I require my students to do some serious self reflection on their learning from time to time…… here we go, taking my own medicine.

I hinted to this in my assessment reflection, but the quiz assignment really launched me into a full on Moodle quest of discovery. So much so that some other aspects and important details were unfortunately neglected. However, the end result for me on how much I was able to figure out and complete as a result was needed for my own sanity.

I spent over 15 hours with Moodle the latter part of last week. It was time that for me, needed to be spent. Trial, error, troubleshoot, attempt again, repeat. This was the pattern of most of my evenings last week and my weekend. The end result is that I have a complete Module that is 100% connected and linked ( with the exception of one class wiki) that I can use as a map to move foreword. Where I lost some things this week, I gained in others.

Like others in this course, I have been struggling to keep my head above water….with a few times dipping below the surface. For the first time in this course I feel that I have a firm handle on what is going on, an understanding of what I am a part of and what I need to do in order to move forward. I know I need to up my presence in responding to my classmates posts. I read them, and many times I have taken notes off your inspiring ideas, sat back away from my computer to think about a different perspective or a question that had been asked. I have felt very lucky that my first MET course has been filled with many who have taken several classes. I also know I need to pay closer attention to finer details…..twice I have missed something minor, but crucial, and it has lead me to a position I do not enjoy. Sigh. The trials and tribulations of learning.

I feel lighter, with my better relationship with Moodle, like some clouds have been cleared and some brain space has been reclaimed. I have my goals in sight for the rest of this course and am truly looking forward to where my thoughts and skills will be sitting at the end.

Cheers

Tracy

As a kid I loved Saturday morning cartoons. Out of all the shows that were available, the one I was most excited to watch was the hour long Bugs Bunny and Friends. The variety of the show and characters were unmatched. An excited smile would appear on my face when the drawn desert scenes let me know that the roadrunner would once again outsmart the mail order gadget happy Coyote.

My point?

This Moodle feels like my Roadrunner and the past week and half I have felt like Wile E. coyote. Instead of mail order gadgets from Acme, I have watched hours  of tutorials. After each one I would head back over to my shell and would attempt to put into place what I had just watched. There were many misfires and back to the drawing board moments……trying to make my splash page look the way I want it too has been a true labour of love. However, I think I have finally figured it out and should be able to repeat the steps to finish the page soon. The users of this Moodle will be my grade five english students, so I am very cognizant of how user friendly my site needs to be, and I feel that a major factor to this is having a clear and organized splash page.

Unlike Wile E., I am gaining ground on my Roadrunner.

It is funny how we know things about ourselves, but can easily forget them.

I have been very excited, christmas morning excited, to see the Moodle shell. I have never seen one before. Since I have started MET, and this being my first course, I have felt like I am an explorer walking around in the wilderness, looking for my path…..Moodle. I know there are some in this course who know this path well, I am not one of them. By the end of this course, I will be able to say other wise.

I went to the link we were given.

I changed my password and I held my breath as I waited for something amazing to pop up on the screen before me.

When it did, the christmas morning excitement was rushed out by a gust of absolute terror.

I was certain of two things. I had no idea what I was looking at, nor did I know how I was going to use it to create my entrance into the world of websites.

The moment passed. I exhaled. I have looked through the tool kit quickly, getting a sense of what is in it- sorting into two lists. The first , things I already know. The second, things I need to google. Guess which one is longer?

Bottom line is that this terrifying blank Moodle, glaring back at me, daring me to use to its full potential, is why I am here. And I am excited to see this ugly page go through the transformation that I have in mind.

I know there are others in this course in a similar situation as me. And those who aren’t, well, they were at some point. This is my calm.

Stay tuned.

Cheers.

T

Welcome to my blog! In this space I hope to map the start of this adventure into having more control of the technology I use, and eventually, create. Like anything else, I am sure this space will contain highs and lows- hopefully more victories than not.

Here we go.

Both Chickering and Gamson’s Seven Principles and Bates and Pooles SECTION resonated with me in two very distinct manners. The Seven Principles was easy as an educator to relate to when thinking of the type of classroom experience I strive to create. On the reverse side, the questions that SECTION posed struck many of the chords of frustration I have faced independently when facing the overwhelming task of choosing the best technology that should be used. Hopefully within the connections between these two views is where I can find my way.

As far as The Seven Principles are concerned, the three that really jumped out at me were Developing Reciprocity and Cooperation Among Students, Providing Prompt Feedback and the combination of Communicating High Expectations while Respecting Diverse Talents of Students.  As Principles points out, students are able to get more out of their learning when they are able to work in diverse groups and learn from the knowledge that others have collected through experiences and education. Having a strong classroom community is one of the most important things that can help a teacher expand lessons and create authentic discussions. The other three are all connected. Students, especially young ones, need to know what is expected of them and most desire to reach those goals set before them. When students are given high ( but still realistic) expectations and it is paired with prompt feedback and an understanding of their own strengths, most students succeed in meeting the goals set and some surpass them.

While I was reading SECTIONS, as I said many of the questions leaped out at me as questions I should use to help me focus on what I need from the technology I am looking for. However, it was the connections between these documents that solidified what is important to me. The two areas of SECTIONS that stand are S is for students and I is for Interaction and Interactivity. These two areas also support the three main principles that I like as well.

Both developing reciprocity/ cooperation among students and prompt feedback are supported in “I”. On page 99 it states, ” Feedback is considered an important component of interconnection.” It is also stated, ” Technologies differ in how they encourage interaction.”  Both of these sentences really made me stop and think. Since creating a classroom where students have ample opportunities to work together and receive quick feedback, than that is a main quality I should be looking for in the technology I wish to use/create/purchase.

In “S” the point was made on page 84 that students have vast differences when it comes to learning with technology. This is something I absolutely should be mindful of if I am setting high expectations. Will the chosen technology help or hinder my students reach the goals I have set for them? And, does it reach the variety of learning styles and talents that exist in my class?

It is much more clear to me, I have a starting point on how I can begin to asses and use technology to meet what is important to my teaching goals. This is exciting.