Critical Inquiry of Lynda.com – Part Two

As part of our group critical analysis assignment for the Royal Roads Masters of Arts in Learning and Technology (MALAT) program, we will be exploring curated video libraries, specifically the video-based education offered through Lynda.com.  My group will approach this modality during our analysis through four key areas including retention, accessibility, implications of abundant content, and the cognitive load effects.  I have chosen to look closely and dive deep into the accessibility (and limitations of accessibility) of video-based education through Lynda.com.

Focus

As I participate as a student in the Lynda.com course “Photography Foundations: Composition” I am intending to analyze through a critical lens the success or limitations other students may experience surrounding accessibility and inclusive design.  Questions that will be explored include how students access and view content, and are there limitations to access, for example, language barriers or access barriers through a digital divide including economic status and geographic location?  Within the exploration of economic status, I will review the playback device limitations and cost of subscriptions.  Within the consideration of geographical location, I will review challenges with internet access, bandwidth, or access to the support features of Lynda.com.

Rationale

Video-based education has gained popularity and has become the most common medium for employee training in North America (Marshall, 2016).  My own organization, Fanshawe College, has made efforts recently to transition the majority of professional development to “micro-lessons”, short video-based education, for most aspects of the employees’ mandatory and self-directed learning.  This initially sparked my curiosity to explore engagement. Are participants (students) of video-based education actively engaged in the material they are viewing?  However, after seeing a growing trend of higher education courses delivered through non-traditional (classroom) methods, I have chosen to redirect my focus to access and inclusive design.  Are decisions to migrate from traditional classrooms being made purposefully, or based on convention?

Literature

Through the MALAT program to date, we have read many studies, articles, and textbook chapters focusing on engagement.  In fact, I have completed several assignments with this focus.  Very little material to date has focused on access and inclusive design.  Initial literature reviews have shown some challenges around terminology, as video-based education is also referred to as video-based learning, curated video library, and video courses.  A refined search will be required to gain a deeper understanding of my area of focus.

Research Journal

I have maintained a research journal utilizing Evernote throughout the MALAT program.  Each subject or topic of interest has a dedicated notebook with salient points and musings captured for future reference.  I will continue to maintain this journal as a critical inquiry research log for this assignment and course.

References

Marshall E-Learning Consultancy. (2016). Why Video-Based E-Learning Training Is Growing In Popularity – Marshall E-Learning. Retrieved May 2, 2018, from https://marshallelearning.com/blog/video-based-e-learning-training-growing-popularity

Thank you for taking some time out of your day.  What are your thoughts on Lynda.com or other online learning platforms?  What courses have you taken through these platforms?  Please comment below.

Enjoy the rest of your day!

Image by Luis Quezada from Pixabay is licensed under CC BY 4.0 (CC0 license).

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