Finished?

I’m finished!  I’ve completed all my assignments, read every last reading, and have completed my ePortfolio.  It feels good to be done, but am I really done?  I don’t think so.  This course has further piqued my interest in technology for learning.  I have encountered some incredible and interesting resources that I will continue to explore as I move forward.  I’m thankful to each of my fellow classmates for your contribution and good discussion.  Thanks as well goes to my group members who worked so well together on our project. Finally, a big thanks to John whose instructor presence was the best I have encountered in an online course. Thank you for all the work you did to make this course successful!

Posted in Thanks | 1 Comment

WebCT/Vista

Yesterday I finally had a chance to play around with WebCT/Vista. I feel that my experience would have been far different if I had not already experience Moodle so intensely. I found it quite easy to navigate and perhaps more intuitive because of my Moodle experience.  The fact that there were very detailed step-by-step instructions also made a difference to the experience. If I needed to figure out how to work it myself, I would have spent far longer on the activities.  It was nice to work in a space that automatically linked pages and activities in the right category.  Navigation is also much easier than within Moodle.  I can see the benefit of a school paying for this vendor created LMS, as it could cut down on precious time for those who need to use it. Moodle needs more work to make it presentable but with time and exploration, it can be done and for many institutions and schools, the cost is too great to contemplate a vendor created system.

Posted in E-Learning Toolkit Activity | Tagged , , | 1 Comment

Blogging

I have had several experiences with blogging before coming to MET.  I started my own blog about my take on things I encountered in China.  My husband loved it and encouraged me, but unfortunately up until this time, I haven’t been diligent enough to keep consistently writing and there are only a few entries.  Time is one factor, but the other is lack of interaction. I know that if there were real tangible viewers that I would be more motivated to write.  I’m also not one to promote myself so beyond family members I haven’t pointed anyone to the site.

In MET I have been required to set up two ePortfolios with blogging so far, and participate in a community blog in one course. The two ePortfolios were very different experiences. In the first, no one looked at it that I know of and there were no responses.  I was pleasantly surprised this semester when John replied to each blogging entry. I found that it motivated me to continue to write and put my ideas out there. I have mixed feelings about the community blog.  For one thing it has a large number of participants so that there is just too much to read.  It is a place for us to upload our assignments and make connections.  I find that it is harder to navigate and more artificial.  In my own blog, I am notified when someone responds and so I can respond back but in the larger blog, you really have to dig to see where those comments are located.  It feels more like an assignment than an organic blog.

Through the readings and hearing about other people’s experiences, I believe that blogs are an excellent tool for learning.  The interactive affordance provides motivation to continue writing.  The sense of an audience can also inspire a more careful check of writing techniques.  Blogs are easy (ease of use) to edit and update (Bates & Poole, 2003; Downes, 2004), requiring very little time other than the writing component.  The interface is pleasant and it is easy to add images, videos, or sound making the entries more appealing.

Blogging is something that I plan to continue to explore.  I will definitely be implementing it in my classroom in the future. One thing I will seriously be considering though is how to make the integration of this tool more authentic, rather than a forced assignment (Fisch, 2007).

 Resources

Bates A. W. & Poole, G. (2003).A Framework for Selecting and Using Technology. In A.W. Bates & G. Poole, Effective Teaching with Technology in Higher Education (pp. 75-108). San Francisco: Jossey-Bass. 4.

Downes, S. (2004).  Educational Blogging.  Educause Review, 39(5, September/October), 14-26. Accessed online 25 March 2009.

Posted in E-Learning Toolkit Activity, learning, Reflection | Tagged , , , | 1 Comment

You’ve Gotta Know When To Let Go

I am convinced that everything I do with technology takes much longer than it should. Perhaps it is my perfectionist nature, or just plain inexperience. I’m not afraid to try out new things and I’m certainly not timid about exploring, but sometimes it is an agonizing process. One of the questions I have to ask myself is, “Is it worth it?” I don’t mean technology. I think integrating technology is definitely worthwhile. What I need to assess is the time and effort worthwhile in light of how the particularly tool will be used. The answer may be no in some cases. I need to learn when to let go and when to plough ahead. In the case of my Moodle course, there were some some things I could have let go. However, I will say this: the euphoria felt over finally, after many days of trying, figuring out how to get something to work was pretty worthwhile!

Posted in Reflection | 1 Comment

Social Software Exploration

Jump on the social media bandwagon  I spent some time today exploring Social Software in the eLearning Tool Kit. I chose to look at four educational sites that I would use: Edmodo, GlogsterEdu, Wikispaces and Google for Education.  All sites made it very clear right at the beginning, and often in CAPITAL letters, that they were not responsible for just about everything including copyright violations, and the actions of third parties connected by links into their sites. A disclaimer at the beginning of each Term of Service (TOS) stated that they retained the right to modify terms at any time.

Two out the four (Wikispaces and Google) stated very clearly that the user owned the content uploaded. All retained the rights though to use and modify content. Most of their use was in connection to improving their services. Only GlogsterEdu stated that they would gain permission from the user first, but they claimed the right to use discussion forum content without express permission. Of the four, only Glogster specifically stated where its servers were located: Canada.

Privacy and security issues generated much content for each of the sites.  The three focused on education had policies concerning children under 13.  All offered the choice of varying levels of privacy, but no liability if anything went wrong.  One specifically stated that if it found that it had inadvertently stored a child’s information then it would delete it as quickly as possible. What was surprising to me was that a child was defined as 13 and under.

This exploration has given my some reason to pause in my use of technology with students. As a teacher I get excited about using technology in the classroom and usually don’t think about the Terms of Service (TOS). In fact, if I’m truthful, I’m not in the habit of reading these before I sign up for most things.  I usually just click “yes” and treat them much like I do the safety demonstration on an airplane: you know its necessary, but will deal with it when something happens. As a teacher, I have a responsibility to make sure that I protect my students and comply with the law in relation to them. Only Edmodo specifically addressed my responsibility, although that could be because it is specifically designed for school use.

Privacy is always my biggest concern.  Each of the sites offered some way to keep a class private although there were disclaimers. In the end the responsibility really rests on the teacher to train the students in good security habits, and to monitor their interaction as much as possible to ensure safety. At the elementary level, I am most concerned that what I use acts as a sheltered place that has some boundaries.  I know there is debate about allowing students to interact with the world-at-large.  It is perhaps a more authentic environment, but young children are not capable of dealing with some of the things that they might encounter. It is true that they may not get the full benefit of the connecting capabilities of these social software tools, but I think that being exposed to them within a safe environment is a way to scaffold them for growth and confidence in Web 2.0 learning opportunities. In the future, I will pay more attention to a TOS and school/government policy before involving my students.

 

Posted in E-Learning Toolkit Activity | Tagged , , | 1 Comment

I’m a Moodler, sort of

moodle logo

Photo by Shawn Kimball

For a while now, I’ve been perusing the e-Learning Toolkit, particularly the Moodle information. There is a lot of information to digest there!  My past experience with Moodle was in a group.  Fortunately for our group, we had a Moodle expert who set everything up, allowing us to add the content. Unfortunately for me, I didn’t learn too many of the mechanics of Moodle and so I have steep learning curve.  Aesthetics are important to me and for this reason, I don’t like Moodle!  Being confronted with bits and pieces all over a page is somewhat overwhelming. After reading, and most certainly procrastinating, I decided to take the plunge and follow the activity given in the e-Learning Toolkit to get my Moodle bearings. I found it somewhat frustrating because the instructions didn’t seem to match what was on my screen. I finally figured out that “setting up the page” had already been done and I needed to skip down farther. I managed to figure out the icebreaker activity without a problem, except to say that the instructions were either a little incomplete or the version I was using didn’t have the same titles in some areas.

My next step was to do some perusing of documents to figure out how to get going.  I did quite a bit of jumping around from document to document, but again I found the intense amount of step-by-step instructions somewhat daunting.  I’m the “forget the instructions and just try to make the thing” kind of person.  However, as I clicked around in Moodle, I realized that this approach was really not going to work for me.  After some more digging, I found a helpful video with step-by-step instructions for setting up what I think is a splash page.  By following along with the video and pausing as needed, I was able to create a demo. (I’m grateful to all those people out there who like to upload helpful instructional videos!) Unfortunately, at that point I ran out of time.  The “play” session was enough though, to give me some confidence going forward.  I’m a Moodler, sort of.

 

Posted in E-Learning Toolkit Activity | Tagged | 1 Comment

Group work and technology

Over the last two weeks we were required to work in a small group to create a LMS selection guidance rubric.   In my view, group work always holds some challenges, but none more than when you are physically separated from each other. We chose to move out of the Vista group space to take advantage of the affordances of other tools.  Our first meeting met with some technical difficulties. The blackboard-sharing tool that we were using to communicate didn’t work for all of our voices at the same time. Then not long after we set up, the site was shut down for maintenance.  This sent us to Skype where we all had accounts.  We were able to finish our meeting with a plan of action.  The blackboard sharing idea was great for its affordances of voice and desktop sharing, however since we couldn’t get it to work properly at either of our meetings, it did not fit the “ease of use” criteria laid out by Bates and Poole (2003) so in the end it was not suitable.  A tool may seem great and may even meet many of the necessary criteria but if it does not meet a criteria that is vital, then none of the other “meets expectations” matter.

A second major component (and most significant) for our communication was Google Docs.  Here we were able to create as many documents as needed.  We could leave comments, and work together to contribute to resources, ideas, the rubric, and writing component.  In terms of ease of use, this tool is quite suitable for group work other than the fact that it can be difficult to take work from the document to put it into another polished document for submission. Google Docs seems to be the tool of choice for every group I’ve worked with in MET. However, it should be noted that it is not always accessible in other countries such as China. Access may be gained through a vpn but even then it is often slow and impossible to use.

The human component of our group work was excellent.  Everyone jumped in to begin work even before our first meeting. Each member was quick to volunteer for parts of the assignment, working together to get it completed.

Bates, A.W. & Poole, G. (2003). Chapter 4: 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.

 

Posted in Group Work, Reflection | Tagged , , , , , | 1 Comment

Just-in-time learning

The objectives for module one were as follows:

  • Become familiar with widely accepted theoretical frameworks for supporting learning in technology-enriched contexts
  • Become familiar with widely accepted theoretical frameworks for evaluating technology for use in teaching and learning 

(Taken from: ETEC565A learning module site)

The readings for this module were particularly helpful in achieving the stated objectives, and in fact for working on Module Two activities. They offered a practical framework in which to view contexts and technologies.  Some of the readings were new to me such as National Educational Technology Standards for Teachers. I was wondering why this was not standard reading for my BEd, but quickly realized that it was compiled in 2008, a year after I did my practicum. This was a reminder to me to check the dates on any articles or research that I am reading. In the fast-moving field of technology, an outdated article may not be relevant anymore.

I encountered Bates and Poole (2003) last semester in MET, and while it was interesting, it did not leave a lasting impression on me at the time. Now however, it seems indispensable as I work my way through the various activities in the first two learning modules. In their paper Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research, Hew and Brush (2007) speak of ““just-in-time rather than just-in-case” professional development (p. 239). Those of us who are teachers (I can’t speak for other professions) probably have “future reference” files where we have put the paper packets we received from those “just-in-case” professional development sessions. At the time the ideas may have seemed interesting or useful, but as the frenetic pace of teaching encroaches on our time, we forget about the ideas in a bid to just keep up.  Professional development as it relates to technology, will be far more valuable if it is perceived to be “what I need right now.”  Very few people can remember what they learned in a session when trying to implement a technology down the road.  I learned about SECTIONS last semester, but encountering it again this semester and actually having to use it has made the difference in my development.

Permission granted for educational use
http://www.techtoon.org/

Having said that, I am appreciating my decision to take the core MET courses before delving into the electives.  I have a basic understanding of some of the theory behind technology and its use and I am able to go back to some of the readings and assignments that I have completed to match that theory to practical issues.

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.
Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and  learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223-252. doi:10.1007/s11423-006-9022-5
National Educational Technology Standards for Teachers http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

 

 

Posted in Introduction | Tagged , , , | 2 Comments

Keep Calm and Carry On

Keep Calm And Carry On

I sent off a couple of “help” type emails last night. The first was in frustration over how to import our course rss feeder file into Google Reader.  After sending the email, I went back and after trial and error, I “accidently” figured it out.  I was feeling rather proud of myself at that point until I noticed that my “Flight Plan” was not showing up.  This set me off into stress-induced activity to find out what was wrong (in the end nothing) and filled me with dread that perhaps my assignment had not been received on time.  Since this happened near bedtime, although extremely tired, I could not sleep as I began thinking about our discussions on the cost of time in setting up an LMS course (poor Benoit), the difficulties I know I will encounter with my unfamiliarity with Moodle, and all I needed to do for my courses.  This morning, after reading a gracious email from our instructor, I was able to calm down and reflect a little.  This episode has taught me two important lessons that will be valuable to me for this course.

In response to my “never mind I figured it out” post, John highlighted the word “tenacity.”  Given time, it is highly likely that I will figure things out. The problem is that time spent with technology, especially unfamiliar technology, often resembles what Steven Siebold in his “Taking a Guess” discussion post, referred to as “black holes.”  It is true that I will be spending enormous amounts of time creating a course site. However, if I am tenacious and don’t give in to panic I’m likely to figure things out and be in a good head-space to learn.

Accidently figuring something out is not the same as learning it and being able to do it again.  When asked to explain how I ended up importing my OPML document, I couldn’t do it.  I had to go back in and try to recreate the steps I used the night before.  This time, with the added intention of passing the information on (teaching) I was able to figure it out and write it down clearly.  Now I can say I have learned what to do.  So if there is a next time, I won’t be stumbling around trying to figure out how I did it last time. This has implications for teaching.  Accidently figuring out something or even hearing information does not equate learning. We have to make sure our students have the opportunity to practice what they have learned and even teach it to someone else.

So for now the crisis is over. I’m sure I’ll have other days like yesterday as the course continues, but my new motto taken from a World War Two British, Government poster is “Keep Calm and Carry On.”

 

Posted in learning, tenacity, tenacity | Tagged | 4 Comments

The path

I chose to keep this header picture because it aptly depicts me in many ways. I love exploring nature, I have a thing for sheep (I’m originally from New Zealand), and I am on a path. I’m partway down the path so it is not new to me. However, there is a long way to go and many possibilities for discovery lie ahead. This ePortfolio will document the ETEC565A part of the path. It will give me the opportunity to plan where I want to go, demonstrate my old and new technological accomplishments through assignments, and reflect on the process and outcome. I’m excited to see where this course takes me, and looking forward to expanding my technological capabilities. I want to look back on this course without regret, knowing that I gave it my best

    The Road Not Taken 

Robert Frost

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I-
I took the one less traveled by,
And that has made all the difference.

Retrieved from Famous Poets and Poems

Posted in Introduction | Tagged , | 3 Comments