I wanted to make a quick note before I forgot –
While writing my Fight plan I remembered a discussion I had and I found out about two possible tools to use within my new employment context (sorry! Can’t remember right now who it was.?)
1. Google Docs
2. ‘screen-casting’
If anyone has any experience or feedback from using these resources I would love to hear it! Thanks!
Erin
Just had an interesting discussion with Evelyn and Kari about using collaboration as a learning tool. We were questioning the role and extent to which ‘group work’ was being used. A great example was brought up – having students begin group work together (reasearch, brainstorming, etc) and then be responsible for their own final projects. Sounds simple enough but I can’t say that I’ve been part of a collaboration shaped this way except for in my work environment and it was very informal.
Hmm. This might be a good tool for the safety inspectors that I work with across BC who might want to collaborate on initial training ideas/approaches and then refine their own presentations to come up with a unique end product.
Erin
I was just responding to Mike in discussion about the importance of being a expert in learning tools vs. an expert in the curriculum content and I was saying that being an online facilitator gives a teacher the freedom to give up some control of the knowledge – letting the students be the generator/driver.
But I couldn’t help but I wonder…. why if in giving up the control of the knowledge…many teachers feel like they can give up control of the facilitator role/practice as well. With the online learning environment being what it is, I sometimes wonder whether a computer could facilitate the course on it’s own. Do we really need teachers then? What can they bring that’s unique in terms of knowledge or facilitation of learning?
Hmmmmmmmmmmmmmmmmmm
Module 1 – Unit 2 Discussion Posting
I would have to say that the 7 Principles spoke louder to me in this case simply because I haven’t yet been in a position to really analyze whether a form of educational technology should be used.
That said, although all of the 7 principles are clearly essential to successful undergraduate education, when it comes to learning at a distance & conducting an entire degree online, the two that bubble to the top as most critical for me are:
1. Encourages contact between faculty & students
4. Gives prompt feedback.
In my experience learning online, one of the biggest factors in stoking the motivational flame is contact & feeling of connection with the students but more importantly, the teacher. There is something to be said when you feel ‘noticed’ as a student. No one likes to feel as if they are floating in cyberspace on their own with no support. As Chickering & Gamson say, “faculty concern helps students get through rough times and keep on working”. Students want to feel like their questions are honoured and their opinions valued; that they are being seen and heard.
This is directly connected to principle #4 – Gives Prompt Feedback. Yes, this speaks to grades but at a deeper level it covers questions, voicing of uncertainty, discussion postings/threads, and new lines of thinking. Chickering & Gameson explain that, “…students need to reflect on what they have learned, what they still need to know, and how to assess themselves.” I’ve been a part of many online courses where it takes weeks for teachers to respond to questions or concerns (if they do) and part of discussion groups where analysis by other students is weak an a teacher is really needed to help augment or challenge a line of thinking in order for cognitive development to take place. This leads to students dropping out or completing courses with the same developmental ability as when they started. What’s the point in that?
In the end, there are multiple reasons for why this might be true including
a) a teacher being over booked
b) not being invested/not caring
…but perhaps there are steps that must be taken in terms of outlining expectations for teachers’ participation to ensure students have the best chance to survive and thrive in the online environment. Maybe this exists…and maybe it doesn’t – but it would be nice if it was communicated to the students.
To date, most of my experience with learning technology has been as a formal distance learning student, so the digital citizenship side also resonates in terms of participating in online student cohorts, group projects and discussion groups. I must say though that there appears to be a wide range of approaches to participating in online learning environments (some more obnoxious than others) and I would be interested in learning more about how people in this class have or would established guidelines for participation.
What concerns me most however is perhaps the pace at which technology and learning tools are being developed. I’d be lying if I said I wasn’t anxious about my ability to keep up in terms of professional growth and leadership in this field. In order to assuage these feelings, one of my personal goals for this class is to find an online community through which I can tune into new developments & programs on the horizon and decide if they are right for my program. Right now I’m feeling like I’m the last one getting in the game and I prefer to be the captain.
But, to backtrack to the very beginning (which is usually where you need to start), I expect to spend most of my time during this class developing my fundamental skill set in this area; specifically designing and developing digital-age learning experiences and assessment. Most of the tools that we are using in this class are new to me as an instructor so that is where I hope to foster some expertise by December. But as I mentioned above, what I am most interested in learning to create engaging and inspiring learning environments that translate information and skills into changed behaviour. There is a certain benefit to participating in person, especially in a practical sense and I’m looking for a technology that will help breathe real-life into my digital teaching.
Hey y’all
Welcome to Erin’s page.
In my ‘real life’, I work in the adult education field doing program development, project management and training. I’m also an Adult Learning and Global Change masters student at UBC and this is my e-portfolio.
As far as exerience goes I’m a seasoned veteran as a student and probably a pre-schooler in terms of being a teacher but I sense the future is bright for these tools and I plan to seize it. I hope you will with me.
ERIN