ETEC 565 e-portfolio

To access my LMS Proposal Assignment, please visit the  LMS page of my e-portfolio.

In reviewing the rubrics from other scenarios as well as those from other sections who completed the same scenario as my group, I wasn’t surprised to see striking similarities between some of the rubric categories. It was obvious that we all had picked up on the key points in our course readings.

Many of the categories were similar and touched on aspects such as accessibility, cost, privacy, ease of use and support. I enjoyed reviewing all the rubrics and will definitely keep these as samples for future reference.

I found the discussion board comments surrounding use of scales and a “middle ground” and “does not apply” option intriguing. If a standard rubric is used to evaluate several assignment than a “does not apply option” may be warranted as certain assignments may not need to be evaluated on this level. I have worked in organizations where evaluation forms have all been consistent from assignment to assignment and I have also worked in organizations where the evaluation forms have varied based on the individual assignment. From personal experience in assessing assignment of employees during workplace training and particularly during performance appraisal time, I find having the options of a middle option very necessary. Particularly when assessments impact one’s job, the need for accurate assessment rubrics become critical. However, I’ve digressed in my reflections…bringing myself back to evaluation educational technologies and delivery platforms rubrics (as opposed to workplace training evaluation rubrics) I think that it would be interesting to merge the rubrics for Little Flower Academy for all ETEC565 sections to create one comprehensive master rubric…hmmm, I think I’ve just created another task for myself. 

Delivery Platform Evaluation Rubric (K-12) 

Group 5 (Rachel Bronk, Marjorie Del Mundo, Erin Gillespie, Cathy Jung, Sarah Wood)

Scenario #5

You are Social Studies (“Socials”) teachers at Vancouver’s Little Flower Academy. One of your colleagues (Mrs. McGillivray) has been using a web page to distribute materials. A number of parents are unimpressed with how she’s doing it: they’re concerned about privacy and don’t think the design of the pages is very professional. To be fair, Mrs. McGillivray has been arguing that the school needs to adopt a “proper” LMS for these sorts of things.

STEP 1 – Objectives

LMS will:

·                have privacy protection.

·                have a professional appearance.

·                have video, audio and communication capabilities.

·                be available to purchase for a “small group” (LFA) fee if purchasing is necessary.

·                have support structures that are oriented for individuals not necessarily working with face to face IT support.

·                ease of use with regards to posting and retrieving materials for both site creator and users.

STEP 2 – Rubric

STEP 3 – One paragraph articulation of why you included what you included, citing relevant literature.

Little Flower Academy (LFA) is an independent, all-girls Catholic high school in Vancouver consisting of approximately 460 students (LFABC, 2009). In creating our rubric, we relied heavily upon the Bates and Poole (2003) article, A Framework for Selecting and Using Technology, which outlined the SECTIONS framework. Each of the categories we have included in the rubric has a direct link to SECTIONS framework and relates to the potential needs of LFA. In this rubric, we considered essential issues for implementation of the Learning Management System (LMS) such as costs, technology, interactivity, ease of use for teachers, learners and parents, “look and feel”, administration, and functionality. For LFA, a professional looking site is desired but in the case of a LMS, professional does not necessarily go hand in hand with high cost. To ensure the needs of parents and students are met, technological support is also a considerable factor in deciding on a LMS. While LFA does not have a strong educational technology tradition, other teachers may want to buy into the LMS (not just Mrs. McGillivray) and therefore the issues of cost and support may change. We feel that by using SECTIONS as our guiding framework, we have also managed to meet the standards for educational technology outlined in the International Society for Technology in Education’s National Educational Technology Standards for Teachers (2008).

Reference List

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.

Little Flower Academy. (n.d.). “About > School Profile”. Retrieved May 24, 2009 from http://www.lfabc.org/pageMain.php?navigate=abouSchoolProfile

The International Society for Technology in Education. (2008). National educational technology standards and performance indicators for teachers. Retrieved May 24, 2009 from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

My name is Cathy Jung. I am a Learning and Development Manager with 10 years experience in the field of workplace training. Prior to this I worked as an ESL teacher. My proposed flight path for ETEC565 is to make a number of stops in my journey to learn about various technologies. I start my flight as a technological newbie, who has a general understanding of the technologies available, but who has relatively little experience using or implementing them. In prior MET courses, I gained exposure and used cmaps, wikis, blogs and voicethread, but know that I have only scratched the surface of these tools and have yet to discover the possibilities of the various other technologies that exist. Furthermore, the NETS categories clearly indicated to me the long road I have ahead of me to become a digital-age teaching professional.

ETEC565 is my fifth course in the MET program. During my flight in ETEC565 and moreover in the MET program, I intend to expand my understanding of educational technologies. I’d like to gain exposure to the theory of educational technologies and act on the opportunity to use a variety of these tools and media, and from this, implement relevant educational technologies within workplace training programs. 

In terms of what I would like to learn about LMS, this would focus on how to begin implementing one in the workplace, while focusing on record keeping, self-registration and approval processes, online assessment, and web-based and blended course delivery. With regards to synchronous communication, my goals in this area would focus on incorporating technologies such as audio-conferencing, video-conferencing, interactive whiteboards and text chat. In learning about social software, I’d like to focus on how to implement blogs and wikis into workplace training, with an emphasis on reflection on learning and creating a repository of knowledge. The forms of multimedia I would like to learn about include how to incorporate text, audio, still images, animation and video into workplace training. The incorporation of interactive games would also be area I’d like to explore.  However, when selecting and implementing any of these technologies in workplace training, the Bates and Poole SECTIONS model will play a key role in my decision making process.

My estimate in terms of the resources I would need to master these technologies as a novice professional include:

§         access to the technologies,

§         training on how to use the technology,

§         a sandbox to experiment and play with the technology,

§         access to technological support in the event I encounter problems,

§         an audience to share my technological creations with who would provide feedback, and

§         practice, practice and then some more practice.

Overall, my flight path seems like quite a journey, with many stops in between where I will be able to explore, learn and use such technologies. I look forward to the sites I will see along my flight and hope that it will be a smooth ride, although as a technological newbie I suspect there will be some turbulence!

References:

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

http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm

Image:

Dr Needburn’s Historical Flying Turtle Retrieved from: http://www.holisticforgeworks.com/company/

Hello,

Welcome to my e-portfolio for ETEC 565. Please take a moment to look around and please be sure to visit again as the content will grow as the course progresses. I hope you enjoy my content.

Cathy