XplanaZine

When one enters the relatively bland learning space of an online or hybrid distance course, it is very tempting to think that the learners will be as uniform and predictable as the interface itself. If each course has the “same look and feel,” does the blandness precondition the learner to think that all the other learners will similarly possess the “same look and feel” as all the other e-learners? How will the e-learner consider other learners in the course with him or her? Will they be assumed to be all the same, too? Will the learner be unconsciously conditioned to assume that all the learners are mere echoes (or mirror images) of himself or herself?

Uniformity has its virtues, but I think we need to think twice before we jump in and semiotically engineer the e-learning space to have a mass-produced, bland, predictable appearance.

I understand the arguments for uniformity of design. In fact, I’ve been a proponent of it. My arguments have revolved around the quest for navigability and a desire to do whatever possible to increase learner self-efficacy, which translates to self-confidence, more time on task, enhanced motivation, and higher completion rates.

However, I think I’ve been overlooking a critical point. If the design is too uniform, does it tacitly discourage contemplating a reality that deviates from the cookie-cutter norm? Even if it is easy to navigate, does the design inhibit the expression of multiple points of view because each person is constrained by the rigidities of the discussion board?

Further, in the rush to mass-produce courses in a centralized (or outsourced) e-learning factory, are we running the risk of eliminating the possibility of creative innovation? In the rush to be standard, are we demotivating learners by failing to capture their attention? Do we fail to provide stimulation, thus making it more “work?” What happens when the learner starts to expect to have to slog through the course material and activities?

Boredom is one thing. Exclusion is another. One of the great promises of distance distributed education is its potential to bring together individuals from diverse backgrounds, locations, socio-economic conditions, jobs, family structures, and geopolitical contexts. In theory, one can learn strategies in the e-learning space that could apply to society at large, in terms of uniting individuals via a common mission.

Conflict resolution, creative problem-solving, mediation, leadership, and organizational behavior are just a few of the activities that can (and should) be practiced in the diversity-inflected e-learning space.

Unfortunately, this is not likely to happen in the learning space, where discussion threads are indistinguishable from each other, and learners tend to parrot the same things, or try to anticipate what they think the instructor wants to read.

Deeper learning is less likely as well, as students tend to focus on “skill and drill” activities to prepare themselves for timed quizzes. Situated learning activities, with interesting and relevant questions are difficult to mass produce. A cookie cutter course starts looking like the digital equivalent of a textbook. This is fine to a point. The content has been reviewed for accuracy and relevancy, and learning objectives have been clearly stated. However, the dynamic aspects of learning are absent.

Encourage diverse identity-development. Anthropologists have long questioned the idea that any culture is capable of developing a “type section,” or archetypal example of it, in its “essential” form. Instead, they suggest that cultural identity is always in flux, and that it and the individuals who comprise it, are constantly adjusting themselves, and adapting themselves to social situations. The e-learning space, if flexible enough, gives individuals a perfect opportunity to “morph” as much as they wish, and to exchange ideas, debate, incorporate, and create their own learning artifacts.

Practice “vision-building” by means of collectively thinking of multiple ways to achieve learning objectives. In stating a learning objective, or desired outcome, one has essentially set out a mission and a vision statement. The e-learning space gives the facilitator the opportunity to guide the learners individually and collectively toward a common goal.

Encourage learners to upload and share work. If there is a way for students to access short papers and/or projects, it can be quite helpful to others. Not only does it help individuals share techniques and thus become more adept at using software and analytical tools, it provides support for brainstorming and making connections.

Connect activities to the real world, then ask students to share with each other. Even though learners may be in different parts of the world and may seem to have little in common, it is possible to find points of discussion and to share perspectives. For example, in a class, “Leadership in Difficult Times,” learners studied post-traumatic stress syndrome, and then were given the opportunity to share experiences and insights. Although the learners were scattered around the globe, and consisted of military personnel and civilians, they found common ground in this area and shared meaningful ideas that immediately benefited the participants, many of whom were wrestling with leadership and personal dilemmas having to do with traumatic incident stress.

Ask students to discuss items that have multiple points of view or perspectives. Sometimes more light-hearted assignments and activities yield the most results. The students have a chance to share their personal approaches, experience, likes, and dislikes. An example is to write and share reviews of movies, music, or books. They can also share opinions of news items and current events, from multiple perspectives. This encourages flexible thinking, and making connections.

Discuss ethical dilemmas. Rather than asking students to simply “take sides,” ask them to look at various points within an ethical dilemma, and to discuss potential impact of possible decisions. This can also lead to productive role-playing and simulation.

Require blogs. Encourage students to link to personal blogs. The blogs can be multi-faceted — they can be a space to present a project in a virtual presentation, and they can also allow students to upload graphics, photos, music, audio, and video to promote diversity — not only of ideas, but also of presentation and image.

Encourage podcasting. Ask students to record brief audio clips (with a written transcript), to share the sound of their voices. This will provide more depth, and prompt different forms of creativity.

Consider incorporating avatars and smileys. Some people may say that this is not “serious” and it detracts from learning. However, it is quite possible that just the opposite is the case, particularly when one takes a look at the interfaces of the major instant messaging providers: Yahoo, AOL Instant Messenger, MSN, etc. In fact, one of the most aggressive early instant messaging providers, ICQ, became instantly recognizable through their little “daisy” motif, and the wide range of avatars that were made available to users.

Make the discussion space more lively. Use color, signs, avatars. This is an excellent opportunity to learn from video games and simulations. If players (users) have an opportunity to personalize their self-presentation, and to communicate messages in non-verbal ways, it opens up a new level of sharing of ideas, and appreciation of diversity. Encourage role-playing and simulation, and ask people to develop an appreciation for a point of view they had previously not considered.

There are many other ways that the design of a course, as well as the instructional strategies can encourage diversity. Ironically, perhaps the most used model of course development and design is also one of the surest ways to discourage thinking in terms of diversity and inclusion. Further, the “cookie cutter course” demotivates the learner.

The same can be said for learning objects, and learning object repositories, if the focus strays from learning outcomes, and becomes fixated on efficient production of courses. One might be tempted to argue that diversity in an online course is simply not relevant — that uniformity and standardization are absolutely necessary given the need to pass standardized tests.

Interestingly, this argument falls apart under the pressure of tests. In order to perform well, students must be able to synthesize information and apply it in a number of ways. In order to get to that point, the learner must be engaged and interested, not bored or alienated. Developing courses that model diversity by presenting content in an engaging way, using creative graphics and design, and structuring learning activities so that they encourage multiple perspectives is definitely the foundation.