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
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.
It was an experience that will be of great benefit to me for
a very long time. Being immersed in the development of a course using Moodle
has taught me may useful things. Unlike many of my colleagues, I was unfamiliar
with Moodle. Sometime ago, my institution did a four day workshop on using
Moodle. Truth be told, I came away with very little. I really appreciated how
little when I started working my way through this project. Online learning has
its many advantages. However, if not carefully organized, can be challenging
for the online teacher as well as the on line student. I gained a deeper
appreciation of the need for the proper connections, the whole matter of timing
and the relevance of dedication and commitment to online learning. The
challenges are many but the benefits far outweigh these challenges. I came to
recognize that content and media can be linked together by technology and that
there are endless tools available to help make the process manageable even for
me.
Setting up my Moodle LMS assured me that my students will be
able to benefit. The communication tools I used such as Skype, audacity,
discussion forums and chat features are easily integrated into the students
learning. The platform allows for students getting in to do their work, rather
than being bogged down by features require advanced knowledge of technology to
deal with. For me, after musing around and experimenting with various features,
I found it was not so bad after all. I can actually do this. Setting up the
quiz was particularly challenging for me, I suppose because of the time when
that assignment was scheduled to be completed. If it were now, I would not
complain, not even a whisper because I have become familiar with the tools and
my understanding and appreciation has grown.
The tools that I have included will and can be used in a
variety of ways. The assignments can be completed through discussion forums;
there are assignments that require responses through writing; tests and quizzes
are also included so assessment has been addressed with the added feature of
immediate feedback which is integral in the learning process as is supported by
Gibbs and Simpson (2004). Including audio, video and as well as other types of
graphics adds interest, stimulation and variety to this course I have
developed. The students therefore have a multiplicity of ways of communicating
during this course.
Being able to combine synchronous and asynchronous tools is
useful as it allows for the needs of all participants to be met at any one time
or the other as the course progresses as suggested by Anderson (2008).
Anderson
also emphasizes the need to consider the social environment when creating an
online course. Recognizing that some learners
are highly visual or auditory and may need some audio/visual contact,
especially so for those that require immediacy in their interaction, the
opportunity to interact through Skype and using Audacity has been provided. To
ensure that this online course is not just the same chalk and talk in a new
format, activities and resources are included to hold interest, stimulate
critical thinking and allow for students’ creativity.
Where needed, I was also able to introduce my own material
that I created, adding some amount of personal touch to the experience. The
availability of Open Source material reduced the challenge of copyright and
legal issues. Anderson
(2008) also has the view that repurposing material is necessary as we consider
online learning and as such is an activity that is considered a part of the
teachers’ presence.
I am now anxious to go off and share with the rest of my
colleagues Moodle.
I loved doing this assignment. I liked trying to find tools that was most suitable to the story I had to tell. I feel that the tool I eventually selected was not necessarily the most appropriate in terms of its suitability to pedagogical considerations. However, I know where to find the tools and with a more organized approach to the story, I will do just fine. My students will be at an advantage this semester as I will be making sure their presentations are at best exciting.
I liked photo-show because it is easy to use. I found it accessible in that I am able to add my pictures and I think my students would be able to use it with ease as some of my students are still new to this area. The features which allowed me to add animations, to engage the senses of my visual and auditory learners were also important to me. It is also accessible to my students and is made available to them as soon as I was finished creating the story. The feature which allowed me to playback, check, edit (over and over again) was also useful, especially for some who may be new to photo-stories. I told the story based on the features of this tool. I would have told it in a different way if I were using different tools. I found the music useful in creating a frame of mind and a way of getting to the affective domain. My intent for this story is not only to showcase the beauty of my homeland but to educate about endangered species of birds and trees. This is an interesting way of getting students interested in even the most uninteresting of topics. Ripping and remixing allows for productions that can be powerful and engaging. The veiwers are engaged as the mix of audio and video along with still images and possibly even one’s own voice produces dramatic and refreshing learning experiences. I would use this tool to produce material for students that will generate discussions. I like the feature that allows for comments so r I could have focus questions that allows for the generation of ideas from the story/show. I could also use this tool to reinforce writing skills and generate self expression. Some students may have difficulty expressing themselves and so a channel such as this one will assist in their expression. It could build an appreciation for the power of personal expression. It will also address different learning style.
Since some of the tools are free, students would be able to access them. I believe in the end, students’ writing skills will be reinforced and improved. Their own style of expression will be acknowledged. I was motivated as my ‘hardwork ‘ looked good after a few tries and I saw myself getting better and better at it. This type of feedback motivate students and invites them to stretch their own thinking and creative skills.
Is the story viewable either as an embedded file or a link? (5)
Why was this the right tool for you to use to tell your story? Explain how you purposefully selected your tool. (5)
Describe how a story-telling approach would work within a course that you teach (or would like to teach) using sound pedagogical arguments. (10)
I think this was quite a useful tool selected to tell the story. It has some features that helped to inspire my creativity, limited as it is. Photoshow had features that allowed me to add audio and still image. I am not so sure I purposefully selected this tool. I do know though that it inspired me to enter into the affective domain. The use of music, for example was a deliberate choice as I had the option of not using music. I think using music will provide a higher level of engagement with the information being delivered. As far as selecting the tool went, I tried to find one that suited the knowledge level and skills of my students (S) who, if they were to be engaged in using it, they would be able to follow simple 1-2-3 steps and achieve success at the end (E). The fact that many of the features were free was also an attractive aspect (C). Even though the products that were rated premium would make the presentation more attractive and exciting, I was still able to get a pretty good product with what may be considered the basic. In this way my search took me to identify those tools that provided immediate feedback. Because I was able to follow the instructions outlined, I realized that very little in the way of instructions would be needed from me (T). This I liked as it would make teaching creating ways of expression so much easier as there were real live examples at hand. Of course, the level of interactivity was also very good since the features allowed you to use audio, still image and add one’s own taste in music and setting (I). There are no changes that would be considered except that administrators consider paying for some of those premium features to enhance the product (O). I think that even though using digital stories may be new, the Photoshow will not become redundant too soon as all the features I discovered were not “faddish” as they can be useful for many purposes and for any teaching style and learning style (N). The immediacy of this tool was a strong buying point for me. I liked the fact that I could introduce the finished product as soon as I was done with it and could share it with as many as I wanted to right away (S).
I would like to use story telling in my classes. I am thinking of a course for new students that require them to understand how people learn. The course addresses the development of the learner and helps new teachers to have an appreciation for the forces and factors that shape the learners as they come to the classroom. Using stories that engages students in the various developmental stages of the learner may be interesting. Using this as a means of getting students to talk about their own development and to compare with the developmental stages as suggested by the theorists may be worth exploring. This may be a non-threatening way to have students participate in classwork. We know that students learn and express themselves as individuals, so using storytelling can provide an avenue for those learners, especially those who are inclined to prefer this medium of expression
This approach to learning can also be considered constructivist as students are able to make their own judgments and learn from the creative process. I found that the activity enabled me to use a higher level of application, synthesis and evaluation. These are important considerations in the learning process. Using stories to teach my course would be an advantage as the students would be actively engaged at the higher level of the taxonomy. When students are involved in story telling as part of the teaching learning activity, they become active, participatory learners. Students’ writing skills are more strongly developed as they become critical of their skills that will become more public as they are quite likely to be shared by others.
Bates, A.W., and Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey-Bass Publishers. 79 – 80.
http://www.panos.org.uk/?lid=23126 Digital stories: the benefits and tensions
Here is the link to my story. Please feel free to leave your comments.
I found the experience interesting. I am not sure if we are finished yet but to see everyone’s perspective coming together like that was interesting. I found it a little similar to the threaded discussion in some ways but trying to get my comments in at the appropriate places was a little sticky for me. I liked to see the comments outlined in a way that I could actually track them though I feel it is somewhat more organized in WebCT Vista. Another factor I noted was that I could actually make adjustments in other people’s comments. I am not able to do this in WebCT Vista. The nature of wiki is that it is self-editing and self-authoring and so changes are accommodated by the system. It is clear from this experience that one can build a learning community by using this tool as a starting point. People are able to collaborate to generate and synthesize ideas.
The challenges may include people lurking and not necessarily moving at the pace that others in the group may want to go. It is therefore likely that more experienced members may carry out the task assigned or may simply go ahead and do what has to be done. In addition, the work being done on the page is tied greatly to participation but the grade might only reflect the finished outcome or product. Individual effort may not be considered which may lead to students being de-motivated
Speaking about motivated, I plan to use wiki during the coming semester for a course I teach on the Emergent Teacher. My students should complete a document on gender and one on identity. I think I will use this tool to get them to collaborate and create a document on both. I will try to work out the details later.
I want it to be on record that this is my most painful and stressful learning experience ever.
Now that that is out of the way, I found the exercise also interesting and stimulating in a way. Having struggled through the exercise and being able to see the product at the end was sort of bitter sweet.
The various features confused me to say the least, worse yet this being my first attempt at setting up an on line quiz. I had to do everything over perhaps 20 times, I lost count after doing the right thing and concluding it was wrong just because of being so used to getting it wrong. My frustration only continued when I tried to understand what is meant by feedback and resorted to just fitting things in so that I could move on.
In the end I reflected on the usefulness of this test. I lost some of my multiple choice questions and ended up with only one set. I have no idea where the other three sets are gone. Assessment is sound only when it is accurate and the level of frustration is perhaps evidence of how the system was trying to ensure that the quiz was accurate. Entering the quiz in Moodle made me worry too much about how the students will manage when I was not even to sure how accurate I was being. However, the finished quiz appears to have several elements spelled out for the student that they would not have otherwise. Immediate feedback (although not for all areas), comments and scores seem to be advantages of setting up an online quiz. The idea of being able to shuffle also allayed some of my fears with online quizzes. Having the quiz timed is also a good thing as without timing, it wouldbe considered an unreliable instrument used to test students’ abilities. It does seem that there are some areas of assessment that are more easily addressed through the use of technology than in face to face.
Good assessment will motivate students and will also help students to understand their areas and strengths and weaknesses. The quiz explored different areas of student’s knowledge when the four areas were covered. The quiz was not limited to simple recall but theinclusion of essay provided opportunity for analysis and evaluation. My challenge is that the feedback I tried to provide is basically generic and may not capture the individual needs and realities of my students.
It was a very challenging task but one by which I was stimulated and my interest even more piqued for LMS and all that is possible through it.
I have decided to use Wiziq which will include Chat and Whiteboardfor synchronous tools.
I have chosen to use synchronous tools as they allow students to communicate in real time even though they may have the challenge of different time zones. Synchronous tools have the advantage of allowing people to be engaged instantly and at the same point in time. Having set up a virtual classroom through Wiziq, I believe students will be able to engage in live discussions as well as complete assignments while working together despite differences in locations and time zones, by sharing presentations, documents and images on an interactive whiteboard. Discussions are live as in a real time classroom, and a video conference that I hope I will be able to pull off.
The educational experience is enhanced by synchronous tools as they breathe life and energy to an online classroom as there is spontaneity, builds a sense of community and facilitates a certain types of exchange between students which may range from sharing of knowledge and experiences to informal conversations.
As with all things, there is the not so good side. Let me hasten to say though that despite these limitations, Chat, Whiteboard, video conferencing, audio conferencing and other synchronous are great (when they are all systems are in place to make them work well):
It is affected by time zones as it requires real time same time interaction so may affect scheduling
High level of technology implementation needed, more up-to-date computers produce better results, may also need more bandwidth
Little time for reflection and introspection
Does not do well with dial-up, for example: needs high speed internet connections
Does not facilitate large group discussions
May be costly, especially with international participation
I think it works. So far I have started to set up Wiziq; it is not yet complete as it is work in progress.
Asynchronous tools allow people to connect at people’s convenience and in their own schedule. These tools are useful because they allow sustained dialogue, meaningful collaboration and also allow people the chance to do research on information that might not be readily available during a real time conversation. They can also include people from varying time zones as the communication is done in the time and schedule of the individuals involved.
I have decided to use discussion forums. Discussion forums enhance education as it is an excellent opportunity for students to become responsible for their own learning and to do the needed research to participate meaningfully in a learning community. They also have the chance to reflect so their contributions are not superficial as there is sufficient time to make application and analysis. The discussion forums also have the advantage of threaded discussions so that one can easily follow a series of interactions without having to wade through everybody’s work.Records of students and teachers interactions are also saved for reference if needed.
Discussion forums have their fair share of disadvantages too.
·They require discipline as the learner has to be intrinsically motivated to participate;
·Students may feel as if they are not a part of the classroom as it is ‘impersonal’
·There may be information overload as the opportunity for research and the possible topics presenting for discussions can become unwieldy.
·Students may have trouble keeping stimulated as discussions may become repetitive.
Bates, A.W., and Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey-Bass Publishers. 79 – 80
http://id.ome.ksu.edu/blog/2007/apr/21/sections_model_for_instructional_design/(Retrieved June 19, 2009)
