Reflection – Laurie Trepanier's ETEC 565A Blog

As the Olympics are now finished and the TV no longer becomes a magnet for my attention, I begin to re-focus on the task at hand; completing the ETEC 565 course. While I had every intention of working during the two week break, I was a little hampered by my lack of access to the Moodle site. So now, I have a file full of text that I will begin to add to my Moodle course. Thus, my experience to date with the platform is rather limited. To date, I have enjoyed this course immensely.

The readings that I have benefited from the most are Bates and Poole Chapter Four: A Framework for Selection and Using Technology and Anderson’s Towards a Theory of Online Learning. This literature will and have already reframed my perceptions of courseware design, acquisitions for e-learning and usage of technology in the classroom.

The group activity focusing on the LMS evaluation was also highly beneficial. I have taken some time to review my current work processes and I have added criteria focusing on 1) Integration with Existing Systems and 2) Compatibility. These were two areas that I did not focus on prior to beginning this course. As technology rapidly changes and new software providers enter the market, I believe that these two issues will be almost as important as the pedagogical and user interface criteria.

My goals posted under Flight Path are as follows:

1. Develop a stronger understanding of effective formative and summative assessment in a digital format;

2. Develop a wider understanding of individual learning goals within standardized performance oriented content. (With a focus on digital environments); and

3. To learn more about educational technologies that may benefit the schools in my organization.

I believe I am achieving these goals through my own individual work, research and participation in discussion forums. In my opinion, I am learning more from my co-students experiences and perceptions then I am learning from the course instructional materials.

References

Anderson, T. (2008). Towards a Theory of Online Learning. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University, Accessed online 3 March 2009.

Bates, A. W. and 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.

During the last week, I was on a business trip to CFB Bagotville, near Chicoutimi, Quebec. During this trip, I worked long days and was limited in my evening movements. Unfortunately, the base does not offer any Internet access during the evenings, so my academic work was essential put to a stop. This had the effect of limiting my participation in group work and discussion forums, as well as a lingering feeling of “lost”.

I often complain to course developers who provide online training of their lack of flexibility and for not offering more consideration to the students’ situations. CF members – and many private and public sector employees – are called upon travelling, often for week-on-end. This often results in the student been penalized as a result of limited Internet connectivity. I would assume that the MET program has student who also travel. (In my experience there have been a few.)

For many students, the choice between in-house courses and online courses boils down to flexibility; flexibility of access, assessment, participation and content. My last week has reinforced that the students’ situations must be given careful consideration when developing online materials.

Laurie 🙁