Laurie (Carswell) Petrucci

“It is becoming increasingly clear that merely introducing technology to the educational process is not enough to ensure technology integration since technology alone does not lead to change” (Carr, Jonassen, Litzinger & Marra, 1998). Therefore, choosing an LMS that promotes an effective learning environment requires exploration and analysis of some of the options that are available. It is necessary to decide on which one best fits the needs of your organization, your own teaching style as well as students learning style. Becoming fluent with educational technology means teachers must go beyond mere competence with the latest tools (Zhao, 2003). It is also necessary that digital tools enhance the ability to create an interactive and learning environment for students.

I used the program emaze.com to create a digital story that represents my experience exploring and analyzing various Learning Management Systems for the purpose of constructing an online course.

http://www.emaze.com/@ALWFWIIO/the-lms-gallery

Enjoy!

Laurie

References

Carr, A. A., Jonassen, D. H., Litzinger, M. E., & Marra, R. M. (1998). Good ideas to foment educational revolution: The role of systematic change in advancing situated learning, constructivism, and feminist pedagogy. Educational Technology, 38(1), 5-14.

Zhao, Y. (Ed.). (2003). What teachers should know about technology: Perspectives and practices. Greenwich, CT: Information Age Publishing.

I enjoyed working on Assignment 2 – Creating an Introductory Module for an online Calculus 12 for several reasons. It was highly beneficial to work with a partner, receive peer reviews and suggestions from other classmates, and be able to connect digital design to educational theory.

To successfully deliver an online course, housed in a Learning Management System, it is essential to put the necessary time in the preliminary planning and designing of course that will hopefully engage students in an interactive learning environment. To build our Calculus 12 course, we were guided by three central pedagogical frameworks of learning 1) creating a student-centred learning environment (SCLE), 2) creating technology that is sound in pedagogy, content and knowledge (TPCK), and 3) incorporating collaborative tools to foster a social learning environment. Therefore we based our design elements, course structure, digital tools and communication tools that reflected our desire to achieve these goals.

We also made the decision to create a Moodle course that featured both of us as teachers of the same course. Often instructors can be overwhelmed with the ratio of students to instructor when courses are delivered online and the time it requires to communicate with all the students on a one to one basis. We thought by team-teaching a course, it would provide more opportunities for greater numbers of students to participate. After reading Trinh’s case study, it became apparent that one teacher is unable to handle a course load of 150 students, using multiple communication tools within a 24/7 availability time frame. However, if Moodle courses are shared by a group of teachers who offer different office hours, it may be more manageable.

In the time frame of two weeks, our group of five students were required to evaluate various LMS platforms to evaluate which one would best meet the learning/training needs of a community organization. We chose an organization, analyzed their needs concerning training volunteers and concern areas such as cost effectiveness and privacy, developed an assessment rubric to base our decision on, and determined the most suitable LMS from three choices in a very short period of time. This was only possible because five of us collaboratively divided up the tasks and worked together to successfully evaluate a learning platform for an organization. This would not have been possible if I had worked independently to perform this evaluation. We needed various perspectives to rationalize the process and all brought something to the overall assignment.

Selecting appropriate educational technology to integrate into learning situations that is student-centered can be a daunting task for educators. Not only do educators require technical proficiency in how to use various educational technologies, but also the students bring their own level of competencies to the learning environment. It is necessary for the educator to assess students’ previous learning before deciding on how to best integrate technology into their learning. The educator must also decide on how to effectively integrate technology into a pedagogically sound environment that best facilitates the students’ current learning. As well, educators must develop their own competencies in working effectively with emerging educational technologies.

To assist educators in the process of selecting educational technology there are several developed frameworks of analysis available. Two available models that assist educators in developing curriculum that support the integration of technology into the learning medium are the ADDIE model and the “Agile Design” model for example. As well, authors such as Nel et al (2010) have established criteria to assist educators with the task of choosing appropriate educational technologies for a given objective.

The “Agile Design” model provides a framework that supports the implementation of learning artifacts that can adapt to the learner and be more fluid in design. Whereas the ADDIE model provides a framework for the educator, or designer, to be able to analyze the learner characteristics and their previous learning, identify learning objectives and materials, create the content, deliver the course and evaluate the effectiveness of the design. The “Agile Design” model does not demand a lot of front-end planning and designing, whereas the ADDIE model requires significant time and thought in the pre-planning stages.

Nel et al (2010) developed both primary and secondary criteria to use in choosing appropriate technology. Their primary criteria relate to “the potential of educational technologies to enhance learner-centred learning principles” and their secondary criteria relate to “access, cost, and operability of educational technologies (Nel et al., 2010). The criteria specifically emphasize providing learning that is active, social, outcome-based, interactive, and inclusive. If the medium of technology is evaluated to not support these criteria than it should not be selected.

Technology allows educators to be highly creative in planning lessons that fully engage students in active learning. Technology also facilitates students to be able to express their own creativity in how they choose educational technology applications to express their learning. Overall, frameworks of analysis such as the three listed are all meant to support educators in being able to successfully integrate technology into the classroom that enhances student-centred learning.

Bates, T. (2014). Chapter 4: Methods of teaching with an online focus. Teaching in a Digital Age.

Nel, C., Dreyer, C., & Carstens, W. A. M. (2010). Educational technologies: A classification and evaluation. Tydskrif vir letterkunde, 35(4), 238-258.

Hello, my name is Laurie Petrucci and I live on an acreage with my husband, four children, dog and fish in Charlie Lake, BC. We are situated just outside the city of Fort St. John located in the Northeast corner of the province.

I attained a Bachelor of Science from UBC and teaching certificate from SFU and am currently working in SD60 Careers Department as a dual credit coordinator. Industrial Technology and Science programs in particular require students to learn how to use emerging technologies and apply this knowledge in practical application. I am particularly interested in learning that is experiential, hands-on and project based.

This will be my seventh course in the program and I look forward to learning and sharing with you all.

Laurie