Synthesis
My Final Reflection on my ETEC 565A Experience
Précis of My Flight Path
This component (ETEC 565A) of my learning journey has been very exciting yet challenging from the technical perspective. The hands-on aspect is exceptional and forces the learner to construct their own knowledge. Designing the Moodle course with minimal structured support was a barrier in maximizing the learning potential and I found it difficult to seek assistance from the community of learners until I could find a comfort level in my own understanding first. I was also lacking in knowledge of HTML coding for design. That being said, I have learned a considerable amount but recognize I have so much more to learn to effectively use the unlimited Web 2.0 tools, multimedia, social media and other resources available. This experience has kindled a new learning goal as I continue navigating through the MET program.
My original flight plan goals were to understand the theoretical and technical framework of active learning using a Learning Management System, such as Moodle. I have accomplished this at an introductory level and plan to further develop my Moodle course and learn to interface additional tools and resources into the learning platform. The concept of the splash page was most difficult and would approach it very differently the next time. I quickly realized that there were a few very experienced learners in the course and through the discussion forum was able to solve some of my challenges with building the course site. (I think!)
I have gained knowledge of best practices in teaching with technology by reading and utilizing Bates and Poole’s (2003) SECTIONS model for selecting and using technology in the first group assignment, a very useful learning activity as it introduces the learner to all aspects of evaluating a LMS. In addition, Chickering & Gamson (1987) and Clickering & Ehrmann (1996) “Seven Principles” for using and teaching with technology will be added to my toolbox for future reference and shared with my colleagues.
I found the Wimba sessions and the step-by-step videos for Dreamweaver and backing up the course very helpful as I am very much a visual learner, more of these types of sessions would have been very helpful. I didn’t have sufficient time or enough hands-on practice with using Dreamweaver, but I do have the program and will spend some time navigating the design features. The e-learning toolkit activities provided assistance with completing the assignments and were a good reference tool. Unfortunately, I didn’t have time to fully utilize the toolkit and experiment with the all the activities.
During the course we touched on web design and HTML authoring, pros and cons of synchronous and asynchronous communication tools, wikis, social software, weblogs and digital storytelling. Upon reflecting we were exposed to an abundance of technology and information, I feel I require more time to sort it all out and reflect so it becomes meaningful to my learning experience.
Additional learning goals were to obtain more knowledge in digital citizenship and social media. I have partially met these goals and continue to set these as future goals.
References
Anderson, T. (2008a). Teaching in an Online Learning Context. In: Anderson, T. & Elloumi, F. (Eds.), Theory and practice of online learning. (pp. 343-365). Athabasca University. Retrieved from: http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-DeliveryQualitySupport.pdf
Anderson, T. (2008b). Towards a Theory of Online Learning. In: Anderson, T. & Elloumi, F. (Eds.), Theory and practice of online learning. (pp.45-74). Athabasca University. Retrieved from: http://www.aupress.ca/books/120146/ebook/02_Anderson_2008_Anderson-Online_Learning.pdf
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. Retrieved January 6, 2012 from: https://www.vista.ubc.ca/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebct
Chickering, A.W. and Ehrmann, S.C. (1996). “Implementing the Seven Principles: Technology as Lever,” American Association for Higher Education Bulletin, 49(2), 3-6. Retrieved January 6, 2012 from: http://www.aahea.org/bulletins/articles/sevenprinciples.htm
Chickering, A.W. and Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin, 39(7), 3-7. Retrieved January 6, 2012 from:
http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm
Gibbs, G., Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education (1), 3-31. Retrieved from: http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf
Wesch, M. (2007) A Vision of Students Today (& What Teachers Must Do). http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-what-teachers-must-do/