Learning Experience
One of my main learning objectives in this course was to become more proficient in applying emerging technologies in practical applications. While I thoroughly enjoy reading about learning theory and applying it to learning, I would like to improve my practical skills in computer application. As Coates et al. (2005) state, “Indeed, the textual nature of the Internet may reinforce conceptions of teaching as the transmission of decontextualised and discrete pieces of information”. Integrating constructivist approaches to learning that promote active and relevant learning must happen, or LMS platforms can become little more than digital textbooks and standardized “handouts” with a dropbox for completed work. Throughout this course, I did successfully become more proficient in creating content within a Learning Management System and I now have a greater awareness of the tools that are available to create a learning environment that promotes active constructivist learning within a social environment.
In addition, I hope to see the continued emphasis on multi-literacy expressions of learning and assessment. Digital formats allow students to express themselves in multi-literacy formats such as video and audio, in a way that is not necessarily possible in the brick-and-mortar classroom. “A Pedagogy of Multiliteracies” redefines “texts and practices, moving the field from “literacy” to “literacies,” through recognizing multiple ways of communicating and making meaning, including such modes as visual, audio, spatial, behavioral, and gestural” (New London Group, 1996, p. 64). Due to the changing nature of literacy and the remediation of printed text to digital text, I believe oral connections to language may resurface. Educators should adapt assessment practices to facilitate this process.
In Glimpsing the Future, Alexander (2014) predicts that “people [will] focus on achievements within three technological platforms: digital storytelling, social media (aka Web 2.0), and computer gaming. The consensus is that each of these platforms and approaches to content creation [will allow] everyday people to seize the creative moment and reach a massive audience.” While students generally hear, read, or write stories in the classroom, technology affords them with the ability to create visual digital stories using programs such as iMovie, Storify or emaze.com. I look forward to embracing this area of digital literacy in the future as it continues to develop with advancing technology.
Skills Development – Assessing LMS Platforms and Digital Tools
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 educators to assess students’ previous learning before deciding on how to best integrate technology into their learning. Educators 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.
One of the key learning outcomes for me through taking ETEC 565, was learning to appreciate the effectiveness of using established frameworks for analysis to determine appropriate educational technologies. Initially in ETEC 565, we considered three different models to assess the effectiveness of various digital tools. 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. 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).
However, the model that I found to be most effective throughout completing Assignments 1 – 3, was Bates (2003) S.E.C.T.I.O.N.S model. Bates and Poole (2003) highlight that the quickly changing nature of technology requires educational content designers to use an established model as a ¨framework or set of criteria to guide them¨ (p. 75). I found Bates (2003) framework to be highly useful in analysing educational technology.
S.E.C.T.I.O.N.S. refers to:
(S) Student Demographics-
(E) Ease of Use and Reliability
(C) Costs
(T) Teaching and Learning – integration of sound pedagogy
(I) Interactivity
(O) Organizational Issues, such as privacy and confidentiality issues
(N) Novelty
(S) Speed
(Bates & Poole, 2003, p. 79-80)
Learning and Knowledge Construction throughout ETEC 565
Chickering & Ehrmann (1996) state that students are active learners, have diverse talents and thrive in collaborative and social environments”. As educators, it is important to find learning materials that are “interactive, problem oriented, relevant to real-world issues, and that evoke student motivation” whether the materials are digital or not (Chickering, 1996).
As well, the International Society for Technology in Education (ISTE) (2008) highlight that “effective teachers model and apply the ISTE standards as they design, implement, and assess learning experiences to engage students and improve learning”. Upon starting this course, I believed the first principle to be most relevant to my teaching practice: 1) to facilitate and inspire student learning and creativity to promote innovative thinking and inventiveness, to engage students in exploring real-world issues, and to promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking. However, following the completion of Assignments 1 – 3, in which I worked in groups to both assess the effectiveness of various Learning Management Systems and build an online intro and content module, the other two ISTE (2008) standards have become equally relevant to how I approach delivering online course material.
The second ISTE (2008) principle applies to “design and develop digital age learning experiences and assessments that provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.” This became especially significant in Assignments 2 and 3 in how we developed lesson material for our Moodle housed online course. Thinking about assessment right at the start of course planning is necessary for both instructors and students to be successful. Creating rubrics while creating lesson plans often help facilitate this process. Rubrics help instructors to structure desired learning outcomes for the students, and it also serves to provide instructors with milestones to measure whether they are effectively teaching the material as well. If instructors take time to create meaningful rubrics, students have clear expectations of what is expected. It also allows both the instructor and students to reflect on what needs to be done throughout the course in order to meet learning outcomes.
The ISTE (2008) also stresses the importance to “Model digital age work and learning by “collaborating with students, peers, parents, and community members using digital tools and resources to support student success and innovation” This is especially true in the digital world in which educators face high student-teacher ratios and need to meet individualized learning needs. In addition, educators who deliver online-based courses are tasked with needing to be technological savvy in order to do so and require professional development to keep abreast of changing technology skills. As Watters (2014) points out, “the trend to watch may really be a re-definition of education as skills training”. In assignment 2 and 3, Jason Harbor and I created a course that requires team teaching. This way, educators delivering such as course would be better able to handle the requirements of running a student-centred learning online environment that requires one-on-one time with students along and managing high student enrolment numbers. As Watters (2014) also states, “A better focus is probably on online education more broadly – on what the Internet affords teaching and learning”. One of the key aspects to manage a high enrolment number of students in an online learning environment is to clearly establish set office hours and use of communication tools.
As well, “a teacher makes efforts to gain an understanding of students’ prerequisite knowledge, including any misconceptions that the learner starts with in their construction of new knowledge” (Anderson, 2008. P47). Therefore, finding digital tools that support a learner-centred learning environment that benefits the teacher to instruct and assess as well as support the student to express prior knowledge and cultural attributes require thoughtful consideration. I was particularly struck by the need to create digital learning platforms that connect students to prior learning. Often times, online courses are stand alone courses and students are required to jump right in and learn new concepts. It is important for educators to create learning tools that allow educators to assess students’ prerequisite knowledge and misconceptions and provide learning opportunities to address learning gaps. This happens naturally in a brick-and-mortar classroom, however online educators should be cognizant of this learning need when designing and creating digital learning environments.
References
Alexander, B. (2014). Higher Education in 2014: Glimpsing the future. Educause Review, 4(5).
Bates, T. (2014). Chapter 8: Choosing and Using Media, the SECTIONS model; Chapter 9: Pedagogical differences between media: Social media. Teaching in digital age. (online book)
Bates and Poole. (2003). A Framework for Selecting and Using Technology. Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.
Coates, H., James, R., & Baldwin, G. (2005). A critical examination of the effects of Learning Management Systems on university teaching and learning. Tertiary Education and Management, 11,(1), 19-36.
International Society for Technology in Education (ISTE). (2008). Standards for teachers.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review , 66(1), 60-92.
Watters, A. Top Ed-Tech Trends of 2014. Hack Education Project.