For this final assignment, I have decided to share a short synthesis reflection on my experiences in ETEC 565A as well as a video tour of Faeyza’s and my Canvas course, Introduction to Academic Writing and New Media. The video tour will introduce people to the basic pedagogical considerations of structuring a course in Canvas, as well as my top 10 design considerations, which is a slight modification of the assignment requirements. However, I chose to do this because I have learned in this course that it is more valuable to discuss and share the “why” behind certain design decisions rather than simply show and provide the “how.”
Synthesis Reflection
One of my main goals in this course was to become proficient in selecting learning technologies for course design. This led to me trying out many digital technologies I was previously unfamiliar with, such as creating a digital story and using a green screen to share a reflection. I explored different delivery methods, such as Touchcast, iMovie, and Camtasia, ultimately finding that each platform brings with it specific benefits and limitations.This also lead to different forms of structuring content, drawing inspiration from digital storytelling (Wilson, n.d.) to building online scenarios (Moore, n.d.) and considering cognitive load more seriously (Heick, n.d.). Now that I have practiced using these tools and delivery methods, I feel confident recommending them to other faculty based on their specific needs. Something I have learned in this course is that we must “walk the walk” if we intend to supply meaningful online experiences that focus on enhancing student learning. Playing in the digital sandbox is essential for learning best practices and being able to speak to the functionalities of different systems.
In my flight path, I identified that I wanted to explore free and open tools as much as possible, and I am happy to report I did this in the course. This was important to me for two reasons: 1) many of the students I support are interested in using free tools, and 2) I would like to support faculty in selecting learning technologies, so using open and accessible tools that they can see themselves using is really important to me. I was blown away by the amazing free tools available online, including what was shared in the Pot of Gold, but I also recognize many of them have limitations that I need to be aware of before using or recommending them. My worst fear is to recommend a platform to another colleague without doing my due diligence. This is where the SECTIONS model (Bates, 2014a) becomes a really practical and essential tool for assessing media use. In fact, I am tasked with selecting learning technologies in my role as an instructional designer, and the SECTIONS model allows me to consider the most effective platforms that will go the distance on our limited budget. I also see myself developing rubrics for selecting different media platforms, so I can justify my decisions and remember why we are interested in these platforms in the first place.
In this course, I have thoroughly enjoyed learning more about online pedagogy and multimedia design principles (University of Hartford, n.d.) that make the difference for today’s online learners. As my career moves toward the field of eLearning, I need to make sustainable decisions that are going to support student learning. I want to challenge the status quo but also know my own and technology’s limitations for supporting learners. I feel this course, including many thought-provoking discussions, has provided me with a solid foundation for being cognizant of technological determinism and being critical of technology’s influence on learning. We must always be self-assessing our decisions around technology and the purpose it serves. Also, we should consider more seriously the implications technology has on learning, and what that can teach us. As Bates (2014b) showed, MOOCs have served useful purposes not intended for the post-secondary audience they were created for. What else could be possible if we think outside the box and consider how people are using technology for their own learning? What could be possible if we pay more attention to where education is going, and what students need now to ensure they are prepared for their futures? (ISTE, n.d.).
References
Bates, T. (2014a). Choosing and using media in education: The SECTIONS model. In Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/
Bates, T. (2014b). MOOCs. In Teaching in a digital age, Chapter 7. Retrieved from http://opentextbc.ca/teachinginadigitalage/part/chapter-7-moocs/
Heick, T. (n.d.). What is the cognitive load theory? A definition for teachers [Web page]. Retrieved from the TeachThought website: https://www.teachthought.com/learning/cognitive-load-theory-definition-teachers/
International Standards for Educators [ISTE]. (n.d.). [Web page]. Retrieved from https://www.iste.org/standards/for-educators
Moore, C. (n.d.). Scenario examples [Web page]. Retrieved from http://blog.cathy-moore.com/scenario-based-training-headquarters/scenario-examples/
University of Hartford. (n.d.). 12 Principles of Multimedia Learning [PDF]. Retrieved from http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf
Wilson, C. (n.d.). What is digital storytelling and how to get started [Web page]. Retrieved from http://elab.athabascau.ca/workshop/digital-storytelling
Canvas Video Tour
Corresponding PDF