Précis
Upon entering ETEC 565, I had limited experience with learning technologies. Previously, I had taken introductory computer programming courses, used educational games, and become familiar with using LMS systems through university coursework. Despite the limited experience, I developed a welcoming interest toward learning more about educational technology.
My goal in ETEC 565 is to become more confident and competent in selecting and using educational learning technologies. Using Bates & Poole’s (2003) SECTIONS Framework, I want to be able to evaluate tools and see which ones I could adapt to my teaching, while still meeting each student’s Prescribed Learning Outcomes. Particularly, the tools that I want to learn how to work with are Learning Management Systems, Web Design, and Social Media. Many of these tools offer open source capability, which allow schools to easily adapt them to their yearly school plans. Overall, I am excited to explore these new opportunities for teaching and learning.
eLearning toolkit experience
The first thing that I noticed about the eLearning Toolkit was the variety of tools I was able to play with. Many of the tools featured were ones that I had heard of previously, but never had the opportunity to use them in depth. Therefore, I was interested in trying these new tools to see if they were tools that I would want to use with my own students.
There were various tools in this toolkit that are currently used by my students, like Social Software and Synchronous Communication Tools. I appreciated that I was able to practice with tools that were relevant and popular. Not only was I able to see how they worked and how they could be adapted for educational use, but I was also able to see the precautions that I needed to take, especially when I analyzed the “Terms of Use” for Social Software. One of the significant things I learned was that users are responsible and accountable for their interactions on these Social Software sites. Generally, the sites only provide a platform and are not accountable or liable for what users put on them. This is knowledge that the teacher, students, and parents should understand before taking part in any educational activity using Social Software. Thinking of the safety of students while they explore the World Wide Web is equally as important to providing students with meaningful learning experiences.
In addition, the toolkit made me aware of issues that I had not considered before. For example, I learned how to improve the accessibility of sites to allow equal access for every student. There are various ways: making the site more operable by making functionality all available on the keyboard, or more understandable by creating a uniform and predictable layout. I could also create a site that is more perceivable by using alternatives to text, or I could create a site that is more robust by improving the compatibility between different servers or devices.
Blogs are a great opportunity to personalize learning. Because of the multitude of blogs available, educators can select a blog that suits the needs and interests of a student. Many blogs can toggle between HTML format and WYSIWYG format. I learned how to work with both formats in ETEC 565, and I feel more confident using HTML format now. Blogs are a great way to get students engaged with their learning. They allow students to reflect on their learning, which provides a meaningful learning opportunity. Throughout ETEC 565, I have been reflecting on the eLearning Toolkit experience by posting my experiences on a UBC blog. This process helps create meaning from all the activities that I have been completing in the course. Because I had some difficulty with HTML format at the beginning, I can understand the frustration people may experience when using it. Therefore, I would also recommend wikis. Wikis provide a way for educators to communicate to students or other educators. Wikis can also be used to create a class community where students discuss ideas together and form knowledge constructively.
Two new tools that I learned about were Digital Storymaking and mLearning. I had never created a digital story before, but I used to see examples of them on various subjects. At first glance, they seemed a bit difficult to make. In ETEC 565, I was able to try my own digital story for the first time, and it was not that difficult to make at all. To my surprise, there were many programs I could use to develop my digital story. In the end, I chose the site, Kerpoof, and I thought the result was successful. The process of trying out this activity for myself allowed me to see what planning is needed before introducing it to my own class. It is tempting to start using the program instantly. However, in order for my story to be successful, I needed to create a story map brainstorm first. This was a crucial step because it was easy to get lost in all the tools I was able to use on the site. Therefore, to keep the original meaning of the story, I needed to stay within the boundaries of my storyline, using my story map brainstorm. This is one aspect that I will teach my students when we use digital storytelling. I would have probably overlooked this step if I had not tried this activity for myself. This was an enjoyable exercise and I will definitely use it with my students.
mLearning tools are not tools that I come across very often. For example, the schools that I work at usually ban the use of any cellphones, which surprises me now because of all the neat features mLearning creates. Recently at schools, I have seen an increase presence of mLearning tools, from iPads to netbooks. It seems to me that mLearning devices are part of a growing trend because of its ease of use, efficiency, and portability. Personally, I have used my mobile phone to connect to the discussion forums on WebCT/VISTA and also to design parts of my Moodle site. The transition between using a laptop computer to a mobile phone was seamless, and I was able to efficiently complete my tasks. My only complaint would be the small screen that I had to work with. It required constant scrolling to find the part of the page I wanted. However, this issue is small because for the mobile phone to be efficient, then it must be small and portable. Muyinda (2007) states that mLearning takes learning from inside the classroom to outside the classroom: “It provides access to learning during previously unproductive times, it allows more flexible and immediate collaborative options, it allows controlled learning in contextual situations, and provides greater options for teachers to observe and assist in independent learning.” Therefore, it helps to promote lifelong learning. Because of my positive experience with mLearning, I will try to encourage the schools that I work at to use mLearning more often and try to incorporate it into the curriculum.
When I used Picassa to upload images and alter their sizes, I did not know it would be so easy to use. I expected to have to go through more difficulty, but the process was not difficult at all. It seems as though a lot of the software that is popularly used today are quite customer friendly. It allows people who have no experience in the area to become “experts” in a short amount of time. I am slowly learning that my apprehension with technology is not because of technology itself. It is instead the mindset that I have when I approach technology. At times, I feel overwhelmed or intimidated by the complexity of these tools. However, the more that I experience with programs, like Picassa, the more I am able to realize that they are easy to learn and a lot fun to work with. Also, I have found myself interested in creating videos with my classes. The process was very rewarding and educational. After, the videos can also be burned onto DVDs to finalize the process. In general, creating videos can be labour intensive, but with more practice it takes less time, and the experience is meaningful for both the creator and the audience.
The LMS systems that I was able to work with in ETEC 565 were Moodle and WebCT/VISTA. The format of WebCT/VISTA was familiar to me because I have used it for MET coursework. However, I had never designed with it previously. Designing on WebCT/VISTA was not too difficult because of my Moodle experience in this course. It is labour intensive, in the sense that there are many steps to create a task, but it would not discourage me from creating a site. I liked being able to play with this LMS system, even though it was not as in depth as Moodle. The experience allowed me to reflect on using Moodle and see the possible challenges I may have with WebCT/VISTA in the future. Now I can see how much work is put into a MET online course and how much a designer needs to consider when designing a course. However, through my experiences here, I feel that I am now capable.
Moodle was the LMS system that I really got to know in ETEC 565. Henninger & Kutter (2010) explains how “all over the world there is no other Learning Management System with wider diffusion than Moodle. Over 30,000 installations ranging from small systems for single trainers up to universities with 40,000 courses or over 100,000 students using Moodle exist. The user interface is available in 75 languages and that on an open source basis without any licence fees”. This flexibility creates adaptability to any course, including the blended classroom. At the beginning, I was worried that we were not being guided through it, especially because I had never used Moodle before. This made me fearful of the experience. However, there is reason to the approach, specifically pedagogical reason. Constructivist theory supports the idea that the learner will learn from personal experiences and build knowledge from them. As well, the interactions I had with other learners would help me build on the knowledge. After completing the site, I am glad that this was the approach used. If I had to be guided through each step, I would not have come across the new information that I stumbled upon when looking for a different answer. I would not have learned to struggle and look for alternative solutions. I would not have been able to internalize the knowledge if I had just followed a list of instructions. I would not have been able to create meaningful learning and a site that I could call my own.
There were many struggles that I had at the beginning. First, I tried to conceptualize how I would use a blended classroom. I have always wanted to teach using a blended classroom, but I did not know the right “formula” to do so. I imagined my class working in an f2f environment that would transfer their learning outside this environment too. One of the features that would help this transfer would be to use the discussion forums, chat forums, and wikis on Moodle. From my experience with discussion forums, I knew this would be an integral part of my site. This would be a great opportunity for students to participate, especially if they were uncomfortable or unable to participate in the f2f environment. The feature that I had the most trouble completing was for a pre-programmed release of a select module. I searched Moodle help topics, researched Internet Moodle forums, and watched videos on Moodle to help me try to find the answer. In the end, I found the only answer that seemed to work, which was to close the “eye” and then open the “eye” when I wanted to release the module. The quiz feature was a great way to assess students and was not as labour intensive as one would think. The layout of the site allowed me to input my quiz questions with ease, and I was able to personalize the quiz with the variety options: multiple-choice, short answer, matching, and short essay.
Throughout the research process, I learned a lot about the background of Moodle and how the modules worked as an integral part of the site. What I learned about Moodle would have been different if the instructions were just given to me.
In order to see how appropriate Moodle is for the chosen LMS system, we will take a look at Bates & Poole’s (2003) SECTIONS Framework.
Students – Moodle is appropriate for students because it works with the demographics of the population. For example, Moodle can easily be used with a grade 10 population, which is what my Moodle site was intended for in my proposal. The site is also for students in the Vancouver School District, which is a moderate to affluent population and each student has access to a computer either at home or in the community. Moodle is also appropriate for my students’ learning styles because it allows for them to pace themselves with assignments, work constructively together, discuss ideas with the class and in separate groups, and also develop knowledge independently.
Ease of Use and Reliability – The interface and design is reliable for the user, as I have never come across problems with the design nor the links to each part of the interface. Comparatively, I have had issues in the past with WebCT/VISTA where I could not use parts of the site because of “Error” issues. Therefore, Moodle, from my experience, is a reliable site that students can depend on. The design is also intuitive for the learner. Because this was the first time I used Moodle, I found the design to be intuitive and was able to adapt quite quickly to the layout of the site. The navigational panels were clearly constructed and easy to maneuver. Moodle also provides Help Topics, although I found that you can get better answers if you search the Internet.
Cost Structure – According to Learning Solutions Magazine, the average cost of ownership per learner for Moodle is $16.77. Total cost of ownership includes all costs associated with the computer hardware and software, administrative costs, training and development, maintenance, and technical support. Therefore, the cost of using Moodle is reasonable for the Vancouver School District. Much of these costs can be provided by the yearly school budget or from applied grants. This system is a program that enhances learning and would greatly benefit the students for a low cost. The teacher and the computer technician at the school could also maintain the system.
Teaching and Learning – When bringing any new technology into class, it is important to see if it will benefit the students. It is easy to get lost in the “cool gadgets” and forget why the technology is being used in the first place. Overall, Moodle enhances learning. It provides opportunities that, at times, cannot even be offered in a f2f classroom. In particular, students can use software, like the digital story, to create learning experiences. Students can also form their ideas and post their thoughts independently; students that are apprehensive with sharing in the f2f classroom can still participate with the class. As a teacher, I can organize my lessons in an efficient way and bring in resources that I would not be able to in a f2f classroom. For example, I can ask students to take part in a wiki activity and have them collaborate on a goal. In a f2f classroom, it would be much more difficult to get each student to contribute one idea to the class and also edit each other’s ideas in written form. Moodle also provides the opportunity for students to become engaged. If students are not engaged in a f2f classroom, then perhaps Moodle will provide a new engaging opportunity for them. With the numerous activities available on Moodle, the teacher can provide various exciting lessons. This LMS system also provides students with active learning opportunities. Students can take control of their learning. In addition, regardless of learning style, Moodle has a multitude of activities that can fit the prescribed learning outcome and preference of each student.
Interactivity – Moodle is able to move the learner beyond reading, viewing, and listening. In the BC’s Integrated Resource Package, these three skills are prescribed, but Moodle goes even further for the student. It provides a chance for students to synthesize their understanding, practice and demonstrate their skills, discuss what they are learning, and teach others. According to the National Training Laboratories, students retain the most information when they teach others what they know, which can be achieved in the discussion forums.
Moodle provides interaction and feedback from both the teacher and the other students. Overall, it enhances the end user experience through each module’s interactivities.
Organization – There are many teachers who enjoy using Moodle for their classrooms. Therefore, this LMS system is both feasible and practical to incorporate in my classroom. Although the district may not have all the resources at the moment, it will be easier for more teachers to use this system because of its popularity. For support, I would be able to use the other staff that enjoys using Moodle to help. As well, many schools have a computer technician that helps teachers transition any technology into their teaching. With the new transition to computer systems for attendance and assessment using BCeSIS, the district can incorporate Moodle on the server efficiently and smoothly.
Novelty – Because instruction can rely heavily on text, Moodle provides more than just text. Teachers can use video, images, links, and chat forums to teach. The quizzes on Moodle do not have to take the form of the traditional quiz. Instead, the teacher can program for students to receive feedback promptly after each answer submission. Instead of relying on the teacher’s lectures or lecture notes, students can rely on the discussions to build knowledge. These different opportunities create novelty in Moodle. In the end, students may be motivated to learn. As digital natives, students will find the transition to a blended classroom an exciting prospect.
Speed – Although a Moodle site does take time to create, once it has been created it is quick to implement in a classroom. As Waters (2010) states, “One of the reasons Moodle is having such a great impact on K-12 is that the software isn’t disruptive. Integrating it doesn’t cause any upheaval to established processes.” In the Moodle site I created, I was able to begin using the site within days of the beginning of the school year. As well, if any changes need to be made, I can update the class through the site. If I need to take out an assignment or a module, then it can be done with a click of a button. This site is fast and easy to manipulate. If I were to create a Moodle site for a blended classroom set for a full school year, I would allow myself at least one or two months to create it. For novice designers, I would suggest at least two to three months because it takes time to familiarize one’s self with the site before designing. With time, the designing becomes easier, faster, and more efficient. This is an important skill that I practiced in ETEC 565 because determining time management and appropriate tools is something that teachers and designers will often come across.
Overall, the eLearning Toolkit provided me with opportunities that I had not experienced before. The Toolkit had clear instructions and gave step-by-step directions that helped me become comfortable with each tool and lessened the frustrations I may have had. The Toolkit also gave me confidence in working with technologies and inspired me to find new technologies to work with.
My ETEC 565 Experience
There were three main goals of this course:
1. Discuss the characteristics of their classrooms, their instructional strategies, and the technologies that support teaching and learning,
2. Explore a set of theoretical frameworks for analyzing learning technologies and apply those frameworks to help them select technologies appropriate to their context, and
3. Develop skills in the use of learning technologies.
I believe I was able to meet each of these goals. The first goal was met through the weekly discussion forums. I was able to collaborate with my classmates about the characteristics of a classroom, instructional strategies, and appropriate technologies to support teaching and learning. This collaboration was usually surrounding a realistic case study that provided insight to real-life scenarios that we may come across in the future as designers. I was able to discuss my experiences in the classroom with teaching and learning that would help aid my answer to each scenario that was given. In the discussion forums, we would communicate the issues and solutions that we found. I enjoyed being able to independently express my views and then read about my classmates’ opinions. Many times I left the discussion forums with more insight than when I entered. This constructive process helped me realize that discussion is necessary for reflection to take place. For my students, I would like to replicate this process by creating similar opportunities. The second source of discussion and reflection was in the WordPress E-Portfolio. This was the first time I made an E-Portfolio for the MET Program. I was able to take time after each activity to understand the process I went through, including what was labour intensive, challenging, interesting, and surprising.
The second goal of this course was to explore the theoretical frameworks in order to analyze learning technologies. The first theoretical framework that I worked with was Bates and Poole’s (2003) SECTIONS Framework. This framework allowed me to thoroughly analyze a learning technology. In order to see how this framework functioned, we were put into groups to come up with a rubric to analyze the appropriateness of a learning technology for a specific real-life scenario. Working together with my group members over Skype, we discussed what aspects would help with deciding on a learning technology. To organize this assignment, we thought it would be best to use the SECTIONS framework to help guide us. This framework allowed us to look in depth with all aspects of choosing an appropriate learning technology. Previously, I analyzed my experience with Moodle using this framework, and it shows how this learning technology would work well with the schools in my district.
The second framework used was Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education. Although this framework is designed for undergraduate levels, I can still see this framework being used for other grades, like secondary level. The ETEC 565 course follows this framework closely. The Wimba assignment was the first task that helped to achieve the first point in the framework: Encourages contacts between students and faculty. This was the first course that used a voice introduction to communicate between students and faculty. It made the experience in the MET program seem more personal and real. The second point of the framework was shown in the discussion forums and group work: Develops reciprocity and cooperation among students. The wiki activity allowed students to work with each other and develop a solution toward a common goal. The group activity to develop a rubric also practiced cooperation amongst classmates. The third point was shown in the Moodle creation, eLearning Toolkit activities, and e-Portfolio: Uses active learning techniques. In order to learn, students were not expected to just read and listen to lectures. Instead, we experienced hands-on activities that allowed us to make connections to what we were learning. It also created learning that would have otherwise been lost and forgotten. There is no other way to effectively learn how to use Moodle unless we tried it ourselves. The fourth point was shown when we continually received feedback throughout the course: Gives prompt feedback. After each e-Portfolio posting, I could expect feedback on what I reflected on within a day. What I reflected was still conscious in my memory, so the feedback was even more meaningful. There was also continual feedback from the professor in the discussion forums. Unlike previous courses, the professor was a part of our learning process, which was much appreciated by learners. It showed engagement and interest in students’ learning. I hope to mirror this with my classes in the future. The fifth point was shown when we were told to stay close to the criteria of each assignment and discussion posting: Emphasizes time on task. I remember when the professor would ask students, including myself, to edit a discussion posting to follow the criteria. It showed purpose in teaching and learning, and an emphasis of efficiency. As well, we were given all term to complete many of the assignments, like the Moodle site and the eLearning toolkit. Throughout the course, we had many activities, but they were all staggered so we had time to work on each task. I appreciated the time suggestions for each week, where I could see how much time to focus on a given task. The sixth point was shown right at the beginning in the course syllabus: Communicates high expectations. The feedback in all the assignments and discussion forums throughout the term also pointed to high expectations. The final point was shown in the various activities in the course: Respects diverse talents and ways of learning. Students were able to show their strengths in a variety ways: discussion postings, reflection postings, working in groups, classroom wiki leadership, and independent assignment work. The eLearning Toolkit also looked at various media forms: mLearning, video, images, and blogs. The variety suited different learning styles and presented different opportunities to succeed. Overall, the course was grounded in this framework, as it should be.
The final goal of ETEC 565 was to develop skills in the use of learning technologies. Because of the various technologies presented, I was able to learn a variety of learning technologies. In specific depth, I learned about the learning technology, Moodle, but I feel like I have become more fluent in technological language. I feel that I am able to adapt to using many different technologies that I will come across in the future. I feel like I can design a course site with confidence. I feel like I can use the tools in the eLearning Toolkit and adapt them to my classes. I feel like I have learned a lot amongst the struggles and successes.
Next Steps in My Flight Path
I plan to continue studying educational technology, so I can learn even more. Now that I have gained some skills, I can use these skills to create opportunities for my students. I plan to create a Moodle site for my students. In addition, I hope to use most of the tools in the eLearning Toolkit with my students, including the Digital Story. In the future, I hope to be able to design on WebCT/VISTA or any other LMS system available. I hope to continue to add to my eLearning Toolkit by exploring new learning technologies. To do so, I plan to keep current with all new learning technologies that develop, including applications for mLearning and other open source technologies. It is important to always participate in continual professional development, so I plan to keep learning and teaching others what I have learned along the way.
References
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.
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
Henninger, M. & Kutter, A. (2010). Integration of Education and Technology – A Long-term Study about Possibilities and Adequacy of a Learning Management System for Education. Journal of Systemics, Cybernetics & Informatics, (8)3, p.10-15.
Muyinda, P. (2007). MLearning: pedagogical, technical and organisational hypes and realities. Campus-wide Information Systems, 24(2), p.97.
Waters, J. (2010). Prepare for Impact. T H E Journal, (37)5, p.20-25.