having ubiquitous access greatly increases the probably of student success and expands the scale and reach of a program in ways unimaginable in the past. Canvas also facilitates anytime, although perhaps delayed, dialogue and engagement with the instructor or between participants because if offers the discussion forum, collaborations, and notifications that can executed by one person in one time or place and shared with others in a completely different time or place.

This is a link to the Canvas homepage if you’d like to learn more about the tool.

https://www.instructure.com/canvas

References: 

Cope, W. (n.d.). The not-so-new school - course orientation. Retrieved March 18, 2021, from https://www.coursera.org/learn/ubiquitouslearning/lecture/QqhUx/the-not-so-new-school

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