Tech Chance

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