ePortfolio Synthesis

Flight Plan Précis

You don’t know what you don’t know. Ain’t that the truth!?! I had always been ‘leary’ of technology, not quite a technophobe, but always willing to let someone else figure out the gadget and then explain it to me. I was the last person I know to get an email account and a mobile phone!

Then one day the infamous lightbulb went off above my head and I realized that I was tech savvy- that I could learn how to use these gadgets myself. And so my quest began. I continued my technological journey when I began ETEC 565 with high expectations and huge enthusiasm. Fortunately, my expedition continues and I move on knowing that I worked diligently to achieve the goals I outlined for myself at the beginning of this course in My Flight path:

1. LMS: be able to develop my own course for the local teachers on easy ways to integrate ICT (in English) into their lessons.

2. Assessment: learn how to use IT to engage students in assessing themselves/peers

3. Social Software: explain strategies for social software into the classroom and the cyber safety issues that are associated with this

4. Multi-media- enhance my repertoire of multi-media tools for use within a classroom context

Looking Back- Reflection

2 months, 1 week, 1 day, 5 hours later …LOL

1. Did I achieve the goals outlined in my Flightpath?

• LMS

You can read a detailed account of my Moodle experience in my Course Site reflection but in a nutshell- Yeah! I learned all about what an LMS is and the affordances that it enables. I created a fully functional online course that teachers can use to begin to learn how to integrate technology into their classrooms. I still remember how completely overwhelmed I was when I first opened up my course shell and now I am amazed at what I have accomplished! I used the elearning Toolkit, the Moodle site itself, our ETEC 565 Moodle Q/A forum and a site created by the Rocky View Schools to guide me through the process. I faced many challenges along the way: how do I link one Choice question to another?, how do I embed a video?, how do I provide feedback for a short answer question?, how do I create groups?, how do I time release activities?, what the &%$# is a GUI/Splash page? and how can I complete all of this while travelling in Sri Lanka and the Maldives for a month? Yet, I managed to solve all of my dilemmas (except the first one! Still!) and have produced a course I am proud of.

• Assessment

I have learned how to assess using synchronous communication tools like a Wiki and asynchronous tools within LMS, blogs and social networks. You can read a detailed reflection of my experience creating my first online assessment in Moodle. Through the rubric creation, case studies, discussions and LMS site creation I perpetually reflected on the list (a checklist of sorts) of ten circumstances that Gibbs and Simpson describe in the Conditions Under Which Assessment Supports Students’ Learning (2005):

1. Sufficient assessed tasks are provided for students to capture sufficient study time

2. These tasks are engaged with by students, orienting them to allocate appropriate amounts of time and effort to the most important aspects of the course

3. Tackling the assessed task engages students in productive learning activity of an appropriate kind.

4. Sufficient feedback is provided, both often enough and in enough detail

5. The feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics

6. The feedback is timely in that it is received by students while it still matters to them and in time for them to pay attention to further learning or receive further assistance.

7. Feedback is appropriate to the purpose of the assignment and to its criteria for success.

8. Feedback is appropriate, in relation to students’ understanding of what they are supposed to be doing.

9. Feedback is received and attended to

10. Feedback is acted upon by the student

This reflection was valuable because it enabled me to ensure that my assessment tasks were meaningful, authentic, suitable and have provisions for feedback.

Anderson (2008) discusses how effective learning must be learner, knowledge, community and assessment-centered and it is important to remember this: assessment is only one part of quality learning experiences. As teachers using online teaching and learning tools we must balance our marking workload by enabling students to self and peer-assess through wikis, discussion forums and other suitable social media.

• Social Software and Multi-Media

In this course I have participated in a collaborative Wiki assignment, created and maintained an active blog, created an RSS feed using FeedDemon, explored a myriad of social media tools in ‘the cloud’, collaborated on group rubric in a google.doc, practiced creating multimedia presentations using Web 2.0 applications and participated in weekly discussion forums. I would definitely say that I have achieved this goal! I would love more time to explore all “50 ways to tell a story” in the wiki created by Alan Levine (2007).

2. The eLearning Toolkit

• HTML authoring

The eLearning Toolkit for HTML authoring (and the course quiz) were big time eye openers for me. WYSIWYG was gobblygook to me before and now I actually understand what it means as well as <br/>, <strong>, <p> and </i>. I can write in HTML and I know what HTML (hyper text markup language) stands for too! It is great that most online learning platforms have an HTML editor that enables us to format our text without the laborious code entering but it is gratifying that I can read and write in ‘computer language’.

• Synchronous Communication Tools

As an avid user of VBuzzer, Skype, MSN messenger, Facebook messenger, google.docs and Yahoo messenger it was wonderful to learn how use to use (and program) the synchronous tools available in Moodle. I included a synchronous Chat in the third module of my Moodle course. I also had great fun learning to use the Voiceboard in WIMBA. It was so neat to listen to the (primarily Canadian) voices and made me feel more connected to my peers. I found myself returning to listen to the recordings of my rubric group members while we were creating a platform evaluation matrix.

• Weblogs

I had not officially blogged before. WordPress was a brand new experience for me and it imposed many a challenge upon me! It was interesting to discuss LiveJournal during Module 4 during the Public or Private discussion due to its’ affordance for secure sites. WordPress is really neat once you get the hang of it. I changed the theme, imported a new header, added my reflections and assignments, changed the sidebars, added a calendar, archived my posts and set up an RSS feed so I would be informed whenever my classmates updated their blogs. The administrator menu and dashboard options were very intuitive and it was therefore pretty easy to troubleshoot when I got confused. I plan to continue on with my UBC MET ePortfolio “Diana’s Technological Journey” by including the main activities from all of my MET courses as a collection of my work for this degree.

3. What I am leaving with…

• A Sense of Knowledge Building and a Community of Practice

Projecting the 7 Principals of Good Practice in Undergraduate Education to the 565 learning experience I can say:

1. Encourages contacts between students and faculty

• John was an excellent facilitator whose presence was felt at all times. We were encouraged to contact him directly regarding our assignments for ‘on the right track feedback’ and if we had ‘stuff happening’. He asked leading questions, guided us to find our own answers and provided a summary at the end of a weekly discussion- awesome!

2. Develops reciprocity and cooperation among students

• As a student I was completely immersed in a knowledge building environment and collaborated and communicated with my classmates frequently. I enjoyed a working on a group project but was glad to do most of the assignments independently- but with the ever-present support of my able classmates. 30 heads are definitely better than my cranium solo!

3. Uses active learning techniques

• Yip! WIMBA, LMS, Wiki, Blogs, Web 2.0 Applications, discussion forums= 565 has got it covered.

4. Gives prompt feedback

• We received feedback on our assignments very expeditiously. It was clear and succinct and identified next steps.

5. Emphasizes time on task

• Absolutely. With the weekly discussions, readings, Moodle, WordPress blog, the eLearning Toolkit and the assignments time on task was a necessity not an emphasis.

6. Communicates high expectations

• For sure. The expectations are very clearly outlined in the Course Introduction. Also, success criteria were explicit.

7. Respects diverse talents and ways of learning

• I believe that the very nature of an online course facilitates and caters to a more diverse range of learning styles. Asynchronous communication and weekly module activities enabled appropriate think time.

• A Technological Skill Set (that I didn’t have before)

The SECTIONS model (Bates and Poole, 2003) is an excellent framework for anybody involved in instructional design and I will always remember this and use it in the future along with:

 LMS course design

 Blog, Wiki and Webpage creation and design

 HTML authoring

 Social Software and Web 2.0 applications

 Synchronous and asynchronous communication tools

 Social Network of highly intelligent, competent and helpful individuals

Moving Forward- Action Plan

Bates and Poole (2003) state that “I is for Interaction and Interactivity. Most theories of learning suggest that for learning to be effective it needs to be active; in other words, the learner needs to respond in some way to the learning material.”p98. The 565 course has done just exactly that- we were actively involved in practicing, creating and communicating asynchronously. This course has enabled me to refine my learning goals from the discussion forum of Module 1 “Digital Age Teaching Professionals” from these:

1) How to create and use more online assessment tools for the students

2) How to utlize synchronous and asynchronous communication with students

3) Social networking- using them with the students

4) Games and simulations- how to create them and integrate them into lessons

5) Digital literacy- learning management systems (LMS); specifically Moodle

To these (upon completion -and reflection- of the course my new learning goals or Action Plan is based on the National Educational Technology Standards for Teachers):

1) Facilitate and Inspire Student Learning and Creativity

• Action my LMS
• promote the integration and use of ICT in local UAE schools
• encourage blended learning

2) Design and Develop Digital-Age Learning Experiences and Assessments

• Add a further 5 modules to my LMS
• create a Wiki for local teachers to use for sharing resources
• help teachers generate personalized learning activities
• collaborative online learning experiences for local UAE students

3) Model Digital-Age Work and Learning

• Help teachers to inform parents about the benefits of ICT integration and cybersafety
• encourage participation in local ICT challenges/competitions
• promote the safe use of Web 2.0 applications and social media

4) Promote and Model Digital Citizenship and Responsibility

• Create an information pamphlet in English/Arabic with visuals for parents
• create and implement a cybersafety policy/agreement in the school
• support the creation of a Computer Club
• use the Teaching Social Networking Skills ning site for teachers to help teach social networking and cybersafety skills and the associated Wiki

5) Engage in Professional Growth and Leadership

• Continue my company-wide PD via Eluminate
• complete the MET Degree with UBC
• become a member of the IT Power-User group for my company (ICT mentor program)
• share my knowledge and expertise to facilitate integration of ICT in local UAE schools

References:

Anderson, T. (2008). Teaching in an Online Learning Context. In: T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning. Edmonton AB: Athabasca University. Accessed online 11 July 2010 http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-DeliveryQualitySupport.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.

Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 39(7), 3-7. Accessed Online 15, May, 2010 from http://www.aahea.org/bulletins/articles/sevenprinciples.htm

Chickering, A. W., & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 49(2), 3-6. Accessed Online 15, May, 2010 from http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm

Gibbs, G. and Simpson, C. (2005). “Conditions under which assessment supports students’ learning.” Learning in higher Education Accessed online 27 June 2010 from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf

Levine, Alan. (2007). “50 Web 2.0 Ways to Tell a Story.” Accessed 25 July 2010 from http://cogdogroo.wikispaces.com/StoryTools

National Educational Technology Standards for Teachers. Retrieved June 4, 2010 from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm