Author Archives: kimd

Rubric Reflections

Designing a rubric can sometimes be a daunting task. Trying to determine all the elements you want to evaluate, especially of a complex project, can lead to frustration and gaps. In this case, using the SECTIONS framework significantly helped to narrow down and focus the development of categories. It was interesting to see how the framework is general enough to evaluate a specific technology application and also effective to evaluate an entire technology learning platform. Isolating each part of the framework allowed us to target the specific needs of the University. We could essentially ask, “What questions would the University need to answer?” and then incorporate these questions into topics under each category. Most topics were easy to provide reasoning for numerical data, i.e. for IT support, 24 hour assistance vs. limited time of availability. Others were much more challenging as there was no exact way to distinguish a 3 from a 4, i.e. Usage Strategies, where some or all available components would constitute a change in levels, rather than an obvious linear evaluation. It was valuable to view other online rubrics as a reference and to further flesh out topics.   

Applying the concepts of the case study allowed the application of the framework in an authentic way, bringing the concepts to life. Considering the needs of the University in context of a globalized learning system and the complexity of both the market and the delivery systems, allowed us to understand the value of the framework. Factoring in where the University stands now, where they want to be in the future and some of the strategies they plan on using to get there, allowed for a longitudinal analysis. Ensuring that they chose a platform that would mesh with their current situation and be sustainable for the future is of key importance for an implementation of their size. Committing to a platform that will affect all teaching staff and be flexible to the addition of students from multiple countries is a significant decision that should be well researched.

In terms of group work, it was useful to have multiple forms of communication. Using the asynchronous discussion message board allowed us to share initial brainstorming ideas. Using the Google doc allowed all members to contribute and edit each others work. On multiple occasions more than one group member was adding to the doc at the same time and we used it as a temporary instant messaging system, providing instant feedback. Working collaboratively offered us a chance to deepen our understanding and create a more complete and reflective rubric.

Lenora’s Decision

In order to truly decide what option may be best for Lenora we would need additional information. What type of content is she wanting to house? Is it primarily text based with links to resources? Is she developing the resources herself? Will she want multimedia representations i.e. video, podcasts? Does she want the users to respond to the site or is it for their consumption? Does she have access to IT support through her school? Have other teachers at her school designed websites?

It sounds like she does want it to be interactive as well as information storage which will require versatility and accessibility. From this perspective a website is likely a strong choice. It provides a flexible platform and many web design programs are now available. Weebly, for example, has excellent web tutorials and even with limited technology skills, it is fairly intuitive. It is free and has live online support. Using a website allows her to start small and easily adapt and change the site as needed. Whether she wants to make it private or public is also a consideration for her decision. The people she wants to connect with, will likely be familiar with websites, providing a high level of ease of use.

I am wondering if she can combine tasks to reduce her development time. Perhaps designing a website with her students would fit into her curriculum goals. That way, the students are learning a valuable technology skill in a meaningful way alongside her, making learning visible to all. She would be developing her skills during the school day and using the faster internet provided by the school. She could design any number of activities or tasks for website design with her students. As a class they could view and evaluate other websites to address her concern that she doesn’t know where things would go on a website. The class could each design a site or contribute to a group site, beginning with simple text content, links or photos of student work. They could advance by adding communication tools, blogs, video etc. Lenora, then could be doing the same with her site. As she and her students learn new ways of working with the technology, she can gain this expertise and add elements to her site, minimizing her technical skills learning commitment.

I also am wondering since she is interested in this project, would other teachers also be interested? She is already connected to the Cradleboard group. Could she collaborate and possible co-create the site with other teachers from her school or the Cradleboard group? Are there other similar websites to what she would like to create, that she could add or adapt with her resources? 

Having a strong plan for platform choice is very wise. Sometimes though, the best thing is simply to jump in and try it. See where it takes you. Be like the students and play. Some of the greatest creativity comes out this way.

Benoits Dilemma

Benoit could invest a bit of time exploring each platforms website. Getting a feel for what each has to offer, what learning tools they offer to develop a course, sample courses and what supports are offered by each if problems do arise.

Looking at the SECTIONS framework he could ask:

S-tudents- What features does each program have that would meet the learning needs of his students? How will the learning needs of his students change in an online delivery of the course? Will the demographics of an online course be similar to the students in his face-to-face class? What are the options for personalizing the delivery of the course to meet a variety of student learning styles? Do his students have access to this type of learning system? Have these students taken other online courses? Are they familiar with other platforms?

E-ase of use- Benoit has knowledge about the technical support levels available through the school’s IT department. He would need to discover; How closely aligned is the design from his previous experience WebCT Vista to the new platforms? Since both platforms have been used at his school, he could investigate with other instructors if the programs have been reliable. How long did it take other instructors to set up their courses? What were common complaints around the structure of the courses? Depending on the type of learning objects he plans to use, how can each support this i.e. video vs. text?

C-ost. Moodle is an open sourced platform so therefore comes at no cost. Is there any other associated costs i.e. data costs? Blackboard is provided by the school. What are the per student or per course costs associated with it? Cost will likely be more of a factor for the school than for the instructor.

T-eaching functions and media selection- Do the design options support the learning activities he wants to develop? Does each allow for multimedia options? How adaptable are the design elements if he wants to adjust his design as he goes or in future courses?

I-nteraction- What types of interactions does he want his students to undertake? Which platform offers the widest range of options? Which options most closely match his objectives for interacting with his students? Between students? How will the students interact with the materials?

O-rganizational- It appears that the organization has supported both options. He may want to know how this course will be used after its development? Will he work in collaboration with other  instructors to develop the course? Will his online course be used by other instructors in the future? What are the organizations long term plans for LMS? He has been using a LMS that has been discontinued, what is the likelihood that this could happen again?

N-etworking- How will communication outside of the course be managed? How much social media will be used in the course? Do the students have other face-to-face opportunities or does the community of learners need to be established through online networking opportunities?

S-ecurity and Privacy- Where is course information stored? What security measures does each platform use to protect its students?

Guestimating how long it will take to develop the week is very difficult. So many variable go into this calculation. Depending on what type of learning activities are used, how much is already available, how specific the design style is i.e. graphics or instructor produced videos, etc. will largely contribute to the time it takes.

Using the ADDIE framework;

Analysis

Design

Development

Implementation

Evaluation

The Association for Talent Development reports between approximately 40-150 hours per hour of instruction depending on the complexity and whether a template is used. (If I understand this correctly) In order to calculate how many weeks it would take, we would need to know the length of a typical instructional course. 

Bates, T. (2014). Teaching in digital age, Chapter 8. Retrieved from http://opentextbc.ca/teachinginadigitalage/

Kapp, Karl. M. & Defelice, Robyn A. (2009) Time to develop one hour of training. Retrieved from: https://www.td.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2009/08/Time-to-Develop-One-Hour-of-Training

Kim’s Flight Path

Like most teachers, education is something I have always wanted to do. Looking through my old records my mom kept from grade school, every year when asked what I wanted to be, I always said a teacher (to be fair I also wanted to be a firefighter for awhile and a dancer). I was lucky. When I went to school, the teaching strategies used for the most part, fit my learning style. I excelled. I liked school. I want my students, and all students to feel that way about school. Providing personalized learning opportunities and engaging learning tasks have always been my goal, although sometimes my students may disagree with what I consider ‘fun’ learning:)

My best teaching day, was the first day a student looked at me and said, “How can the day be over, we never learned anything?” At first I felt insulted. I felt the students had a tremendously successful day of learning. After talking with the students as a group and reviewing the day with them,  I realized he meant that it didn’t feel like learning, he had fun, so it couldn’t be learning! This is why I wanted to be part of the MET program. I wanted to maximize my learning of strong technology enhanced pedagogy. Teaching in new and creative ways that don’t feel like learning but demonstrate evidence of high levels of student achievement.  I believe technology is only a tool, but a powerful one that affords incredible potential that cannot be achieved in the same ways without the technology.

For over a decade I have seen the advantages of integrating technology into classrooms in meaningful ways. I have always sought out information and collaboration with individuals that support this end. Technology when used alongside effective teaching strategies can result in authentic, engaging learning. My personal experience has been that technology integration happens in silos in schools. There is often a ‘tech’ expert or a few teachers with a passion for finding ways to use technology to increase student learning.  I have also found that many, probably the majority, harbour a fear of technology. This occurs for a variety of reasons but the reality is, that technology in its many forms is here to stay. Teachers have an opportunity to embrace this change or to resist but ICT outcomes have become part of the curriculum and the leaders of the future are suggesting that skills such as critical thinking, problem solving, innovation, collaboration and creativity are going to be what our students will need in order to be successful in the future. These skills can be learned and enhanced by incorporating learning technologies.

I have worked as a classroom teacher but also as a Learning Leader with a focus in technology for a number of years. I would like to set my learning goal from this course around exploring the ISTE Standard 5 Engage in Professional Growth and Leadership. I want to develop ways to engage teachers in technology. Helping them get excited about trying new technologies for themselves as professionals and with their students. I hope to be working in a brand new school that is opening next year. That opportunity will allow us as a staff to set a direction together. The principal wants to use technology platforms such as LMS to inform and interact with her staff. This course can help me determine ways in which we can set this up. The more the staff use technology, the more skills they will learn and the easier it will be for them to transfer these skills to the work with students. If they can see the benefits of using technology for teacher communication, planning, assessment, collaborating, showcasing learning, etc then they will WANT to use it with their students. Teacher buy-in is huge.

On a classroom level, I would like to focus my learning on ISTE Standard 2.d Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform teaching and learning.  Focusing on using technology for developing and enhancing lesson tasks, has always seemed like a natural fit for me. I tend to get a little lean when it comes to using the technology to maximize assessment strategies. I would like to develop a wider range of assessment techniques that use technology to increase the value to students and also to minimize teacher workload. By using technology to provide feedback for students, teachers can be freed up to provide other supports to students.

My last goal is around Social Media. It is my harboured fear of technology. I minimally use it in my personal life. I find Twitter frustrating and I can start reading my Facebook feeds only to look up at the clock 2 hours later and wonder what happened to the time. School boards have also added to this reservation, as many examples of this type of media have been on the not-approved lists for way to long. In this course, I would like to challenge myself to improve my understanding and ability to use these types of programs for learning. My students are certainly familiar with many of these platforms, I think it is time that I become more acquainted as well.