After spending a great deal of time exploring all of the activities in Moodle I found the forum tool the most preferable communication tool for my learning and teaching styles. I particularly enjoy some of the options like displaying a word count and setting conditions to post a minimum number of threads or replies. I am not sure how I feel about the rating system that would allow fellow classmates to rate one another’s posts. If it is anonymous and only gives feedback to the student and instructor then I think it could be a helpful tool. However, if it is something that is displayed to the entire class it could become discouraging and at times counter productive.

I did explore the live chat tool within Moodle and this could be useful for certain times and discussions. I have a particular preference toward asynchronous communication for a couple of reasons. The first is that I am a very busy and over extended new dad, educator, and student. If I pay good money for a flexible online course I expect it to be flexible and differentiated to meet the needs of a variety of students and their differing paces. A time deadline for an assignment or major project is reasonable but to limit when course material is read and discussed and make mandatory chat sessions just doesn’t fit into the schedule of many students taking online courses. After all, most students in an online course are taking it because they likely are unable to meet the restraints of attending a face-to-face course regularly. The second reason I like asynchronous communication is that it creates a growing legacy of learning as the posts progress. According to research “the major use of the Web for both e-learning and distance education is asynchronous, in that materials can be accessed at any time by learners, and teachers do not have to be present while students are learning” (Bates, 2005). I often like to go back and read posts from a number of weeks ago and see how the entire discussion went on. I know there are ways to archive a chat or live session but I tend to prefer the asynchronous option.

The wiki activity was also of particular interest to me as an asynchronous communication tool. This is something I explored but chose not to develop in my own Moodle course.  The rationale for choosing asynchronous was that I find the benefits of being able to differentiate and allow for self pacing far outweigh the benefit of having a real time connection or sense of community.  Generally, synchronous communication works best for students who can schedule set days and times for their studies. It quite often may be the better option for those who like structured courses heavy on student interaction.  Students with busy or complicated schedules prefer asynchronous communication. It tends to work well for self-motivated learners but also allows the opportunity for a diverse number of people to share and spend meaningful time processing and thinking before discussing.

References:

Anderson, T. (2008). Teaching in an Online Learning Context.  In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.

Bates, A.W. (2005). Technology e-Learning and Distance Education. New York: Routledge

From the seven principals I found the 2 that were most meaningful for me were engouraging active learning and respecting diverse talents and ways of learning.

3. Encourages Active Learning

I couldn’t agree more with the statement made “Learning is not a spectator sport.” (Bates & Poole,  2003) I find that all too often teachers get the wrong idea in that they think it is their duty to expel the information that they have acquired. In my experiences and observations students take in very little by receiving information from someone else as the truth. This also sets them up for failure by not encouraging them to become self-directed and inquisitive learners. My favorite observation and moment I like to observe when teaching is what I refer to as the “ah-ha” moment. This is when a student figures out a process using their own understanding and often in children they will blurt out “Now I get it!”

7. Respects Diverse Talents and Ways of Learning

I also feel that proper use of technology should promote students to become self -directed, work at their own pace, and track progress over time. Today, it is much more feasible to provide each student a personalized experience based on a particular need. If a student struggles with a concept then more practice and explanation should be provided. If they have acquired or mastered a skill, they should be able to move on to the next concept or receive an engaging activity that enriches their knowledge. This would ensure that students are remediated or enriched as needed and create a differentiated learning experience that meets the needs and interests of a diverse population of individuals.

Resources:

Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.

Chickering, A.W. & Ehrmann, S.C. (1996).  Implementing the Seven Principles: Technology as Lever. American Association for Higher Education Bulletin, 49(2), 3-6.

Chickering, A.W. & Gamson, Z.F. (1987).  Seven Principles for Good Practice in Undergraduate Education.  American Association for Higher Education Bulletin, 39 (7), 3-7.

In my own teaching, in what ways do I:

• facilitate and inspire student learning and creativity;

I like to create inquiry based activities for students to make observations and decide on the facts for themselves. I also have a children’s entertainment background as I have worked for several years as a “Mad Scientist” and regular perform shows and presentations. I use the skills from these experiences in my teaching to engage students in a fun an entertaining way whenever possible.

• design and develop digital-age learning experiences and assessments;

I am always looking for ways to use technology in the classroom. Something I have done regularly with students is created a class wiki where each student had their own personal log in and would create their own page where they have to upload writing  and media assignments and embed gadgets etc. The students also comment and share on other students pages and work which helps promote and model digital citizenship and responsibility. The students are all aware that they are responsible for their own login and every activity they post or delete will show in the history. I had a student post a rude comment to another on the wiki once and used it as a teachable moment to that student and the entire class on digital citizenship. We then followed with a research and writing  activity on cyber-bullying.

• model digital-age work and learning;

I always like to create and demonstrate samples for the students so they can see a modeled demonstration of what my expectations are. I will often draw on previously generated work available online and encourage students to research and see if they can be inspired by something they find.

At times I have created step by step instructions with screenshots on how to perform a task and posted them online. I then instruct students to visit the instructions and try it for themselves.

• engage in professional growth and leadership?

My undergraduate degree was in computer science and I do try to regularly research and learn any new technology that I come across. I also jump at every opportunity to take a course or workshop. As well we are all committing to professional growth by engaging in this very course.