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Looking back twenty years began in 1998, when the Internet had reached the level of mainstream awareness. It is accessed via a dial-up modem, and its meaning is generally confusing, whether for the wider society or higher education in particular. Some scholars think this is a fashion.

Wiki can reflect the optimism and philosophy of the open network better than any other technology. A Wiki is a web page that can be edited by anyone. It is a fundamental change in our relationship with the Internet. The Web democratizes publishing, and Wiki makes the process a collaborative, shared enterprise. Wikis have their own markup language, which makes them a bit technical when used, although later implementations such as Wikispaces make this process easier. Wiki encapsulates the promise of a dynamic, shared, and respectful space-the result is partly the spiritual atmosphere behind it. This is also a kind of Virtual reality of  Edtech, which does not require books but can collect the required information to increase the amount of knowledge.  Wikipedia is very helpful for our personal open learning.

By 1999, e-learning had become the mainstream of the times. Traditional and remote universities are adopting e-learning programs, usually as long as the target audience is willing to learn in this way. People have developed a strong interest in e-learning, which has led to the necessary concentration: platforms can be easily set up to run e-learning programs; more professional methods for creating e-learning content; building evidence; and describing and sharing tools and content plan of. Enter e-learning standards, especially IMS. The agency is about to develop standards to describe content, assessment tools, courses, and more ambitious learning design (Weller, 2018).

Also, Blogs develop with the development of education and then are adopted by educational technology. Blogs are a very obvious extension of the web. Once people realize that anyone can publish on the Internet, they will inevitably start publishing diaries, journals, and regularly updated resources (Weller, 2018). As a sample, Just like our course, we need to write a blog every week reflecting what we have learned in the past week so that classmates and teachers can read and comment. This way is that our openness in the course is a kind of learning.

With the development of electronic technology, people have begun to popularize how to complete their own personal open learning through edtech. Before the epidemic, many people around me started to take online courses. For example, my brother, in order to learn English in China, used online courses to complete his English learning and oral learning. Before the outbreak, students tended to complete their tuition plans through online classes. After the epidemic came. Online teaching is more common. Because of the epidemic, students cannot go to school for face-to-face courses. In this severe period, edtech played an important role. I hope that in the future, I will be more familiar with online courses to complete my open learning.

Reference:

Martin Weller (2018) Twenty Years of Edtech. Press:  EDUCAUSE Review. Retrieved from :https://er.educause.edu/articles/2018/7/twenty-years-of-edtech

In the process of open e-learning and communication, the design is essential. There is UDL guide very useful for Educators, course developers, researchers, parents, and anyone who wants to implement the UDL framework in a learning environment . Universal learning design is based on scientific insights into human learning methods to improve and optimize teaching and learning framework for everyone. Learn more about the Universal Learning Design Framework from CAST. These guides provide a set of specific recommendations that can be applied to any subject or field to ensure that all learners can access and participate in meaningful and challenging learning opportunities.

Generally, there are many different ways to design online courses that work in different environments, and there are many ways to design online courses that don’t work in other situations. If the design of the following courses can be realized, the quality of this course may also be improved.

1. Spend time and resources to create a high-quality learning experience
2. create courses that focus more on active participation and less on passive content consumption
3.  shorten the course time in a simple and clear organization, and reduce the time and effort of watching and/or reading text each week

As a student, I very much hope that the courses will be of high quality, and the time of the courses will be shortened. I hope that the courses will talk about the most important knowledge points, rather than blindly repeating some knowledge points that everyone knows. I have taken two courses, and the teaching quality and efficiency of the two courses are different. Among them, the teaching design of a course meets the above three design conditions, and for students, the quality of learning is also improved. The other course did not emphasize the key points of knowledge. In my opinion, the design is lacking. It is a bit boring to repeat well-known knowledge all the time.

Communication

Speaking of clear communication, we should take a minute to highlight that clear communication is important for all aspects of education. Communication is a foundational element of educational theory (Warren & Wakefield, 2012); without clear communication, learners can feel confused and discouraged.

Types of Communication in Opened learning.

1. Normative communication activities refer to activities that exchange knowledge gained through social negotiation over time, such as social norms or expectations for student activities.
2.  For most educators, strategic communication behavior may be the most familiar educational communication behavior.
3. The behavior of continuous communication is debate, debate and speech, so that learners can make claims and counterclaims.
4. Dramatic communicative behavior refers to behavior that allows expression.

In the following study, I hope to improve the skills of designing open learning. It can help me not only during the student period,  but work period and learn more experience. It is also very useful in my future work. In learning to design courses or other open learning, I can know what type of communication and course design need to be used to target my audience.

Reference:

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

CREATING ONLINE LEARNING EXPERIENCES  CHAPTER 5: EFFECTIVE PRACTICES. Retrieved from https://uta.pressbooks.pub/onlinelearning/chapter/chapter-5-effective-practices/

Higher education has existed for hundreds of years, and teachers have taught in many ways. In the past 100 years, technology has become an indispensable part of education. This historical period also includes several examples in which technology is the key to achieving higher education teaching. In other words, the intermediary institutions of communication technology allow higher education to be taught in time and space without the participation of teachers and students. The formal method of this form of teaching is called “distance education” or “distance learning”. It started with correspondence research and developed rapidly with advanced technology.

With the increasing importance of online learning as a form of teaching, more and more teachers are teaching online courses. In 2013, a survey of more than 2,200 faculty members showed that 30% of them teach online. Teachers of all professional levels, part-time and full-time teachers, and teachers of various types of institutions have developed and taught online courses. 6 There is evidence that nearly one-third of the faculty and staff are teaching online, and more people plan to teach in the future. This teaching format seems to have reached the innovation “tipping point” described by Everett Rogers. In this case, innovation is a guiding innovation. In other words, online learning seems to have become a common teaching practice among higher education teachers (Johns, 2015).

Distance learning maintains the advantages of face-to-face communication, such as remote video communication or voice communication. Communication can promote learning enthusiasm and other benefits. The communication process between the two agents requires a set of skills in order for this understanding to occur: interpersonal and intrapersonal pro­ cessing, listening, observing, speaking, analyzing questions, and evaluating. It crosses multiple sites: home, school, and community. (Johns, 2015) What follows is a change from the form of understanding and conveying knowledge, that is, meaning can be conveyed through tone, facial expression and body language, and meaning can be understood through sensory perception and emotional perception.

This is also a form of open learning, which provides a more convenient and efficient way to learn knowledge.

In this course, I understand the importance of distance learning. For example, because of the epidemic, the inability to learn face-to-face may bring health problems. At this time, in order to maintain the quality of learning, distance learning can satisfy our learning. This new learning method is very convenient and helps us improve the quality of our learning.

After that, I hope to learn how to communicate with classmates through this learning method to promote learning experience and progress. Communication is very necessary.

Reference:

Johns, Hopkins University Press. Teaching Online : A Guide to Theory, Research, and Practice, Johns Hopkins University Press, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874.

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