LTEC5510 Technology Based Learning Environments

Welcome, this is my introduction into week 1 in the LTEC5510 course at UNT.

Our assignment began by reading an article entitled: Problem based learning: An instructional model and its constructivist framework.

The article presents Problem Based Learning not just as a pedagogical strategy, but as a philosophical shift, one that repositions learners from passive recipients to active constructors of knowledge. This resonates deeply with constructivist ideals and aligns with my commitment to immersive, learner-centered environments.

What stands out is the intentional contrast between PBL and other case-based approaches. While traditional models often treat cases as post-instructional tools for assessment or illustration, PBL identifies the short coming or problem is in the curriculum. This mindset fosters authentic inquiry, where learning is contextual, emergent, and socially negotiated. It's not about arriving at a "correct" answer, but more about cultivating the cognitive and metacognitive habits that mirror professional practice.

My second reading was an article titled: Teaching optimization of virtual reality and augmented reality technology in vocational education.

The article explores how virtual reality (VR) and augmented reality (AR) technologies enhance instructional effectiveness in vocational education. It specifically highlights that AR improves student engagement, learning efficiency, and consistency of outcomes, especially through real world contextual feedback. VR on the other hand excels in simulation heavy courses, offering immersive environments that outperform traditional methods in practical development. When combined, VR and AR foster motivation, engagement, and performance, creating a comprehensive and dynamic learning experience. However, the article contrasts these technologies with traditional teaching methods, which remain valuable for theoretical knowledge transfer, especially for learners with what is referred to as "observer" or "theorist" styles. Not everyone likes using technology and some prefer to disassociate with it. Ultimately, the authors advocate for a hybrid instructional mode that integrates VR/AR with conventional pedagogy to optimize learning outcomes across cognitive and psychomotor domains in vocational education.

My third reading I chose from one of my fellow peers titled: Information Literacy: Making Asynchronous Learning More Effective With Best Practices That Include Humor.

The article evaluated the effectiveness of a new asynchronous online information literacy (IL) module for students preparing for a university. It addressed three key questions: Instructional Design Best Practices, Use of Humor in Online IL, and the Effectiveness of the Module.

Instructional Design Best Practices: By applying proven instructional design methods, especially those organized with the ADDIE framework, thus making the module development more efficient and learner-centered. Passion and enthusiasm, as emphasized by Acevedo (2020), also played a vital role in easing the creation process and enhancing engagement.

Use of Humor in Online IL: Although under researched in online contexts, humor translated well from face-to-face teaching. Students reported that it improved attention, memory retention, motivation, and made librarians more approachable.

Lastly, Effectiveness of the Module: Pre and Post test data showed statistically significant improvement in students' IL skills, confirming the module's success. Concluding that integrating best practices and humor can enhance asynchronous IL instruction.

In essence, the referenced articles explore diverse delivery methods and learning styles aimed at crafting practical responses to the accelerating evolution of science and technology. Asynchronous learning environments, in particular, must be intentionally designed around learner-centered principles. In this format, the instructor shifts from being a mere transmitter of content to serving as a cognitive coach facilitating reflection, self-regulation, and the development of critical thinking.

As an Instructional Designer, I envision integrating immersive technologies such as virtual and augmented reality to enable learners to engage with complex, authentic scenarios. These environments foster experiential problem-solving and deepen conceptual understanding.

Ultimately, meaningful learning hinges on ownership and authenticity. In the context of workforce, vocational, and technical education, learners must not only grasp what to do, but also understand why, how, and when to apply their knowledge ensuring competence, confidence, and adaptability in real-world settings.