The Synthesis
Chartering the Flight Path
The ingenuity of a good strategist lies within effective planning; and this is the mindset I have established as I venture into the realm of ETEC 565. I am a self-motivated college instructor in Literacy Studies who considers myself an advocate for instructional technologies. My years in the teaching profession spanned from 1999 where I have worked at all levels in the education sector as a classroom teacher. During my early years, I was not privileged to have technologies at my disposal so my efforts were based on the traditional methods of teaching. However, since my elevation to the college level, I have been exposed to several tools and applications and have even started a site at http://evertonwalker.literacystudiesja.info.
Having being apart of the MET program has really opened up my eyes to instructional technologies and ETEC 565 has concretized that claim. My goal for this course is to fully master and develop a high level of competence in technological presentation tools. The fact that I don’t have access to these tools in my present classroom has given me the drive to maximize on this monumental learning opportunity. In addition, I am keen on getting myself acquainted with all the theoretical frameworks and principles through rich discussions and participation in the course. This is critical as without these principles and frameworks, I will not be able to implement the aforementioned presentation tools effectively in my classroom.
The E-learning Toolkit Experience
Whenever one has an experience, it doesn’t take long before you know if it will stay with you forever or not. Well, I can clearly say that my experience with the toolkit is one that will change my professional life forever and place me in a situation to take on the demands of online learning and course development. Easily the most grueling and rewarding task thus far, this experience has pushed me to the extreme limit; sometimes even to the brink of frustration. This came about as I was packed with work from another course and was really tired as I haven’t rested in a very long while.
LMS
The e-learning toolkit as it relates to my LMS was foreign to me as I have never used it before and experimenting with it for a graded exercise never made life any easier. Even though I have had some experience with working with online tools to develop websites, this proved to be quite different as I was now under pressure and trying to meet deadlines. This forced me to exercise incredible grit and determination as I made a pledge not to crack no matter what circumstance presents itself. Even though there was a toolkit document, I chose not to explore it in the initial stage. Instead, I went about working on my site with gut-instinct. This proved very challenging even though it was worth the try. From that independent attempt, I conducted a number of trial and error sessions. As a result, I was engaged in discovery learning and benefited tremendously from it. However, every good thing must come to an end and I switched to the Moodle toolkit manual. From there on, I was able to confront my LMS creation task in a more confident way. Outlined with Moodle information from the basic to the complex, the manual propelled my effort as I started to learn more about the features that are available to students and teachers alike.
After fully indulging in my LMS effort, a rewarding feeling was now all over me as it was now clear that I was making progress and accomplishing something monumental. I was also in line with Anderson (2008) view which suggests that the pervasive effect of the online medium creates a unique environment for teaching and learning. I was now experiencing this at first hand. Setting up and authoring HTML pages and making them my own was a first for me and this brought a feeling of great accomplishment. I was now addicted to these tools and envisioning myself setting up my personal fully featured LMS site. The creation of web pages, populating them and linking them to other external sources gave me a sense of belonging in the world of technology. Additionally, incorporating other learning tools and embedding videos related to my topic took my confidence to another level. Even though I was not allowed to explore the LMS true potential because of restrictions, the knowledge gained from the experience was invaluable.
Synchronous and Asynchronous Communication
Of equal importance, the exposure to synchronous and asynchronous tools made the experience even more rewarding. Being cognizant of the fact that these types of communications are synonymous with the digital natives of our time communication media, gaining a knowledge of how to use them for teaching and learning was like the realization of a great dream. Experiencing live chat and discussion threads among others resonated with my current practice as these are prominently featured in my personal blog and and also my studies with UBC. In addition, synchronous virtual classroom model has advantages, in that it is a familiar educational model with a great deal of similarity to teaching and learning in campus-based classrooms (Burge & Howard, 1994) . Seeing their effectiveness since I have started working with them allows me to come to the realization that this toolkit experience was deliberate, strategic, informed but yet very worthwhile. From the rich discussions and interactions we had during the respective courses, I recognized that this kind of tool not only spans across the social media spectrum; but has a significant role to play in academia. The process I went through in achieving this has left a long lasting impact on me and my future endeavors in the classroom as it relates to instructional technologies.
Social Media Software
The introduction of social software tools from the kit proved to be just as effective during the experience. The recent development of social software (Bryant, 2006; Dalsgaard, 2006), however, has inspired some us to begin thinking of ways in which “unpaced” learners can find each other, engage in short-term cooperative projects, and otherwise develop supportive networks and study-buddy relationships, even when their formal programming is unpaced (Anderson, 2005). Social software has emerged as a major component of the Web 2.0 movement (Alexander, 2006), and this fits in perfectly with our current Net-generation whose lifestyles are centered around socializing. I was particularly fascinated with the introduction of this aspect of the kit as my daily activities are embedded within social media. However, this was a case where familiarity means unfamiliarity; simply because I have never explored or seriously consider these software for educational purposes. Even though I have applied them in a few circumstances, the knowledge from the kit took my level of awareness to a whole new teaching and learning stratosphere. I am now more equipped to use students’ interest to foster their learning and yet making it fun. I have also gained new insights on how to engage my students in a way where learning as a social event can be done through social channels. This was critical as the absence of social presence leads to students’ inability to express disagreements, share viewpoints, explore differences, and accept support and confirmation from peers and teachers (Anderson, 2008).
Weblogs
As the toolkit exploration continued, my technological appetite was further satisfied as I was introduced to weblogs. This resonated personally with me as a similar platform was used to create my blog. This never proved as a challenge as I was in familiar territory. However, the way the platform was used during the course gave me an eye opening experience as it was used as an e-portfolio. This has inspired me to adopt a similar measure with my students when I meet them in a few weeks’ time. The community spirit that was established with such a tool certainly put the classroom situation into perspective as a social gathering where everyone is free to voice their opinion, share ideas and best practices in a respectful manner for a common good. I have never used a blog in such a way before so the experience has shed new lights and insights on how I can go about assigning tasks for my students and getting them to participate in learning situations out of the regular classroom settings; especially to improve their writing. With the teacher no longer the overly predominant active reader and responder of student texts, students, as a community, take more ownership of their writing.” (Lowe and Williams, 2004).
Storytelling tools
This experience didn’t lack fun and my exposure to the tools for creating stories was a real eye-opener. I was never aware that so many tools existed to tell stories in the classroom. I was in awe when I started my exploration of the various tools and envisioning how they could revolutionize the classroom space. Additionally, since it is quite clear that we are at the point in teaching and learning where we can do very compelling content creation with nothing more complex than a web browser and imagination (Levine, 2007), I realized that as an instructor I will have to change my game plan and adapt quickly. The fact that I work in the language department at my institution where story telling is a common feature, I was overly excited as options more than what I could utilize were now at my disposal. This is really exciting times. English Language is a major problem in the schools in my country as there is an interfering language that is spoken by most of the population. As a result, students are not able to express themselves and write stories effectively as they are expected to do so in the traditional way of using paper and pens compounded by a foreign language; English. However, that problem will be a thing of the past in the near future as the tools presented in the kit even cater to students who cannot read and write. In their capacity, students can use graphic representations to tell their stories, capture real setting, conflict, resolution and characters and even sound in a single package; thus limiting readers to read between the lines. Simply put, the tools provide an avenue for the story to be told the way it ought to. Looking on in the future, I can just see the struggling writers beaming with confidence and their creativity and innovation reaching fever pitch levels.
Wikis
To add to the excitement and enthusiasm of the toolkit experience, the wiki as a teaching and learning tool certainly defined working as “one” in a learning community. This allowed for real interaction where each member was free to add and edit for the goal of making the production better. This has taken collaboration in learning to a higher level and this was new to me. Although I have worked in Google docs for assignment preparation, this was a different activity as the actual presentation wouldn’t be exported but would remain in that space. The number of participants that was able to work and discuss at the same time was encouraging and very rewarding. It is certainly an experience I would like to relive and expose my students and colleagues to in the near future.
Multimedia and Authoring Tools
Exposure to the art of multimedia and authoring tools was like putting the icing on the cake. Working with a generation that is driven by manipulation, these tools were integral during the entire process and my future interactions with my students. With the aim to move away from the regular classroom activities and presentations, these tools provide an avenue for creativity and the presentation of materials in many formats. Embedding multimedia in my presentations certainly added an extra pep to the experience as it has the potential to make the task at hand very interesting. Gaining knowledge of multimedia and authoring tools in collaboration with the other tools from the kit made me felt as if I had compiled the ultimate complete package. Exploring these tools surely took me out of my natural realm and fixed me in an environment of interest and innovation which I hope will stay with me forever.
ETEC 565 Experience
As I mentioned on numerous occasions, this course was like no other I have encountered so far with UBC. Having heard about this course months before I began, I knew the workload would be very heavy but never had any idea the experience would be this rewarding. First, I was told from very early that the instructor is a no nonsense kind of person and that he sets very high standards. I wasn’t troubled by that anyways as I endorse those characteristics.
From the outset, I recognized that the course was well organized and every aspect of it was carefully crafted to transition into the following module. Even though I was overwhelmed by the workload on several occasions, I thoroughly enjoyed every minute of it. The activities were engaging and practical in nature. Throughout the course, I was always put on the spot to problem-solve with those informative case studies. As a result, the discussions that followed were rich and informative as we arrived at possible solutions for existing problems. What also stood out during the discussions was the involvement of the instructor. He was always present and that’s a big plus as we were able to get his take on issues even though this wasn’t present in previous courses I took. This was very unique and I guess that’s added something extra to the course environment and atmosphere. This course also further concretized and demonstrated that the online learning environment is also a unique cultural context in itself (Anderson, 2008). This was evident during our discussions, presentations and interpretations of issues provided.
The practical nature of the course is what actually grabbed my attention more than anything else. On a number of occasions, I was put on the spot to apply some form of tools and skills to arrive at a solution or complete a task; with the major standouts being the LMS task and the e-portfolio. Even though the threads were in theory format, the discussions and thinking were very practical and that certainly upped my problem-solving skills especially as it relates to technology in the classroom. My exposure to ETEC 565 has changed the way I now think about teaching and learning and opened my eyes to the myriad of cutting edge tools out there to make instruction interesting and creative. I have also noticed that tools and applications I once took for granted and mere fun can now be used in my classroom. In addition, the community of learners that gathered to take the course made it a huge success. The knowledge they displayed and expertise taken to the classroom situation really defined the terms “community of learners and practice”. The prompt responses to queries, assignments and problems also added to the dynamism of the course. Also, quick and thorough feedback on assignments were critical as it represented a clear indication that we were being respected and catered for. It was also evidence of our instructor practicing what he preaches as feedback is the single most powerful influence in students’ achievement, (Hattie, 1987). Another major standout was my exposure to the respective teaching and learning principles and frameworks. I consider these critical as the most cutting edge technologies are useless in the classroom if a solid framework is not established guided by informed principles. Throughout the course, the frameworks that guide online learning design which include community-centred, knowledge-centred, learner-centred, and assessment-centred (Anderson, 2008) were not only passed down as part of the learning instructions, but was evident based in the structure of the course taken.
Life after ETEC 565—The Way Forward
Every good thing must come to an end and ETEC 565 is a course that I will surely miss. However, missing it doesn’t mean I will stay away from its principles, mandate and characteristics. It is often said that if you don’t use it then you will lose it. This is one statement that I always keep in mind especially when I have just completed a new task. In relation to my next steps, I intend to transfer the knowledge and skills gained from this experience into my college. Not only will I be applying the skills within my classroom, but will also be imparting my knowledge to fellow colleagues and others at selected seminars. As of September of this year, my classroom will never ever be the same as I have already started my planning for the inclusion of educational technology in all my subject areas. In the initial stage, I will be employing a blended learning approach as my college is at the rookie stage as it relates to adopting online learning. Even though some form of technologies are currently being used, it’s nothing in comparison to what should be implemented; especially when you talk about the 21st century classroom. To make a difference, I will be using my wordpress site at http://evertonwalker.literacystudiesja.info as the driving force behind my instructional delivery. Through this medium which is directly connected to the popular social media sites, I will be able to tap into students’ interest and then use it as a learning platform. In addition, blogs and wikis will now become a prominent feature of teaching and learning. This simply means that I will be unleashing the e-learning toolkit on my college and the country at large. In doing so I will equip my teacher trainees with all these skills so they can transfer the knowledge to their students and respective schools which would also include administration. As time goes by, the message will gradually reach the wider population. Despite the aforementioned, my ultimate goal is to have a powerful fully-featured LMS within my college; with Moodle being the preferred choice at the moment. Having spoken with my headmaster already, everything is now being put in place to offer online learning, starting out with the blended approach. With the excitement and enthusiasm he is showing, the horizons surely look bright and promising. With all the features explored in Moodle during my brief test, I am convinced that this can only be beneficial and there’s no doubt that interest levels will rise exponentially in the learning environment, both by students and staff alike. Moodle automatically generates interest as it provides teachers and trainers with a powerful set of web-based tools for an array of activities; which include forums, assignments, quizzes, wikis, blogs and databases (Cole & Foster, 2008). With such qualities, the future can only be bright within my classroom. In launching my array of technologies in the future, I will ensure that my actions are guided by the SECTIONS framework, which include Students, Ease of use, Cost structure, Teaching and learning, Interactivity, Organizational issues, Novelty, and Speed . However, I will be paying special attention to my most valued assets; the students, as Bates and Poole (2003) emphasize the importance of understanding the appropriateness of a given technology for different populations of students. In this regard, three issues must be considered: student demographics, student accessibility, and student learning styles. Everything is dependent on the learners and therefore my plight will be based on them.
Even though I am planning for my college and students, I have to ensure that my interest is also being catered for. With the rapid advancement of technology and its applications, there’s no doubt that what is current and relevant now will become irrelevant and archaic at some point in time. Therefore, as an instructor, I need to continue keeping abreast of the latest instructional technologies. In order to do this, I will continue to pursue further studies in educational technology to increase my knowledge and sharpen my skills so that my students can always be ahead of the game in their quest for new knowledge and skills. I will also keep in touch with my current classmates; especially those in developed countries where they are privileged to have the necessary resources and new technologies at their disposal.
References
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Anderson, T. (2008). Delivery, Quality Control, and Student Support of Online Courses: Teaching in an Online Learning Context. Athabasca University
Anderson, T. (2008). Towards a Theory of Online Learning. Athabasca University.
Bates, A.W., and G. Poole. (2003). Effective teaching with technology in higher education. San Francisco: Jossey-Bass.
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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.
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Mabrito, M., Medley, R. (2008) Why Professor Johnny Can’t Read: Understanding the Net Generation’s Texts. Innovate. Volumbe 4, Issue 6, August/September. Accessed online 31 March 2009.hhttp://www.innovateonline.info/pdf/vol4_issue6/Why_Professor_Johnny_Can’t_Read-__Understanding_the_Net_Generation’s_Texts.pdf