Tech Chance

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.