Crafting Meaningful Reflections For ePortfolios
OLTD 503 Online Communication
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Evidence: Assignment 2: Learner-led Seminars (Group-based) - see attachment at the end of this reflection
Learning Outcomes Addressed
Unit 2 was a group based activity. The class was divided, by our instructors Mary O’Neill and Kim Lemieux, in to two groups. I was placed in group two, with Kim L. as our group leader. Then within each group we divided ourselves in to small groups, most were pairs. In our small groups we created and facilitated week long learner seminars. Each week related to a specific chapter in the course textbook “Online and Social Networking Communities” by Karen Kear (2011).
Through our first course collaborate meeting, led by Kim L., we formed our groups. I voiced that I would like to be one of the facilitators of week one, as did Laura M and Marieke. As we needed one group of three in our discussion group we teamed up. . I chose the first week as I am the kind of person who likes to be the first presenter; my anxiety gets the better of me if I have to wait. We were assigned the third chapter, “Tools for Online Learning Communities”.
Marieke, Laura and I met in a break out group in collaborate, after the first course collaborate meeting, to discuss ideas for our week. We used Google Docs to build our plan for the week and communicated through email. We created an overview of the week and a “To Do” list. At the bottom of the evidence piece you can see where we collaborated to create the document, using different colours to identify our individual comments
and edits. The week overview and the “To Do” list are taken from the post in the D2L discussion forum, where students accessed our course documents. We posted in D2L and then sent an email to all students in our group, telling them where they could access the documents. Throughout the week in which we created the course, and during our facilitation week, we facilitators were in regular communication as well as communicating regularly with Kim. L.
In developing our week I took in to account the excellent course design experienced in our previous OLTD courses, instructed by Mary O and Randy L. The instructors also showed us how to successfully build rapport and manage groups, which we transferred to our course. Marieke, Laura and I worked fabulously together. It was great to have the opportunity to work in a cohesive team. We looked to offer a variety of learning activities to meet the diverse needs of learners by offering both synchronous and asynchronous activities. This week allowed me the opportunity to
use a number of online communication tools Google docs, Google surveys, Twitter and D2L discussion forum. This was my first opportunity to use Google surveys and it allowed me further time on Twitter. The learning outcomes relating to moderation and mediation occurred through our responses to student posts both in D2L and Twitter, and through our moderating of the online Twitter chats.
When looking to be a teacher of an online course it is important to take in to account the above learning outcomes and what the theorists have to say, as well as looking to our own philosophy of teaching and learning when designing, developing and facilitating an online course. In this way we are looking to best practices and meeting the needs of all learners, keeping in mind the importance of developing teacher presence, social presence and cognitive presence. We have learned that it is important to design courses that do not lead to information overload but rather a course that engages students. As teachers we need to look to support online learning communication so that students feel connected. Teaching in a fully online environment, synchronously, is different than teaching in a face to face classroom, a blended classroom or in an online course taught
synchronously and asynchronously. This fact plays a key role in the design, development and facilitation of a course.
In closing ,Koehler (2009):“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.”
Koehler, Matt (2009). TPACK Explained, The Seven Components of TPACK. Retrieved from: http://www.matt-koehler.com/tpack/tpack-explained/
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Evidence: Assignment 2: Learner-led Seminars (Group-based) - see attachment at the end of this reflection
Learning Outcomes Addressed
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Plan learning opportunities most suitable to the strengths and challenges of a variety of environments
- Develop and design intentional learning activities suitable for the appropriate environment and the learner
- Select strategies and resources appropriate for environment, learners and learning outcomes
- Design inclusive learning environments
- Share engagement strategies and tips
- Undertake engagement with environments through online facilitation for effective learning
- Moderation and mediation
- Understand how to build rapport and manage groups
- Engage in building learning communities and communities of practice
Unit 2 was a group based activity. The class was divided, by our instructors Mary O’Neill and Kim Lemieux, in to two groups. I was placed in group two, with Kim L. as our group leader. Then within each group we divided ourselves in to small groups, most were pairs. In our small groups we created and facilitated week long learner seminars. Each week related to a specific chapter in the course textbook “Online and Social Networking Communities” by Karen Kear (2011).
Through our first course collaborate meeting, led by Kim L., we formed our groups. I voiced that I would like to be one of the facilitators of week one, as did Laura M and Marieke. As we needed one group of three in our discussion group we teamed up. . I chose the first week as I am the kind of person who likes to be the first presenter; my anxiety gets the better of me if I have to wait. We were assigned the third chapter, “Tools for Online Learning Communities”.
Marieke, Laura and I met in a break out group in collaborate, after the first course collaborate meeting, to discuss ideas for our week. We used Google Docs to build our plan for the week and communicated through email. We created an overview of the week and a “To Do” list. At the bottom of the evidence piece you can see where we collaborated to create the document, using different colours to identify our individual comments
and edits. The week overview and the “To Do” list are taken from the post in the D2L discussion forum, where students accessed our course documents. We posted in D2L and then sent an email to all students in our group, telling them where they could access the documents. Throughout the week in which we created the course, and during our facilitation week, we facilitators were in regular communication as well as communicating regularly with Kim. L.
In developing our week I took in to account the excellent course design experienced in our previous OLTD courses, instructed by Mary O and Randy L. The instructors also showed us how to successfully build rapport and manage groups, which we transferred to our course. Marieke, Laura and I worked fabulously together. It was great to have the opportunity to work in a cohesive team. We looked to offer a variety of learning activities to meet the diverse needs of learners by offering both synchronous and asynchronous activities. This week allowed me the opportunity to
use a number of online communication tools Google docs, Google surveys, Twitter and D2L discussion forum. This was my first opportunity to use Google surveys and it allowed me further time on Twitter. The learning outcomes relating to moderation and mediation occurred through our responses to student posts both in D2L and Twitter, and through our moderating of the online Twitter chats.
When looking to be a teacher of an online course it is important to take in to account the above learning outcomes and what the theorists have to say, as well as looking to our own philosophy of teaching and learning when designing, developing and facilitating an online course. In this way we are looking to best practices and meeting the needs of all learners, keeping in mind the importance of developing teacher presence, social presence and cognitive presence. We have learned that it is important to design courses that do not lead to information overload but rather a course that engages students. As teachers we need to look to support online learning communication so that students feel connected. Teaching in a fully online environment, synchronously, is different than teaching in a face to face classroom, a blended classroom or in an online course taught
synchronously and asynchronously. This fact plays a key role in the design, development and facilitation of a course.
In closing ,Koehler (2009):“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.”
Koehler, Matt (2009). TPACK Explained, The Seven Components of TPACK. Retrieved from: http://www.matt-koehler.com/tpack/tpack-explained/
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oltd_503__assignment_2_learner-led_seminars_group-based.docx | |
File Size: | 26 kb |
File Type: | docx |
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Crafting Meaningful Reflections For ePortfolios OLTD 503- see attachment at the end of this reflection
OLTD Outcomes Addressed
Evidence piece chosen:Assignment Description by Kim Lemieux-retrieved from D2L OLTD
503 Assignment 3: Reflective Practice in Action - Reflecting on your experience in OLTD 503 (individual
activity)
This assignment is intended to you with a chance to sift through the materials and experiences to which you have been exposed in this course. Take a second look at the first assignment you completed for the course. Have your initial philosophies about online communication (as it relates to online teaching and learning) changed? If so, how? If not, explain why. Re-visit some of the discussion boards from various points in the course dialogue. What is it that you and others learned about online communication over the duration of this course? Does this learning fit with your prior 'hunches' about what it means to communicate in an online environment?
Through your own experience, and your work in this and other OLTD program courses, you have probably encountered a variety of online presentation tools. In seminar 3 we looked at specific tools for online communication; in other seminars we explored case studies of the use
of social media technologies to leverage online community. Use this assignment as an opportunity to explore one of those presentation tools, and create an artefact of your learning experience in OLTD 503.
The crux of the assignment description for this assignment is 'be creative; however, please don't lose sight of the fact that your work should hold to the standards of any traditional academic assignment. Your assignment, in whatever form, should include references to course readings, or other literature relevant to your experience, follow correct APA - 6th ed. format
co-facilitation skills? What changes might you make (if any) as a result of the experience and learnings in this course?
Please remember that this list is by no means comprehensive, nor is it the benchmark against which I'll measure your learning. You may choose to embark on a completely different path in the creation of your learning artefact. Please feel free to chat with me about alternative creative formats you may have in mind. The only parameters are those approximate word/page length, and those pertaining to the academic nature of your work.
Lastly, have fun with this last assignment. I hope I have presented you with a creative way for you to process your learning in this course.
OLTD e-Portfolio Reflection:
My final assignment was broken down in to two parts,presented in a 16 page paper. The first part was crafted in relation to the unit 2 assignment. The assignment was, “Working in your assigned group, you will develop and facilitate a 7-day learning experience/ seminar on one of the topics ….” . I crafted one page per week. Each page lays out exactly what was involved in each week long seminar. The second part of the paper relates directly to the assignment 3 outlined above. I wrote an essay, in APA format. It is a reflection on my learning throughout this course. As well I
drew on information presented in my unit one assignment essay, as well as on my experiences and course design as a teacher at a DL school.
The purpose of the first part of my paper was to lay out clearly for myself, for present and future reference, exactly what the five week long seminars entailed. I see this as the creation of a repository of the different readings and videos, and online communication tools used, both synchronous and asynchronous. The second part, along with allowing me to reflect on the course and my own teachings, allowed me to look at my first essay and present it in such a way that my voice was able to shine through, as the first time I felt constrained by the word limit. The writing of the second
part, an essay, allowed me to get a better understanding of writing using correct APA format. I found the writing of the paper, both parts, came much
easier to me than I expected, although if you ask my family they will say I was just a little stressed. I was focused, but I did not feel stressed.
As a teacher it is important to learn to critically assess and evaluate resources to make sure that what is offered in a course(s) demonstrates best practices. This helps us as we develop our own online courses, we need to be able to critically assess and evaluate resources to make sure that what we include in our courses meets best practices. If we wish students to be successful learners we have to offer courses that do the following keep students engaged, offer a balance of teacher presence, social presence and student presence, and meet the learning needs of all students.
As a teacher and/or seminar leader in an online environment we need to take in to account our responsibility to present a course that is designed around best practices. It is also our responsibility to respond to our students in a timely fashion, and in a respectful and civil manner. Further we need to make sure that the course discussions, both synchronous and asynchronous, occur in a civil manner. Students need to be held accountable for what they have to say, and in relation to discussion posts need to be able to back up their statements with research or their own personal experiences. They also need to be held accountable to follow course expectations and it is the teacher’s responsibility to engage with students when they have not meet course expectations.
Examining current research around best practices and emerging practices, has allowed me to look to see how these practices fit in with my own teaching philosophy. It has allowed me to grow in my understanding of the present best practices, emerging practices and theories in relation to course design, and how I can apply best practices to my own online courses and teaching.
Crafting Meaningful Reflections For ePortfolios OLTD 503- see attachment at the end of this reflection
OLTD Outcomes Addressed
- Critically assess and evaluate resources for best practice in online learning
- Consider responsibility, accountability and civility in online environments
- Examine current research around best practices and emerging practices
Evidence piece chosen:Assignment Description by Kim Lemieux-retrieved from D2L OLTD
503 Assignment 3: Reflective Practice in Action - Reflecting on your experience in OLTD 503 (individual
activity)
This assignment is intended to you with a chance to sift through the materials and experiences to which you have been exposed in this course. Take a second look at the first assignment you completed for the course. Have your initial philosophies about online communication (as it relates to online teaching and learning) changed? If so, how? If not, explain why. Re-visit some of the discussion boards from various points in the course dialogue. What is it that you and others learned about online communication over the duration of this course? Does this learning fit with your prior 'hunches' about what it means to communicate in an online environment?
Through your own experience, and your work in this and other OLTD program courses, you have probably encountered a variety of online presentation tools. In seminar 3 we looked at specific tools for online communication; in other seminars we explored case studies of the use
of social media technologies to leverage online community. Use this assignment as an opportunity to explore one of those presentation tools, and create an artefact of your learning experience in OLTD 503.
The crux of the assignment description for this assignment is 'be creative; however, please don't lose sight of the fact that your work should hold to the standards of any traditional academic assignment. Your assignment, in whatever form, should include references to course readings, or other literature relevant to your experience, follow correct APA - 6th ed. format
- Reflect some of the communications practices/styles observed or learned through your seminar leading experience. Ensure you connect the observed practices with your (revised?) philosophy and place them in the context of your own goals and
approaches. - Reflect on the theories of related to online communication and the means by which your seminar facilitation employed them. If it didn't, why? What is important here is to connect the theories we've explored as part of this course (and maybe some from the previous two courses) to your own philosophy and practice.
co-facilitation skills? What changes might you make (if any) as a result of the experience and learnings in this course?
Please remember that this list is by no means comprehensive, nor is it the benchmark against which I'll measure your learning. You may choose to embark on a completely different path in the creation of your learning artefact. Please feel free to chat with me about alternative creative formats you may have in mind. The only parameters are those approximate word/page length, and those pertaining to the academic nature of your work.
Lastly, have fun with this last assignment. I hope I have presented you with a creative way for you to process your learning in this course.
OLTD e-Portfolio Reflection:
My final assignment was broken down in to two parts,presented in a 16 page paper. The first part was crafted in relation to the unit 2 assignment. The assignment was, “Working in your assigned group, you will develop and facilitate a 7-day learning experience/ seminar on one of the topics ….” . I crafted one page per week. Each page lays out exactly what was involved in each week long seminar. The second part of the paper relates directly to the assignment 3 outlined above. I wrote an essay, in APA format. It is a reflection on my learning throughout this course. As well I
drew on information presented in my unit one assignment essay, as well as on my experiences and course design as a teacher at a DL school.
The purpose of the first part of my paper was to lay out clearly for myself, for present and future reference, exactly what the five week long seminars entailed. I see this as the creation of a repository of the different readings and videos, and online communication tools used, both synchronous and asynchronous. The second part, along with allowing me to reflect on the course and my own teachings, allowed me to look at my first essay and present it in such a way that my voice was able to shine through, as the first time I felt constrained by the word limit. The writing of the second
part, an essay, allowed me to get a better understanding of writing using correct APA format. I found the writing of the paper, both parts, came much
easier to me than I expected, although if you ask my family they will say I was just a little stressed. I was focused, but I did not feel stressed.
As a teacher it is important to learn to critically assess and evaluate resources to make sure that what is offered in a course(s) demonstrates best practices. This helps us as we develop our own online courses, we need to be able to critically assess and evaluate resources to make sure that what we include in our courses meets best practices. If we wish students to be successful learners we have to offer courses that do the following keep students engaged, offer a balance of teacher presence, social presence and student presence, and meet the learning needs of all students.
As a teacher and/or seminar leader in an online environment we need to take in to account our responsibility to present a course that is designed around best practices. It is also our responsibility to respond to our students in a timely fashion, and in a respectful and civil manner. Further we need to make sure that the course discussions, both synchronous and asynchronous, occur in a civil manner. Students need to be held accountable for what they have to say, and in relation to discussion posts need to be able to back up their statements with research or their own personal experiences. They also need to be held accountable to follow course expectations and it is the teacher’s responsibility to engage with students when they have not meet course expectations.
Examining current research around best practices and emerging practices, has allowed me to look to see how these practices fit in with my own teaching philosophy. It has allowed me to grow in my understanding of the present best practices, emerging practices and theories in relation to course design, and how I can apply best practices to my own online courses and teaching.
oltd_503_assignment_3-final_assignment-reflective_practice_in_action_-jane_j..docx | |
File Size: | 61 kb |
File Type: | docx |