I was originally going to write the synthesis, but after recording my final reflection for this week’s discussion board, I felt like many of the points would have been the same. Therefore, I decided to write a case study, which explores some of the issues that come up fairly regularly in the Indigenous school board that I work in. I think this case study could be a good addition to week 4, where the learning objectives are to “Assess the infrastructure available at the institution or organization in your scenario to support various delivery platforms” and “Select an appropriate delivery platform for your scenario and be able to rationalize your choices.”
Author Archives: AMANDATHERRIENIADELUCA
Amanda’s Digital Story and Content Module Reflection
I want to start off by explaining that, although the course module instructions suggested we design one or two weeks of our course, I ended up doing the first three weeks of Module 1. Keeping in mind that my course is for grade 6 students, I wanted to keep the information for each lesson to a manageable level. In addition, this course has to fit within the time frame that is allocated at school, so three periods of fifty minutes per week. Therefore, due to the grade level and time restrictions, I felt as though building the first three weeks of the course would better meet the criteria of the assignment and would hopefully allow me to put in the equivalent work to those that were designing for high school or post-secondary. Continue reading
Amanda’s Digital Story
Here is my digital story for my grade 6 social studies course.
Amanda’s Intro Module Reflection
Design decisions
Before I could begin to design my online course, I had to figure out how I could effectively integrate it into my current teaching context. My first obstacle is that I teach grade 6, which means that students are coming to school every day and they are going to access whatever type of course I design mainly from within my classroom or the computer lab in the school. When discussing how to make technology choices regarding student access, Bates (2014) states that “no matter how powerful in educational terms a particular medium or technology may be, if students cannot access it in a convenient and affordable manner they cannot learn from it” (266). In addition to designing for an elementary setting, I work in a community where students have little to no access to computers, tablets or phones outside of school. If they do have these devices, they are shared between many siblings and usually have poor Wi-Fi connection and limited data. Homework is also never assigned because it is not part of the school/community culture and this restricts the opportunity for completion of tasks online and outside of school hours. After taking all these factors into consideration, I decided that it would be unrealistic to design a fully online course, so I chose a blended learning environment instead. Every feature of the course is available online, from lessons to assignments to discussions boards. However, students can also interact with myself and their peers face-to-face during class time. Continue reading
Amanda’s LMS reflection
The LMS rubric assignment allowed me to gain a greater understanding of the decisions that organizations and institutions must make regarding Learning Management Systems. The members of my group were great to work with, because everyone was flexible with meeting times and completed their work by our self-imposed deadlines. I felt that the assignment was equitably divided between our five members and was done at the same level of quality by all.
Flight Path – Amanda Iadeluca
Amanda’s Flight Path
Before I had even begun my Bachelor’s degree, I knew that once I became a teacher, I did not want to stay in Montreal to teach. I wanted a different experience, one that would take me to a new place and challenge me, both professionally and personally. With this in mind, the summer before my last year at McGill University, I went to Italy to teach English in Immersion Camps for two months, with a program called ACLE (Associazione Culturale Linguistica Educational). We were given one week of ESL training and then were sent off to different locations across the country. I stayed with four different host families and had a unique experience with each one. That summer validated my desire to explore. Continue reading