Fight Path Expectations

Throughout this course, I was ambitious in trying to gain hands-on experience using a range of learning technologies and platforms. I enjoyed the number of assignments using different learning technologies as part of building a course e-portfolio. My flight path contained a number of topics that I was interested in exploring; Learning management systems, emerging web 2.0 applications, e-learning intelligence, cloud computing, and open source technologies. My primary goal for this course was to better learn how to implement and maintain a learning management system (LMS) course. Although we could not experience admin access without being able to access all student work on the MET Moodle server, I felt I was able to understand the functions of a LMS much better after completing the Moodle assignments. Learning management systems facilitate the rapidly expanding e-learning/blended-learning industry and have been one of the fastest-growing technologies in the 400-year history of higher education (Pugliese, 2012). I had some experience learning about LMS technology in previous classes but was never challenged in such a way that allowed me to be as actively involved as ETEC 565 facilitated. Using Moodle as opposed to other LMS options, afforded the opportunity to further familiarize myself with the ideology and technology behind open source and open architecture. The concept of open that implies there is a body of open intellectual property, be it a technology platform, source code, or global access to open content, which can be leveraged within an established community of contributors. Although we did not have full admin access to explore a depth of functions within e-learning intelligence, I still felt the assignment of creating an LMS assessment activity allowed me to explore some of the ideas within e-learning intelligence.

Throughout the course, I was able to learn about and experience a number of the latest evolving Web 2.0 applications. Prior to experiencing the course content, through my fight path I spoke about utilizing a toolbox of web resources that might include social bookmarking tools, document sharing applications, social networking sites, timeline tools, and media options available in the cloud. Many of those expectations were met by this course and utilizing the e-learning toolkit. Using web 2.0 within a learning environment supports the notion that students need to become more familiar with today’s technology tools because these skills will be useful in the workplace. Institutions embracing this type of 21st century learning can help to meet the economic development goals of the state and the continuing lifelong learning needs of its citizens (Bates, 2001).

The E-learning Toolkit: Web 2.0 in Action

One way ETEC 565 utilized the incorporation of web 2.0 technology was the action of including the e-learning toolkit as a wiki for the course. The pages in the toolkit follow a common structure. The pages first describe the topic and give the reader helpful information. This follows with thought provoking questions and examples leading to an inquiry based activity. The activity is followed with links to dive deeper into the topic and reflect or refine the knowledge you may have gained from the activity. This type of pedagogy resembles a pedagogy described as ‘Learning for Use’ (LfU) a pedagogical framework that endeavors to integrate both the content of the subject matter with the processes associated with the subject matter (Edelson, 2001). Whether we call something web 2.0 or something else, the new developments of the World Wide Web are certainly emerging their way into current industry at a rapid pace.  Web 2.0 is really just a coined term for anything that didn’t fit the traditional web page model from the 90’s and was in the new millennia, a programed part of the interactive web. In becoming shared and interactive, web 2.0 creates a new World Wide Web that is no longer based on the sole premise of information access. The new web 2.0 is based on user interactivity and linking together user generated content with other people across the world.  The UBC wiki and eLearning toolkit activities are examples of a course being utilized to encourage group learning and group contribution. These types of activities are rooted in online social interaction as the instructor and students can generate and share content. Web 2.0 has certainly made a profound impact on society and transformed the way we look at learning technologies. The Web 2.0 movement (or movements) may not supplant “Web 1.0,” but it has clearly transformed a significant swath of our networked information ecology (Alexander, 2006)

Overall Course Experience

Overall, the ETEC 565 course created a positive learning experience for me. It was definitely challenging to keep up with the vast amount of information covered in this course, especially since I had 2 other courses and many other responsibilities I needed to balance. I found ETEC 565 needed more time commitment than my other courses but as a result, I felt I was able to generate a substantial amount of relevant knowledge and practical applications of what I was learning. I particularly enjoyed the digital story assignment and the act of sharing and reflecting all of our assignments with other classmates. I took pleasure in participating in the scenario based discussion activities and felt that they were able to generate thoughtful and passionate dialogue from all of my classmates. The ‘public or private’ debate generated a particularly passionate and collegial discussion. I appreciated the way we were encouraged to share our reflections openly and engage meaningfully with colleagues. One thing I found resonating with me throughout the course was the idea of “Active Learning” from the Seven Principals for Good Practice in Undergraduate Education (Chickering & Gamson, 1987). Great learning cannot occur from the sidelines and I felt this course kept me active every step of the way. At times, instructors can make the mistake of feeling 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 while remaining unable to experience what it takes to attain the information. This type of information expelling can also set students up for failure by not encouraging them to become self-directed and inquisitive learners. This course definitely tested and challenged me as a self-directed learner.

The Next Steps: Upward and Onward

This past year has included an overwhelming amount of change for me and my family. I had my first child, left my job to move back home closer to family, and a week after this semester started I found myself meeting the needs of 3 foster children. I will be moving forward and completing the 590 graduating project next semester and thus graduating from the MET program. I have gained insightful knowledge and a multitude of skillsets during this program. I am always eager to immerse myself in learning new technologies and seeing how they can be applied for the benefits of students. My tasks as a learner will never stop as I am continually humbled by the wealth of information I have yet to come across and how much you can learn from others. I am not sure where the next step in my career as an educator will take me as I feel I currently need this time of furlough as I spend time at home with my children and continue to work part time.  My wife and I are considering our options and deciding that we are likely going to relocate in the near future once again. I have recently applied for a job teaching adult learners career skills and have an upcoming interview. If I am offered the job, I am certain that I can apply the SECTIONS framework (Bates & Poole, 2003) as a tool to help make informed choices about the selection and use of technologies. Whatever career opportunities open for me in the future, I aim to apply all of my passion and knowledge toward making a positive difference in education. I am also open to the opportunities of doing further education in the future and perhaps apply to a PhDEd program. I have had the opportunity to utilize education technology and create an informational session for parents and teachers on strategies for working with FASD students.  I feel that my experiences in life have provided me with a unique perspective within the practice of education technology. Some future ideas I look forward to applying the practice of education technology in include; encouraging aboriginal students, engaging at risk youth in education, or researching the benefits of assistive technology with struggling learners. I certainly don’t want to limit any of my options or close my mind to any opportunities the future may hold. I plan to keep pressing forward and applying what I have learned in whatever future endeavors I encounter.

References:

Alexander, B. (2006) Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2), 34-44

Bates, A.W. (2001). National strategies for e-learning in post-secondary education and training. Paris: UNESCO/International Institute for Educational Planning.

Bates, A. W. & Poole, G. (2003). A framework for selecting and using technology. In A.W. Bates & G. Poole, Effective teaching with technology in higher education (pp. 75-108). San Francisco: Jossey-Bass. 4.

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.

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.

Pugliese, L. (2012). A Post-LMS World. EDUCAUSE Review, 31(3). Retrieved January 17, 2014, from http://www.educause.edu/library/learning-management-systems-lms