Alix’s Exploration of Learning Technologies

This Final ETEC 565 Reflection can also be found on the “Synthesis Reflection” Page.

1. Flight Path Précis

In module one, I was prompted to prepare a “flight path” that included my goals for ETEC 565A. I began by contextualizing the current teaching climate. I remarked that, “in this burgeoning digital age, educators not only have a wealth of new,  educational technologies for their tool kit, they must also prepare their students to be literate and competitive in a digital world.”  I expressed the need for a digital age teacher to be able to select amoung potential technologies with purpose and pedagogy in mind. My motivation for pursing an MET in general, and ETEC 565A specifically is to help me to be “an adaptable teacher, keeping my teaching practice relevant to my students, and being competent at preparing my students for success”.

As specific goals for this course, I suggested,  “I would like to incorporate more digital technology in to my traditional face to face classroom.” In order to incorporate more digital technology into my practice felt that I need to:

– Be aware of what it “out there”.

– Evaluate each technology according to my pedagogical goals.

– Become competent and confident in using those that I choose.

– Develop a tool kit of criteria with which to critically evaluate potential technologies and find those that are in line with my personal pedagogy.

– Be exposed to (good) current technologies and gain practice  with some of them.

I predicted that the resources I needed for mastery, was” access, some direction (in the form of tutorial), motivation (in the form of assignments) and time to play around.” I will discuss the extent to which I  reached these goals in the next section.

2. Tool Kit and Assignment Reflection

Over the past 13 weeks, I participated in a series of activities that helped me to work towards the goals outlined above. In ETEC 565A, I…

– Read significant articles related to theory, pedagogy and educational technology.

– Became a member of an online community.

– Engaged in online discussion fora related to pertinent case studies.

–  Completed a number of assignments including:

– working collaboratively to build an LMS assessment rubric

– contributing to a wiki

– using free software to create a digital story

– developing a multi-media LMS with considerations for communication, assessment, and social learning

– Obtained practice with various tools and considerations via the online tool kit

– All the while, reflecting on all of the above through an e-portfolio.

Some Tool Kit activities I completed included an introduction to Moodle, Web Design and HTML,  DVD authoring and Accessibility. In the Moodle activity, I became oriented with this LMS and gained the confidence to explore the affordances on my own. In the web Design and HTML  activity, some “Dos” and “Don’ts” when designing a website and how to assess a website. I have to admit that my html knowledge is still minimal and I still use wysiwyg editors. I learned that my Mac has an application for authoring DVDs  (and its limitations).  And finally, through the accessibility tool kit, I was better able to understand the frustrations that my friend with a visual impairment has with access to online resources.

Through the readings, discussions, assignments, reflections, and eLearning toolkit I feel I was exposed to many new educational technologies, gained experience and confidence in using some (e.g. digital story, wiki, LMS), and am better equipped to critically evaluate potential technologies.

3. Applying SECTIONS

SECTIONS is framework for assessing educational technologies. In the following, I will consider  the SECI criterion to assess my experience developing my e-portfolio:

S – Students: An important element of a teacher’s practice is reflecting. Through reflection, a teacher considers what is working well in their practice, what isn’t, and helps them to apply changes with informed purpose.  As a teacher and a student in  ETEC this  e-portfolio assignment encouraged me to  gain practice with reflecting in an online journal.

E – Ease of use and reliability: Developing a reflective e-portfolio in wordpress was very easy for me as I had previous experience with wordpress.  Saving posts and pages could be slow at times, but was usually reliable. Because this blog is hosted by UBC, I am not sure what my access and privileges will be when I am no longer a UBC student.

C – Costs: what is the cost structure of each technology?  What is the unit cost per learner? No cost to me, unless my tuition fees went towards supporting UBC hosting the wordpress blogs.

I – Interactivity: Through RSS feeds, the ETEC 565A community was able to link to and access each blog. Members were able to leave comments and feedback on postings.

4. Next Steps:

As I discussed in my flight path, I would like to incorporate more digital technology in to my traditional face to face classroom. My purpose for pursuing an MET is to become a competent, proficient, and critical digital age teacher. Although many of the ETEC courses I have taken to date have moved me closer to my goal, 565A has given me the most practical experience  with educational technologies.  In my flight path, I predicted that the resources I needed for mastery, was” access, some direction (in the form of tutorial), motivation (in the form of assignments) and time to play around.” ETEC 565A delivered theses resources. I have improved my digital literacy, and feel more confident to use digital technologies in my classroom.

Specifically, I plan to use Moodle to support and enhance my f2f courses. My next steps are to talk to my school’s IT staff to see if we can host Moodle at my school. Moreover, I plan to introduce my colleagues to the affordances of Moodle as an LMS to support and enhance a teaching practice.

In general, I feel I now have more tools with which to critically assess new educational technologies for social, communication, assessment, creative and multi-media affordances.

One of my main motivations for signing up to take ETEC 565A was to learn how to use Moodle. I had the interest, but not the time or inclination to learn it on my own. ETEC 565A provided me with the support and incentive to delve in.

My Moodle adventure began with the Moodle tool kit activity. The tool kit activity provided the very prompts I needed to start exploring the Moodle interface and all of it’s affordances. Once I acclimatized to the Moodle environment, I felt comfortable playing around on my own.

My favorite afffordance is the yellow questions mark icon next to every option which opens to tell you more information about said option.

One of the first things I did was change the format from a weekly release schedule to a topic format. Because I would like the option to use this LMS to support and enhance a f2f course, a topic format allows for more flexibility. Adding resources such as webpages, links to other sites, or uploading documents was straightforward. However, the maximum file size restriction did prove limiting in which of my content powerpoints I could upload.

I really like the ability to add RSS feed widgets to the home page. This could serve as a conversation starter in class, “Did anyone read that article on Mollusk sex on the Science Daily feed?”.

I found the quiz option to be very time consuming. Although once a question bank is developed, self-test quizzes are an invaluable tool for pre-test self-assessment.

I started to develop the content of my modules, but was not sure how I would design navigation. Once I figured out how to link webpages within my moodle site, it was not too difficult to organize navigation within the LMS. Keeping an inventory of resources and webpage url’s proved very useful when organizing navigation.

There are still many administrative options that I have not explored (e.g grade book), and many more advanced settings that I am not even aware of in the ones I did experiment with. However, I feel that I now have the basic experience necessary to call myself a Moodler, my main goal in ETEC 565A.

The  multimedia inventory of my Biology 12 Moodle LMS can now be viewed on the multi-media inventory page.

Alternatively, click on the link below to download a copy of a multi-media inventory of my LMS Moodle site.
LMSmultimediainventory

Why did you choose this particular tools?

1. Free: Although some “premium” features require a fee.
2. Space: no software to download, or storage of finished product.
3. Ease of use: attractive interface, simple steps.
4. Style: Choice of templates and styles.

How did the tool impact the manner in which you told your story (perhaps in a way that is different had you just used text or related the story using your voice)?

Unlike other students who chose non-linear story tools (eg. prezi.com or google maps), the linear format of a onetruemedia.com  montage lends itself to amore traditional, sequential story. Because my story, “5 steps to natural selection” requires sequential thinking, this format was fitting. On limitation of the tool I used, is the lack of narration tool. I would have liked to narrate the text slides to provide a more multi-sensory experience to viewers.

How might you use such tools in your own teaching to produce materials for students?

I had fun producing my short explanation of natural selection, and could produce many of these for the plethora of processes that I teach in science. However, I see the strength in digital story telling in having students produce their own explanations. The process of “translating” concepts into stories forces learners to consider their own learning and engage in meta-cognition.

How might students be given access to the same authoring tools?

Minimum requirements would be computer and internet access. Also, they would probably require time outside of class to work on their stories. However, the creativity of productions could be greatly increased by the students having access to digital cameras.

What kind of impact would you expect to see in your students in terms of motivation, creativity, or any other characteristics?

My students really enjoy opportunities to be creative. Many students are using photo story tools to share photos socially. It would be novel for them to use these very same tools for a school assignment. The templates and auto-editing features allow them to produce semi-professional looking presentations, lending to motivation and pride.

Here it is! My digital story…

[youtube]https://www.youtube.com/watch?v=MUSfYWv6CBM[/youtube]

or is can be viewed here or at this url :

Rationale

A. Tool Choice:

To create this digital story, I used an online application called “One true media” (http://www.onetruemedia.com). One true media is an online tool that allows you to combine photos, video clips, and music to create montages. I originally chose this tool to create my story because the software does not need to be downloaded (space on my computer  is at a premium). Additionally, I was attracted to the clean looking interface, with a simple “3 step” process to creating a montage. The process did prove to be simple and for the most part, I was very pleased with my tool choice.

Affordances:

1. Graphics: For the graphics, I was able to easily upload CC photos available on Flickr (http://www.flickr.com). Alternatively, you can upload photos and video clips from any URL or, directly from your computer.

2. Audio: One true media has an extensive library of music available, but songs can be uploaded as well.

3. Text: You are able to create “text slides” to intersperse with your photos.

4. Design: A selection of “styles” are available that provide a template of transitions and graphics to add “wow” factor to your montage.

5. Sharing: The finished project can easily be embedded in blogs or directly posted to YouTube/Google video.

Limitations:

1. Not entirely “free”: Although the tool is free, there are certain “premium” options that are only available for a fee. These premium options include certain desirable templates and font options for text slides.

2. No narration option: There is no tool to add narration to the montage. As far as I can tell, I would have to record my narration with Garage Band, save as a “song” and then upload the audio to “one true media”.

Conclusion: Simple, easy and enough “wow” to keep students’ attention for 2 minutes. Because the purpose of my digital story, “ Natural selection in 5 simple steps” was to be simple and succinct, one true media was sufficient to produce it. Although I did not feel limited by not using the premium options, I did feel limited by not being able to add narration to the story.

B. Application in my practice:

On February 2,  2009 I attended a “technology” themed professional development session featuring Jason Ohler (http://www.jasonohler.com) as the keynote speaker. His lecture discussed using digital technology to help students tell stories. Jason Ohler advocates using digital story telling as an approach to literacy. Ohler writes:

“Being literate in a real-world sense means being able to read and write using the media forms of the day, whatever they may be. For centuries, consuming and producing words through reading and writing and, to a lesser extent, listening and speaking were sufficient. But because of inexpensive, easy-to-use, and widely available new tools, literacy now requires being conversant with new forms of media as well as text, including sound, graphics, and moving images. In addition, it demands the ability to integrate these new media forms into a single narrative, or “media collage,” such as a Web page, blog, or digital story.” (Ohler 2009)

Moreover, Ohler discusses the role of the instructor.

“As our students migrate to new media, we must blend the essential aspects of more traditional media with the offerings of new forms of media. While students may be tech savvy, I have found that they often need help navigating the new-media maze to create narrative that is coherent, relevant, and meaningful, regardless of the media they use. Thus our role as instructors is more important than ever.” (Ohler 2009)

After the session with Ohler, I posted to following on my blog (http://agrayburdett.wordpress.com)…

“I feel inspired to create an assignment for my students where they use digital technology to create stories about the various topics we are covering (e.g. circulatory system). This would be an alternative to an assignment that I normally would do where the students simply write and recite their stories. Some concerns I have is the availability of the hardware and time necessary to complete this type of assignment.”

I felt inspired by digital story telling because the practice is consistent with pedagogical principles. For example digital story telling fosters the learner and knowledge centered environments reccommended in Anderson (2008).

1. Learner centered: Anderson describes a learner centered environment where “a teacher makes efforts to gain an understanding of students’ prerequisite knowledge,including any misconceptions that the learner starts with in their construction of new knowledge. Further, the learning environment respects
and accommodates the particular cultural attributes, especially the language
and particular forms of expression that the learner uses to interpret
and build knowledge.” Digital story telling allows students to showcase their unique talents, skills, and knowledge constructs, while working through, and developing new ones. Moreover, the  students interpretation of new concepts is displayed in the production, allowing the instructor to pick up on potential misconceptions.

2. Knowledge centered: According to Anderson (2008),  “In a knowledge centered environment, students get the opportunity to reflect upon their own thinking; automacy is a useful and necessary skill for expert thinking, but automacy without reflective capacity greatly limits learners’ capacity to transfer their knowledge to unfamiliar contexts or to develop new knowledge structures.” I already employ “translation” activities frequently in my practice. In these translation activities, I ask the student to “translate” new knowledge into another form. For example, they can turn the new information in to a skit, poem, song, drawing, comic etc. Rather than just memorizing the information, students must reflect on their learning. I find that when the students have to actually think about what they have learned, they develop deeper knowledge constructs than from rote memorization. Digital story telling is just one more option I can add to my repertoire of “translation” options. Moreover, using digital technology may motivate my students as the production have “wow” factor.

My original concerns about digital story telling after the Jason Ohler session surrounded organizing the cameras, computer and software I thought were necessary to produce a digital story. After completing this assignment however, I have learned that expensive equipment is not necessary. Although cameras are required to produce original works, there are many free CC resources available for students to rip, remix and burn. I feel much more confident and prepared to include digital story telling in my practice.

Citations:

Anderson, T. (2008). Towards a Theory of Online Learning.  In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.

Ohler, J. (2009). New Media Literacies. Academe, June 2009. Published by the American Association of University Professors.

I have a very close friend with a visual impairment. She has had to self advocate through out her education for accessibility to educational resources. She uses adaptive software on her computer for web browsing. However, the software is expensive and is not always compatible with other software. As a result, she is still at a disadvantage when is comes to accessing some web resources. This tool kit activity has helped inform me that there are indeed guidelines when designing web resources that designers should be aware of. If these guidelines are always followed as policy, it could decrease the accessibility issues people with disabilities already face.

The following tips are from the web accessibility initiative

10 Quick Tips for accessibility

1. Images & animations: Use the alt attribute to describe the function of each visual.
2. Image maps. Use the client-side map and text for hotspots.
3. Multimedia. Provide captioning and transcripts of audio, and descriptions of video.
4. Hypertext links. Use text that makes sense when read out of context. For example, avoid “click here.”
5. Page organization. Use headings, lists, and consistent structure. Use CSS for layout and style where possible.
6. Graphs & charts. Summarize or use the longdesc attribute.
7. Scripts, applets, & plug-ins. Provide alternative content in case active features are inaccessible or unsupported.
8. Frames. Use the noframes element and meaningful titles.
9. Tables. Make line-by-line reading sensible. Summarize.
10. Check your work. Validate. Use tools, checklist, and guidelines at http://www.w3.org/TR/WCAG

Considering Blogs for educational use in primary and secondary :

Some affordances of blogs:
– motivation to produce quality submissions due to the accountability of  public display
– fostering a community of learning including peer feedback of submissions
– engaging in academic discussions
– invites experts to weigh in, lending a genuine experience to the academic discourse
– record of discussions and learning
– many students are using them anyway
– extends the walls of the classroom

Potential pitfalls/ potential  solutions:
– privacy issues/ private blog, parental consent required (limits the extent of discussions)
– cyberbullying / netiquette is explicitly taught and monitored
– extends the teachers role beyond the classroom/good or bad?

I am glad to have both contribuited to a wiki this week, as well as undertake the wiki tool kit activity. Besides considering the affordances and challanges of incoprporating a wiki in to my teaching practice, it was interesting to have discovered the “discussion” section of wikipedia articles. I had never noticed this tab before. This “behind the scenes” look at what goes into collaboratively creating an article is perhaps as interesting as the article itself. These documents should be studied in a social anthropology study. Comments ranged from inquisitive to irrate.

Below is a video that I watched as part of a lesson on social media. It explains web 2.0 simply but powerfully.

[youtube]https://www.youtube.com/watch?v=NLlGopyXT_g[/youtube]

Although I have yet to incorporate the use of social media in my classroom, I would like to compile a list of social media that use personally:

1. facebook- to keep in touch with friends and family

2. google book marks and del.ico.us – to keep track of potential resources for school, teaching and life

3. RSS feeds – for teaching and personal interest

3. wiki and google docs – so far, justv for MET assignments

4. weblog – so far, just for MET purposes

5. Discussion forums – not much of a contributor, but a few that I follow

I am not much of a texter and have yet to “twitter”.