Hi all,
Boy, it’s taken me longer to finish than initially anticipated. It’s been a tough couple weeks to say the least. As I reflect on the evolution of my 565 journey this term I remember many great learning experiences. It certainly has been a ton of work, exciting, fun and at times, a steep, learning curve for me this term, but what a ride! I’ve also been taking 2 other courses this term, 531 & 500, and many deadlines have overlapped. It’s been about time management for me to keep participating online, doing all the readings, required postings, completing all activities and assignments, as well as interacting and collaborating with my group members in all my courses. Many long hours reaping amazing rewards!
1. Looking back, how does what you expected to learn during ETEC 565 compare to what you actually have learned, in terms of technical competencies?
Flight Path
Taking ETEC 565 has exceeded my expectations! As I re-read my flight plan now, it’s interesting to re-visit my initial goals and areas I had wished to explore.
1) ascertain theoretical frameworks to help guide my technology selections and use so I
can be leader in my school on my AISI team to help our team in-service and train our
staff on technology integration
2) learn about other digital tools other than just wikis and blogs and improve my Moodle
skills
3) develop a digital toolkit including math related interactive media and technology
resources & tools
Looking back, the evidence is clear, I certainly have surpassed attaining my initial goals and have explored each area of specific interest! I have learned that each of these amazing tools that I have learned to use can be used for every content area. This is truly exciting for me – I can’t wait to use my new skills in my Math classroom!
I’ve learned that I can be creative with digital tools and that it’s not all that difficult when you have access to abundant resources and great guidance and support. I have been able to see my growth, reflect on it and share my experiences and projects like my digital story with my family and friends. I am enjoying my MET learning journey tremendously! I can truly say this is my favourite MET course so far! This is largely in part to John’s clear expectations, prompt feedback, excellent guidance, support and modeling. Participating in a class that exemplifies online learning with an exceptional instructor has been amazing and truly inspiring! And secondly, it has become my favourite course because of the amazing group of people that I have been able to work with here in our dynamic eLearning community. I now know the kind of online environment I want to build and model for my students. I wish this rich learning experience for all of my math students!
E-Learning Toolkit & Technical Competencies
I have learned how to plan pedagogically sound technology use, create a digital story many different ways, upload and convert (if necessary) audio, picture and video files, create mp4 movies with Camtasia, manipulate and use code, create web pages with Dreamweaver and navigate Vista, WordPress and Moodle with ease. The learning activities, case studies and eLearning toolkit helped me garner a sense of: a) the skills my students would be learning; b) the potential barriers and road blocks that stand in the way; c) how to approach each learning situation and d) to view technology as a learning tool and not just as a teaching tool.
I found it rewarding and I truly enjoyed exploring the different tools available in the eLearning toolkit – especially the LMS, the Social Software, and the Multimedia & Authoring Tools. These three tools have given me the knowledge I need to develop myself into a “Web2.0 semi-expert”. I loved having the freedom to explore and learn the toolkit at my leisure. The weekly reminder to make time for the e-learning toolkit was also nice.
It is also nice to have an overview on Web Design & HTML Authoring from the toolkit. Today, with Facebook and Twitter preoccupying everyone’s mind, it becomes increasingly alarming to know what these social networking tools can do with our uploaded images and videos. Through the toolkit, activities and case studies I am also reminded of the importance of reading the terms of service agreements (TOS) and the privacy policies on these websites. Online safety is a priority and must be taken seriously.
With many digital tools in my toolkit now and many more to explore, I can now confidently complement my f2f instructions with different digital tools. With not enough time during this course to explore all the cool tools, I’m definitely looking forward to having the time to explore more fun learning tools, expanding my expertise and adding to my toolkit!
2. Moving forward, how do you think what you learned in ETEC 565 will impact your educational practice, be it as an instructional designer, instructor, or administrator?
Overall ETEC 565 Experience
I had no idea that I would learn as much as I have and it impacts my educational practice immensely. I have used Moodle in the past in my French 20 & 30 class but definitely not to its potential. Primarily, I didn’t have a clue of the design rationale, philosophy or framework necessary when designing and creating an online course so I really didn’t know where to start. Secondly, I didn’t have the time to explore and learn Moodle’s capabilities. So instead, I only used the basic functions like discussion forums, wiki, as well as using it for housing class resources.
I used to think that a wiki was the answer to everything, now I realize there are many tools to choose from and an actual framework to follow to purposefully select technology tools and media. With Bates & Poole’s (2003) SECTIONS framework and Chickering & Gammon’s (1987) Seven Principles of Good Teaching and Learning to refer to along with many others, I can feel confident that I now know how to make appropriate pedagogical technology and media choices!
Learning in our 21st Century Digital Age is transforming and is no longer about memorizing facts rather, 21st Century learners will be expected to know how to find information, synthesize it, validate it, leverage it, collaborate with it, communicate with it and problem solve with it . This 21st Century learner will be doing work that will call on his/her artistic abilities, ability to synthesize information, understand the context, ability to work in teams and abilities that require them to be multicultural, multilingual, multi-disciplinary. As a result, we need different types and modes of schooling to accommodate these learners.
E-learning enhances continuity and development of subject matter knowledge and helps build and refine new skills being learned. It takes time to develop the critical thinking and metacognitive skills and this can happen through online collaboration and project work with correct scaffolding and sufficient time allocation. Time and curriculum constraints are what we deal with unfortunately. I truly believe there needs to be time built into curriculum for teachers to help our students build these necessary 21st Century skills in this digital age. Hybrid & blended mixed-mode online courses can be used as a way for students to develop these necessary 21st Century Skills and I’m excited to introduce this dynamic type of digital learning to my students!
Next Steps, Future Technology Plans
Due to my newly acquired digital knowledge and skills in 565, I am well on my way to becoming a proficient digital-age 21st Century teaching professional. I now have a toolkit and an arsenal of pedagogical answers (that my colleagues and school administration will require) to help our school integrate technology more seamlessly. And, I now possess the necessary framework, knowledge-base and experience to make pedagogically sound technology and media choices. I can officially fulfil my responsibility as an AISI leader in my school by modeling and continuing to take the initiative to develop my own e-learning resources and encourage other teachers to explore, learn and become part of this digital world. I plan to continue to in-service my colleagues and set up PD where it fits! I’m really looking forward to presenting some of the tools I’ve explored to my colleagues this fall at a PD session. I have an even bigger bag of tricks now!
I plan on using different story-telling tools to make abstract mathematical concepts more interactive. I will demonstrate and compose a list of about 10 story-telling tools for my students to explore. They will be designing their own digital stories based around math concepts that we’re learning in class. Digital learning objects challenge students to analyze, problem solve, and reflect on their learning (Janson & Janson, 2009). By integrating digital learning objects and activities into my f2f instruction and introducing my Applied Math 30 Moodle course as a blended mixed-mode approach to enhance my f2f instruction this fall, my goal is to tear down the invisible walls that separate me from my students. I seek to engage them in a new, meaningful, constructivist math learning experience! Everything I have learned in 565 has highlighted what I have learned in 510 and 530. I am reminded of the importance of constructivist strategies and learning activities and their direct influence on improving motivation, engagement and overall academic achievement since technology tools are excellent examples of constructivist learning tools / activities and constructivist teaching tools / strategies.
Thanks John, for believing in us and pushing us to excel! You truly set the standard for online instructors, it’s been an honour to be in your class! It’s been awesome being a part of such an amazing and dynamic learning community and learning with and from all of you along the way! For those of you continuing on your MET journey, I hope to “see” you again in another course and for those of you who are finished your MET journey, congratulations and all the best!
I know we’re done here, but if anyone’s around and has the time, please feel free to take a peek at my Moodle site. It’s best viewed in full screen mode.
References
Bates, A.W. & Poole, G. (2003). Chapter 4: A framework for selecting and using technology. Effective Teaching with Technology in Higher Education: Foundations for Success. New York: Wiley, John & Sons, Incorporated.
Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39(7), 3-7.
Janson, A & Janson, R. (2009). Integrating digital learning objects in the classroom: A need for educational leadership. Journal of Online Education, 5(3).