Image by Barry Switnicki
Introduction to Online Learning OLTD501
An introduction to fundamental research, theories, design models, and technologies applied to effective online teaching. Students review program expectations and outcomes and define the infrastructure of informed practice for digital learning environments. Copyright, licensing, and appropriate use issues are considered. Learning supported objectives are investigated relative to a diversity of environments.
Reflections on Learning
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First Reflection
My first reflection is on the Pecha Kucha that I created in week four of this course. It's done using Power Point and is my interpretation in image and sound of the components that contribute to students' success in an online environment.
For me this project addressed in part the following OLTD Program learning outcomes:
- Develop practical and technical skills in all phases of concept, development, design, implementation, etc.
- Develop skill to optimize learning experiences through personalization. Based on characteristics, needs, stages of development, current 21st century personalized learning mandates, etc.
I found this project to be surprisingly reflective in its design component, a pleasure in the creative component and quite challenging in some of the technical aspects, notably adding the audio. I found myself reflecting from a number of perceptual positions while doing the project. In the first position, as the creator of the Pecha Kucha, I found myself spending much thought in distilling down what contributes to students success into nine words with appropriate images. from a student's perspective, is this what would support them learning at the highest levels? from the administrators' and parents' perspective would I support children learning through the lens of these concepts? I also realized that in the design stage through to implementation and assessment, I would, as a digital immigrant, need to enlist current digital natives to support and partner with me to ensure exciting, engaging technology was used. I also realized a new depth of passion for what I do and stand for as an educator. I do not mean I deepened my passion. Rather I gained greater clarity and realization of the depth of my passion, commitment and drive to support continuous improvement in education and how much learners globally deserve the absolute best we can offer.
In planning learning opportunities I believe it all comes down to choices. When learners feel they have suitable numbers of options and feel they have the permission to choose they will engage more deeply. Activities such as the Pecha Kucha can be adapted to fit a wide range of skill sets and stages of development. It can also be integrated into Learner-Centred, Knowledge-Centred and Assessment-Centred learning. As I develop my technical skills, the easier it is for me to design and implement more creative activities. Remembering and recording my learning curves and challenges allows me to proactively plan for others' challenges also.
Second Reflection
This reflection is from the Appreciative Inquiry exercise we did between week one and two. I interviewed Karen Gadowsky and from that interview made a blog post introducing her and also included a Wordle document. Wordle is a program that converts print words to a visual of words that are scaled by usage. I have included the Tagzedo (another conversion program) that Karen had produced from her document introducing me.
For me this project addressed in part the following OLTD Program learning outcomes:
Appreciative inquiry is a proven method of engaging people and groups, supporting them to reflect in an values based, solution focused manner. It avoids problem thinking and blame. Although I am very familiar with this structure, being a Solution Focused Transformational Coach, I am always a bit surprised at the effectiveness of the technique. Converting the written document to a Wordle or Tagzedo image is a simple way to produce a compelling image for people that reflects where they are placing their verbal emphasis, as long as the interviewer is accurate with their wording. The versatility of both programs allows many different variations or customized "looks" to the image.
Strategies such as Appreciative Inquiry can be used to build rapport between educator and students, as well as between students themselves. It can also be used to support greater understanding and integration of various subjects and concepts. Wordle and Tagzedo are great presentation tools for students and educators both in and out of the classroom.
Creating and supporting interest, curiosity, enthusiasm and engagement is the first priority of an educator. Without those compoonents in the class room (virtual or real), it's simply an uphill battle. The more we build relationship and community in and out of the classroom the more effective we and our students will be. We can draw students into creating relationship and community using tools such as Appreciative Inquiry, Wordle and Tagzedo regardless of the subject being studied.
For me this project addressed in part the following OLTD Program learning outcomes:
- Share engagement strategies and tips
- Understand how to build rapport and manage groups
- Engage in building learning communities and communities of practice
Appreciative inquiry is a proven method of engaging people and groups, supporting them to reflect in an values based, solution focused manner. It avoids problem thinking and blame. Although I am very familiar with this structure, being a Solution Focused Transformational Coach, I am always a bit surprised at the effectiveness of the technique. Converting the written document to a Wordle or Tagzedo image is a simple way to produce a compelling image for people that reflects where they are placing their verbal emphasis, as long as the interviewer is accurate with their wording. The versatility of both programs allows many different variations or customized "looks" to the image.
Strategies such as Appreciative Inquiry can be used to build rapport between educator and students, as well as between students themselves. It can also be used to support greater understanding and integration of various subjects and concepts. Wordle and Tagzedo are great presentation tools for students and educators both in and out of the classroom.
Creating and supporting interest, curiosity, enthusiasm and engagement is the first priority of an educator. Without those compoonents in the class room (virtual or real), it's simply an uphill battle. The more we build relationship and community in and out of the classroom the more effective we and our students will be. We can draw students into creating relationship and community using tools such as Appreciative Inquiry, Wordle and Tagzedo regardless of the subject being studied.