As the ETEC 565 journey nears its end, we get to look back and examine the journey we have undertaken. Has it taken us to new frontiers or did we get lost in a maze of technologies and pedagogies? As I reminisce my travels through the course, I find it to be the penultimate course where I finally put into practice everything else that I had learned in other MET courses.
We had to create a lesson in the LMS Moodle for our course. It is hard to accurately describe my experience. I enjoyed creating and designing the lesson and yet stressed and worried about it. It is not a hard tool and yet somethings were so hard to figure out. In the end I am glad we were made to explore Moodle because it is a tool which is to become an essential and significant part of my teaching repertoire. Here is more about my journey…
It is fascinating to see digital technology bring back the ancient art of storytelling back into the hands of ordinary people. The Web’s affordance to rip-mash-remix, which has unleashed widespread creativity. It was interesting to create a story using Animoto.
Digital Story Telling
Assessment is a very crucial part of the learning cycle. It shows up intermittently during the learning process in various forms to inform the learner where he is and where he needs to go and to inform the teacher how to guide the student reach that goal. These assessments could come from the teacher, a classmate, or even from the student themselves! Its main objective being to guide learning .
In our course we had the opportunity to create an online assessment using the LMS Moodle. It was a great experience to explore the affordances of Moodle to create hints and feedbacks for the students. Here is more about my cognitive and creative journey…
Our assignment at the end of Module 2 was to create a proposal for the LMS project we will be doing in the course.
Though our only choice was Moodle [no complaints!] we still had to justify why we were opting for it. Sounds silly- right? A simple answer would be…” because the teacher said so!”
But as I dug deeper into the relevant literature to write my comprehensive proposal, I got a better understanding of the affordances of Moodle and I started creating mental pictures about the framework of my LMS.
A solid start to my Moodle journey? I sure hope so!
Here is my proposal…..
Planning my itinerary for the 565A trip was a reflective process. I has to examine where I had already been and where I want to go and why. I have thoughtfully planned it but I have a feeling, plans might change in-flight. A woman’s prerogative – I believe…
We were asked to examine Seven Principles for Good Practice in Undergraduate Education by Chickering and Gamson’s (1987). This is a suggested framework for post-secondary classrooms to encourage higher student participation and learning. Bates and Poole (2003) also developed The Sections framework as a guide to help educators and institutions make informed choices about the selection and use of technologies. In our examination of the two frameworks we needed to analyse the one which appealed to us the most and provide a rationale for it.
For me Chickering and Gamson’s principles had an immediate appeal for many reasons.
Applying The Seven Principles in an Elementary Classroom
Though simply stated as an ice breaker, this activity really made me examine very closely as to where I presently stand in the digital world and where do I want to go from here. It really helped me narrow down my focus…
Here is my Self Analysis
ETEC 565A allows educators to examine many theoretical frameworks to help them evaluate, select and use a variety of learning technologies by providing hands-on experience with web-publication, course management systems, communication tools, community and collaboration tools, multimedia, and social software tools.
A heavy course! But extremely useful!