Introduction
I have been teaching for approximately 4 years, most of which has been in Jamaica, two years prior to which I experienced being a teaching assistant in the UK. My taught disciplines are studio-based, practical and theoretical fields of study: College Mathematics, Information Technology, and Technology in Education, Cultural studies and Dance. Technology has played a major role in not only enhancing learning, but creating greater excitement and interaction with content and enabled greater access to content in a more flexible system.
Currently technology, primarily through website access and links to online resources, online discussions and email, greatly supports my teaching, enhances student understanding and increases support outside of the classroom and has enhanced my students’ independence and creativity. However, my work has been primarily ‘lone ranger’ (Bates and Poole, 2003) activities outside of a structured LMS and as such the benefits have not been as far reaching.
Background
I have created websites and links to increase student access and interaction online but the system is not a fully functionally learning management system. For example, students cannot track their progress. Also, I believe that there could be more opportunities for and more effectively managed discussions in this system.
Also, I design assignments that allow a large element of choice and student creativity. I actually have improved in the constructivist approach to students’ discovery learning but could better enable students to set their goals for learning and managing and assessing their own progress.
My journey with ETEC 565 will develop skills to address areas of lack identified.
ETEC 565 and Personal Goals
Deliverables will enable proficiency in selecting, creating and managing technologies that increase personal interaction and engagement with content through increasing authorship, critical thinking and more opportunities for students to direct their own learning.
My biggest goal is the creation and management of Online Learning Management Systems, while increasing diversity and choice in course content delivery, communication and interaction methods, which students can access anywhere, anytime.
Currently, discussions and posts are currently outside of a structured LMS and need to be further strengthened within such a system to facilitate greater ease in replying to and viewing thought/discussion threads.
Actions
Learn html coding to improve website designs.
Develop course management systems using Moodle and WebCT, particularly communication tools and progress tracking systems of personal and professional development (Moodle and E-portfolios).
Learn how to create and manage social media tools such as: Wikis, Weblogs, and Social Bookmarking in order to improve and facilitate social interactions and knowledge construction using distributed cognition environments and tools. Social interaction and discussions create opportunities to discuss material being learnt, which increases personal engagement, motivation and creativity.
Master use of Wimba and video creation and editing in order to create multimedia content and interaction (course content delivery methods and social interaction) including videos and activities that offer practice and/or application of concepts (tutorials and hands on exercises) as well as introduce more visual and audio content such as: use of audio and video conferencing as social engagement.
References
Anderson, T. (2008). “Teaching in an Online Learning Context.” In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Anderson, T. (2008). “Towards and Theory of Online Learning.” In Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Bates and Poole. (2003) “A Framework for Selecting and Using Technology.” In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.
Chickering, A.W. and Ehrmann, S.C. (1996). “Implementing the Seven Principles: Technology as Lever,” American Association for Higher Education Bulletin, 49(2), p. 3-6.
http://www.aahea.org/bulletins/articles/sevenprinciples.htm
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