Crafting Meaningful Reflections For ePortfolios
OLTD 502 Digital Learning Continuum
Evidence: PowerPoint Presentation-Week 2-Digital Learning Theories: Does Learning Take Place Differently in Online and Blended Learning
Environments? See attachment at the end of this reflection.
OLTD Outcomes Addressed:
*Undertake engagement with environment through online facilitation for effective learning
*Integration of current cognitive learning and brain-based learning theories
The piece of evidence I have chosen to represent the above learning outcomes is the PowerPoint presentation created by myself and Jocelyn Finley titled “Perspectives of Learning in Online Environments Jane "Jurassic" Jacek and Jocelyn Finley" and shared through Authorstream . The purpose of this learning activity was to extend our understanding of learning theories that apply to online and blended learning environments and then use the theories to defend the following question in a live online debate: Does learning take place differently in online and blended learning environments?
This assignment was designed for us to work in groups and use distributed technologies to plan and defend our statements relating to the above question. To begin we were told we were to choose our own partner(s) for this assignment. I was not pleased with this way of grouping. This is related directly to my own teaching philosophy as a PE teacher. I prefer grouping to be done in such a way that there is no chance of ending up with a student who has no partner and thus feels left out or unwanted. In OLTD 501 we were grouped through Blackboard Collaborate break out groups. Preferably we would have used this grouping format. Plus it takes less time to coordinate the groupings. That being said, I was thrilled when Jocelyn asked if I would be her partner. As we do not live in close proximity to each other Jocelyn and I chose to use Skype , Google docs and gmail as our means of communication, We decided that a power point presentation would work best for us to get across our thoughts and
research findings. We chose to use Google PowerPoint as it allows for document sharing and thus we could both access the presentation when working synchronously and asynchronously and changes made could be seen immediately by both of us. This allowed us to meet with success for the creation of the presentation, a great online tool for students to use when working on a group project. When it came to finding a way to share the presentation, with our class, we met with a struggle. For some reason it would not load on to Blackboard Collaborate, no matter what we tried.
Through research Jocelyn came across Authorstream, a web based sharing platform. This worked well, as our classmates were able to follow
along on Authorstream as we used Blackboard Collaborate as our oral communication tool. Check the following link for more information about Authorstream, http://en.wikipedia.org/wiki/AuthorSTREAM One thing I learned about doing an online presentation/debate, as I viewed other peoples presentations, is that our slides were a bit text heavy . Although in looking at our presentation one can easily ascertain our points in relation to the question without having to read through a separate document, a plus I feel.
In relation to the learning outcomes, understanding how teaching in an online learning and blended environment is different or the same as teaching in a totally face to face classroom will effect both our course design and student interactions. The design and presentation of a learning activity is important as it affects both student engagement and success as a learner. This has been demonstrated in numerous research studies in relation to
both online and blended learning environments. As teachers who are or will be teaching in these environments it is important to use the theorists and theories to guide our teaching so we use best practices. Also of importance to us as students is having the opportunity to undertake engagement with environment through online facilitation for effective learning. This allows us to better understand the role of the online teacher in relation to not only design but also in relation to online moderation and mediation, and how to build rapport and manage groups
in a totally online environment. As we have learned throughout, student interactions (student to content, student to student and student to teacher)
have been identified as one of the key factors that lead to student engagement and success. What better way for us to experience this then by being fully immersed in this learning/teaching experience.
Environments? See attachment at the end of this reflection.
OLTD Outcomes Addressed:
*Undertake engagement with environment through online facilitation for effective learning
- Moderation and mediation.
- Understanding how to build rapport and manage groups
*Integration of current cognitive learning and brain-based learning theories
The piece of evidence I have chosen to represent the above learning outcomes is the PowerPoint presentation created by myself and Jocelyn Finley titled “Perspectives of Learning in Online Environments Jane "Jurassic" Jacek and Jocelyn Finley" and shared through Authorstream . The purpose of this learning activity was to extend our understanding of learning theories that apply to online and blended learning environments and then use the theories to defend the following question in a live online debate: Does learning take place differently in online and blended learning environments?
This assignment was designed for us to work in groups and use distributed technologies to plan and defend our statements relating to the above question. To begin we were told we were to choose our own partner(s) for this assignment. I was not pleased with this way of grouping. This is related directly to my own teaching philosophy as a PE teacher. I prefer grouping to be done in such a way that there is no chance of ending up with a student who has no partner and thus feels left out or unwanted. In OLTD 501 we were grouped through Blackboard Collaborate break out groups. Preferably we would have used this grouping format. Plus it takes less time to coordinate the groupings. That being said, I was thrilled when Jocelyn asked if I would be her partner. As we do not live in close proximity to each other Jocelyn and I chose to use Skype , Google docs and gmail as our means of communication, We decided that a power point presentation would work best for us to get across our thoughts and
research findings. We chose to use Google PowerPoint as it allows for document sharing and thus we could both access the presentation when working synchronously and asynchronously and changes made could be seen immediately by both of us. This allowed us to meet with success for the creation of the presentation, a great online tool for students to use when working on a group project. When it came to finding a way to share the presentation, with our class, we met with a struggle. For some reason it would not load on to Blackboard Collaborate, no matter what we tried.
Through research Jocelyn came across Authorstream, a web based sharing platform. This worked well, as our classmates were able to follow
along on Authorstream as we used Blackboard Collaborate as our oral communication tool. Check the following link for more information about Authorstream, http://en.wikipedia.org/wiki/AuthorSTREAM One thing I learned about doing an online presentation/debate, as I viewed other peoples presentations, is that our slides were a bit text heavy . Although in looking at our presentation one can easily ascertain our points in relation to the question without having to read through a separate document, a plus I feel.
In relation to the learning outcomes, understanding how teaching in an online learning and blended environment is different or the same as teaching in a totally face to face classroom will effect both our course design and student interactions. The design and presentation of a learning activity is important as it affects both student engagement and success as a learner. This has been demonstrated in numerous research studies in relation to
both online and blended learning environments. As teachers who are or will be teaching in these environments it is important to use the theorists and theories to guide our teaching so we use best practices. Also of importance to us as students is having the opportunity to undertake engagement with environment through online facilitation for effective learning. This allows us to better understand the role of the online teacher in relation to not only design but also in relation to online moderation and mediation, and how to build rapport and manage groups
in a totally online environment. As we have learned throughout, student interactions (student to content, student to student and student to teacher)
have been identified as one of the key factors that lead to student engagement and success. What better way for us to experience this then by being fully immersed in this learning/teaching experience.
jane_jacek-_evidence_to_support_learning_outcome_-learning_activity_2-_powerpoint_presentation_and_transcript.pdf | |
File Size: | 310 kb |
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Crafting Meaningful Reflections For ePortfolios- Final Project- see attachment at end of this reflection
Evidence: Final Assignment/Project-Use one of the models from the readings (CBAM concerns-based adoption or transformational leadership or an instructional design template) to help you implement an online or technology-based learning activity, or build a technology implementation plan to
guide integration of technology in your own setting, or a mutually agreed project to further your own learning and inquiry.
OLTD Outcomes Addressed: Develop and design intentional learning activities suitable for the appropriate environment and the
learner.
- Incorporation of Universal Design for Learning (UDL) principles.
- Selection of strategies and resources appropriate for environment, learners and learning outcomes
The piece of evidence I have chosen to demonstrate a broadening understanding of my learning in relation to the above learning outcome is my final project. In particular I chose to use one of the models from the readings to help me implement an online/technology-based learning activity this
included building a technology implementation plan. This came to fruition as a mutually agreed upon project. My project involved using Glogster to build two learning activities. The evidence I submitted were two word documents one for my PE Glog and the other for my Math Glog. Each includes both the link to the related Glog and then my planning for implementation. This included a learning plan, curriculum correlation and instruction to students for the Glog and how the activity was designed in relation to UDL universal design for learning principles. As I am only able to
include on piece of evidence I have chosen to include my PE Glog document.
For those who are unsure of what a Glog is. “A glog is like a poster, only better. A glog is an online poster that allows students to add
images, video files, sound files, text, and hyperlinks. Glogs address multiple learning styles and easily incorporate student research and educational content into a web publication. They are free, use no ink, and are fun.” Cited from http://www.slideshare.net/jmcgee/glog-on-presentation
The whole process from start to finish was a learning experience for me. First step was coming up with my plan for the final project. As I have been teaching in DL for a number of years my dear prof Randy LaBonte redirected me to look further, so I could grow as a learner and teacher. I wish to thank him for this. This led me to not only look at options online but what worked best for me was consulting with my coworkers. This led to one
sharing Glogster. I was intrigued and Randy liked the idea and away I went.Using Glogster to create the Glog was not too difficult. I chose to
use a learn as you go kind of attitude, although there are a number of good YouTube videos and the above SlideShare to help guide you if you wish. It came together well and I was able to easily adapt it as I worked to improve what I had created. What was frustrating is that sometimes when I went to preview the Glog certain parts of it would not appear. I could not figure out why. The problem may have been that at this point I had published it private instead of public for all, as once public it worked fine. Also my prof had trouble viewing it on his Mac book in Google Chrome but was able to view it on Safari. Further when I tried to add a link in the Glog to a self-created rubric document it would not load. I tried a number of times but no luck, some glitches to work through. It will be interesting to see how my students find navigating this tool and if it will meet my goal of allowing for more creative presentations and adaption of a learning activity to meet different learning style/abilities.
In our assigned readings and class discussions in relation to UDL the key point is that all students need to have the opportunity to complete the same learning activity, no matter what their learning style or abilities, so what is important is the design of the activity. As online teachers or as teachers who are integrating technology into our classrooms it is also important to give students the opportunity to present their learning in a way that is meaningful to them. The students of the 21st century spend more time engaged in online activities than ever before, so as teachers we need to work toward giving them these opportunities in school to keep them engaged in their learning. It has been proven that greater student
engagement can lead to greater acquisition or demonstration of knowledge which can then lead to greater student success.
In closing a statement that resonates with me from our reading the last week of OLTD 502:
“Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors,
demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching.”
Matt Koehler (2009). TPACK Explained, The Seven Components of TPACK. Retrieved from: http://www.matt-koehler.com/tpack/tpack-explained/
jane_jacek_-evidence_to_support_learning_outcomes-final_project-_leadership_technology_and_implementing_change-_glogster-pe_glog.pdf | |
File Size: | 517 kb |
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