Tech Chance

Precis of Flight path: What a flight!!

I hoped to gain understanding of how to set up an online course and gain a working knowledge of the operation of online courses. Needless to say, having identified myself as ‘scaredy cat’ somewhere else, it bespoke my almost absolute inexperience in this area. However, I can say with all certainty that this course has been an experience that has enabled me to be much more comfortable with the use of Web 2.0 tools, with communication tools that lend a voice to the teacher’s presence as well as new knowledge about the cognitive abilities on line learner. My immersion in the course has served as a useful journey in

• web-publication
• Learning Management Systems
• communication tools
• community and collaboration tools
• multimedia
• social software tools

I have gained an appreciation for the instructional strategies and technological tools that facilitate learning. In the course of doing so, I have also developed the needed skills in using these tools to facilitate the learning experience. This growth would have been incomplete if I had not also been exposed to the theoretical frameworks for analyzing learning technology and applying these frameworks to help in the choices that are relevant to the context within which they will be used.

ETEC565 was designed to fit the constructivist mode: we were placed in a situation that was relevant and engaging. Our having the actual experience has lent itself to a highly defined learning process.

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Reflection on eLearning toolkit experience

The stage is set to begin the path of a Learning Management System. The eLearning toolkit has been selected to actively and constructively take us through the process. As I tried to develop the mock course, I had to make adjustments repeatedly. This was very frustrating at times. Being totally new to the Moodle (and any LMS) I experienced many challenges. In fact, as I worked through the system, I could see the value of allowing each member of the learning community the practical value of working on his/her own as only by doing so, would I be able to feel that I as able to manage some of these tools as supported by Chickering (2009). The principle of the constructivist approach to learning was highly placed in this experience. I created my own knowledge based on my interpretation of the experience gained as explained by Anderson (2008). This knowledge was also shared within a wider community where it was possible to make public my knowledge and have it ‘assessed’ by others and I was able to do the same in turn. Of course, it helped to check the instructions from the eLearning tool kit ever so often to ensure I was on the right track.

I also found useful the arrangement in ETEC565 where Moodle queries were addressed during the period of setting up the course. Not be underestimated is the fact that ETEC565 modeled the online course I was trying to set up. So, at various intervals, I would reflect on the instructional tools used in ETEC565 and how they proved useful to me. Then I tried to include such a tool in my mock course, bearing in mind its practicability and relevance to the content and concept being explored as suggested by Anderson (2008). I greatly benefitted from the Live Classroom discussion in ETEC565. In my mock course I sought to include audio and video solutions/tools for the learners that required the benefits of immediacy in communication (Anderson, 2008). The selection of technologies and its applicability to instruction was the focus, however. So while I became enthralled with tools that were new to me, I continued to try to focus on their relevance to instruction and how these tools could help to make the teaching/learning experience exciting and successful both for the teacher and the learner (Anderson 2008, Chickering 2009).

I learnt the value of synchronous tools as well as asynchronous tools and the benefits of both. I tried to include using both, attempting to integrate these in ways that are suitable to the subject areas being considered. Moodle’s feature of discussion forum, chat, wikis and the ability to create links facilitated a successful online community. I tried to provide adequate opportunities for students to feel a part of a community through these tools as Chickering (1987) believes they provide a means of support for the learner. Therein lies the benefits of social software/media. Social media is concerned with user-generated content and as such the learner is an important part of the process. It supports the constructivist perspective of how knowledge is constructed, so that all community members share in the production of knowledge. In this community, such tools are highly visible and accessible so I was able to use these fairly freely without being overly concerned about copyright issues thus adding much depth to my mock course even though I did not have the skills to produce the more technical products and also to ensure a better quality. At the same time I had to be cautious to choose resources and activities that would not allow/cause conflict in matters of privacy and protection of the student’s work. This impacted my design of the course as I tried to address these issues. Of course, I learnt that I could also include my own material that I have created as single entries or stand alone as I believe they are called.

Assessment is an important aspect of instructional development. Moodle has features that facilitate tests, quizzes and other types of assignments. There is a sense of organization that is also needed with online learning and so providing deadlines and dates for scheduled activity was useful. I had difficulty using these assessment tools but I believe I would have mastered these later down in the setting up of the mock course. Now, I feel I would be able to manage this aspect of the LMS in a much more creative way, as I would be doing so with knowledge that developed during the period. At the same time though, I observe a number of principles that Moodle applies that are outlined by Gibbs and Simpson (2004) such as the frequency and speed of feedback. In my mock course, I included formative as well as summative assessment so that I could evaluate the stages of learning taking place as the course progressed

Anderson, T. (2008). Teaching in an Online Learning Context.  In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University. Accessed online 3 March 2009 http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-DeliveryQualitySupport.pdf

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

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

Gibbs, G. and Simpson, C. (2005).  “Conditions under which assessment supports students’ learning.” Learning and Teaching in Higher Education Accessed online 11 March 2009 http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf

The TLT Group. “Seven Principles” Collection of Ideas for Teaching and Learning with Technology.  Accessed online 10 April 2009. http://www.tltgroup.org/Seven/Library_TOC.htm

Using SECTIONS to self assess e-portfolio

I think I can use some aspects of the SECTIONS model to assess my portfolio. I had great concern for the students and how they would use this provision. I tried to address the knowledge my students possessed and how they would use this to interact with Moodle, for example. The students’ prior knowledge of technology was given consideration. I selected simple enough tools that provided detailed instructions where needed for the students to use. This resulted in their being able to use these tools fairly easily. The level of difficulty to get started on using them was low and allowed the students to get on with the business of getting into the course rather than being bogged down with figuring out the technicalities of technology. The resources that the students needed to interact with the e-portfolio could be considered low cost. The resources in the main were free and open source. The issue of whether the students could afford to use these was minimal as cost was not a really significant factor when the decisions were made about what to include for use in the portfolio. In addition, the tools were accessible and available, hence not requiring a large outlay in terms of time to set up. The teaching and learning experience was enhanced as much thought was given to the instructional value of the portfolio. The mock course, for example tries to engage the learner in discussions, evaluative response exercises and forums that seek to develop a critical point of view. The portfolio tries to develop an involvement of the student, allowing him/her to become responsible for his/her own learning. The level of interactivity is therefore very high as the student is required to grow in his own knowledge. This is evident when he/she is challenged by the concepts and the way the technology has been integrated to cause growth. Having included a number of tools that may be new to the students, I can see their being attracted by the novelty of Audacity, for example and the use of Skype. The introduction of digital stories as a way of presenting an assignment will add much energy to the course. As digital natives, if they do not already have a handle on these tools it will be fun for them as it was fro me. (Although this is not our primary concern, what is learning without enjoyment?) . If they already have a knowledge of these tools and resources, the course and the concepts being explored will provide them with material and a reason to experiment and develop their own level of learning. The novelty will wearof but it is hoped that by then they would have a new set of skills they can use to learn and communicate. The portfolio in all its parts did take some time to implement or to get done. I am not worried speed as a problem since familiarity will prove to be a definite advantage the next time around.

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

Describe next steps for you, in terms of your practice in educational technology

What of the Future How has your idea for an LMS course site evolved over these 13 weeks? What particular aspects of ETEC 565 advanced your thinking? And, aside from what you have learned about the technologies, what have you learned about yourself? Be sure to take a look back at your flight path, your reflective weblog entries, and the SECTIONS and 7 Principles readings from Unit One.

What of the Future? ETEC565 has taken me to a place where I would like to use this ‘new’ knowledge that has been formed. I recognize that just having technology is not sufficient. Neither is it sufficient to just use what is available. Sometimes what is available may not be the best solution to an instructional challenge. The integration and the application of tools and resource must be given rational thought and serious consideration so they do not do more harm than good by being distracting to the teacher and the students. I have discovered my interest in creating new ways of learning. I believe my concern for the students’ potential has been stoked by ETEC565. Assessment and feedback cannot be underestimated while at the same time, providing a social and cognitive support base is highly relevant. In my flight path, my concern was to be able to develop and online course. I have learnt this but more importantly I can also see how to ensure that pedagogical concerns are addressed as I explore the practicability of what I do. SECTIONS model remains indelibly printed in my schema. I know that regardless of whatever decisions I make regarding students, I will always try to use the model. In fact, it does make my job so much easier to have this ‘rubric’ to help make decisions. Chickering’s 7 principles have also become the touchstone by which I make decisions about students and their activities. I believe that these seven principle help to ground the practice of education, preventing it from being lost in a world of technology. It helps to create the balance that is needed in designing instructions for learning.

I am anxious now to share with my colleagues what I gained from ETEC565. I have plans to build an on-line course to be used in the upcoming semester. I am determined to master the testing/quiz feature of Moodle.