Course Description:
Leveraging the use of the cloud for education is the focus of this course. Students will explore what cloud computing can offer, investigate the educational applications, consider pros and cons, have confidence with some of the tools, while understanding the legal and privacy protection issues surrounding cloud computing
Course Learning Outcomes:
Through course activities, online discussions, readings, and activities, it is expected that students will:
_____________________
Unit 2: By the end of this unit, you will be able to:
Reflection:
Unit 2 : Learning Activity #2 Accepted/not accepted cloud tools:
As outlined in https://d2l.viu.ca/d2l/le/content/37850/viewContent/482194/View?ou=37850
Surrey Technology Consent Form: http://bit.ly/1eYUWX1
Calgary Board of Education List of Accepted and Unaccepted Tools: http://www.cbeilc.info/web2/tools/
Link to Evidence: Unit 2 - Learning Activity #2- Unaccepted tools
In this learning activity, you will compare the policies of the CBE, Surrey, and your own school district. Your assignment is to choose 3 tools from the list that are unaccepted at the CBE. 3 Tools: Prezi, Dropbox and Twitter
For each of the tools, please provide the following information:
I was already aware going in to this course that each school district seems to have their own interpretation of the FIPPA policies, and this is evident and reflected in their district regulations. This assignment gave me a more in-depth look at just how different three districts can be. I was quite surprised with some of the cloud tools CBE found unacceptable.
What I found even more surprising where the differing opinions posted in the D2L discussion in response to the question “Now that you have an understanding of the policies of the CBE and the Surrey School District, which district's policy do you feel is best for teachers? for students? Why?” What I thought would be a straight forward response from most did not turn out that way. I posted that I would definitely go for the Surrey guidelines with some adjustments needed, but after reading others opinions I began questioning my response. This link takes you to the discussion https://d2l.viu.ca/d2l/le/content/37850/viewContent/482193/View?ou=37850
As a teacher it is important to be aware of what the FIPPA regulations state and how your school district has chosen to interpret these in relation to what cloud tools you are able to use as a teacher for your lessons and what students can use to present their learning. Although some districts at times can appear too conservative one must remember there are significant ramifications if one is caught not following the rules as specifically laid out in FIPPA. This is why it is important to not only pay attention to what your school district regulations are but also make sure that you are comfortable with allowing your students to use specific tools. Along with the school regulations document that families sign it is important to create your own permission documents for students and parents to sign in relation to each specific could tool.
_____________________________________
Unit 3: By the end of this unit you will be able to:
Unit 3 Major Project Survey of Cloud Tools and Presentation:
Project expectations outlined in: https://d2l.viu.ca/d2l/le/content/37850/viewContent/482194/View?ou=37850
50 Education Technology Tools Every Teacher Should Know About: http://bit.ly/1cpBdI9
Major Project can be viewed here: http://jjaceklearnsonline.weebly.com/oltd-507-cloud-tools.html
Reflection:
This assignment was broken into 3 parts.
1) Cloud Based Tools Survey-Analysis Tool: You will create a tool to analyze cloud tools in on education setting. Imagine that this tool could be used district or school wide as an easy way for teachers to assess the effectiveness of online tools. This tool must include space for the following: Title of tool, URL, Detailed Description of tool. At least 3 fields with areas for comment that you feel would be important for an online teacher to know about the tool when making a decision whether or not to use in their online course.
Analysis Tool: Powerpoint
2) Analyze 10 Different Clouds Tools: You will use the tool that you developed to analyze 10 different cloud tools. Try to draw from a variety of tool types (ie., collaboration, presentation, student engagement, organization, etc.). 10 Different Cloud Tools: Dropbox, Edmodo, Evernote, Google + Communites, Google Forms, Twiducate, Prezi, Powtoon, Weebly and Vocaroo.
3) Top 3 tools for teachers and top 3 tools for students to use in online classrooms: Identify your top 3 tools for teachers and top 3 tools for students to use in online classrooms. Please present your top three in a way that can be shared with your PLN. Be sure to include an area for others to comment. This will hopefully be creative and engaging for the audience and use a cloud tool to create. Presentation Tool: Powtoon
When I first began this assignment I was confused as to exactly what was required for the first part. It was the way it was presented that had me confused. In trying to understand this I came to realize just how much I have come to value exemplars as a guide to what is expected. Moving on to the second part, I felt overwhelmed with the vast number of different tools available. It took time to choose ones that I felt where of importance to me, then I spent a great deal of time analyzing/trying out each tool as I felt this was important for this assignment to be of value to me. I also felt it was important to include detailed information in my tool analysis; this would save others time when looking to see what tools would be of value to them. In reading my instructor’s evaluation I believe I over thought this assignment, “Your analysis of cloud tools was thorough, although it was a bit difficult for a quick analysis, there was a lot of text associated with each tool.” What I learned from this is to make sure I am clear on what is outlined in the assignment rubric. For the third/final part, I choose Powtoon for my presentation. It was an online tool that I had explored briefly in a previous course and one I had in my mind to do a presentation with. Seeing our instructor use this tool in the course, to introduce herself, also was an incentive. I thoroughly enjoyed using this tool and look forward to using it for other presentations either as a student or teacher. Instructor comment, “Thank you for using Powtoon for your final presentation- It is an engaging free tool for students to use and is very effective for this type of presentation. …..Your final presentation was much more clear when describing each tool and their uses in the online classroom-“
We have learned that in teaching online it is important that we include in each course student to student, student to teacher and student to content interactions. One needs to look at the variety of cloud tools that are available to help meet these needs as well as meeting our students different learning needs/styles and looking to UDL, universal design for learning. Along with this, of importance, is looking to create online courses using tools that motivate students and at the same time are easily navigated. This not only applies to our use as the teacher but offering cloud tools for our students to use. In looking to this we must be clear on each tools use in relation to the BC FIPPA Laws. What also plays an important part as a teacher is our personal learning network and as we learn from what others have posted on the net we need to be sharing what we have learned so that others can benefit from our knowledge.
_______________________________________
Unit 4: By the end of this unit you will
Unit 4 Major Assignment #2- Building an online lesson or module
As outlined in https://d2l.viu.ca/d2l/le/content/37850/viewContent/506138/View
Your task is to create an online lesson or module (series of lessons) that reflects one of the course design options outlined in the Unit 4 readings: Project based learning,Flipped model, Standard Online course design practice (anticipatory set, new learning, practice and assessment)
Using one of these course design principles you will create a lesson or series of lessons for use in an online setting. Your lesson or module could be designed for use in either a synchronous or asynchronous environment.
The following criteria need to be met in your online module or lesson:
Course hosted in either LMS (for example: moodle or non LMS - weebly) – please use your learning from OLTD 504 to assist in this choice
This assignment is intended to be useful to your current work as an online educator. The content is your choice, but please consider creating this lesson or series of lessons (module) as relevant to your work as possible.
Consider designing this lesson “with the end in mind”. Using backward design principles identify your learning outcomes and assessment before you create the meat of your lesson. More info here: Backwards-Design.pdf
Reflection:
Read the following blog post http://jjaceklearnsonline.weebly.com/oltd-507.html written at the beginning of this course. I was able to take this learning and apply it in the creation of my online course using D2L as the LMS.
Course access:
For this course I first created the welcome page that included instructor info. In “Table of Contents” I created a section titled “Beginning Math 8” that includes a Google Survey, “Math 8 Course Outline” with an inserted document, and “Fraction Operations” that includes in the lessons TedEd and Padlet as well as a discussion post in D2L. Rubrics are included throughout the Fraction Operations course assignments, and checklists are included in the overview. One area noted by the instructor that could have been stronger was my use of UDL. “Some elements of UDL are considered. May not include multiple means of expression, representation and engagement. Lesson or module design allows for minimal flexibility.” I believe I need to look to adding more verbal instructions/information as well as offering an individual project based element for demonstrating overall understanding of a concept. Overall thought from instructor: “I liked the way that you included the TedEd lesson to "flip" the learning- using the tool in this way was a great choice, it could also be used with videos that you create to guide the skill development in the course and allow for student review. The embedded padlet was another innovative tool to use in a math course- it will be interesting to see if students use this tool once they are working in the course.”
I have been planning to move my math course from paper based to online for some time. I was still however looking for a tool that would meet mine and my students’ needs in relation to viewing videos and related course work. I found this in TedEd at the start of this course. With our school moving from using Blackboard as our LMS to using D2L I found this was a perfect opportunity to begin developing the course. D2L allowed me to use standard course design while linking to a flipped classroom format for one lesson It also has a great number of elements that make creating an online course easier such as the built in rubrics and discussions, and linking to outside sites, more are discussed in the paragraph above. This assignment was relevant just as our instructor intended, “This assignment is intended to be useful to your current work as an online educator. The content is your choice, but please consider creating this lesson or series of lessons (module) as relevant to your work as possible.”
When looking to create an online course one needs to keep in mind the different course design options, project based learning, flipped model, and standard online course design practice (anticipatory set, new learning, practice and assessment). Which teachers choose for their course creation, whether it is one option or a combination of all three, is related to their own pedagogy while also looking at the best way to meet the course’s learning outcomes and more importantly keeping in mind students’ learning styles and UDL, universal design for learning.
Leveraging the use of the cloud for education is the focus of this course. Students will explore what cloud computing can offer, investigate the educational applications, consider pros and cons, have confidence with some of the tools, while understanding the legal and privacy protection issues surrounding cloud computing
Course Learning Outcomes:
Through course activities, online discussions, readings, and activities, it is expected that students will:
- Become comfortable with cloud tools through hands on experimentation
- Identify appropriate use of cloud tools in an online course
- Identify appropriate use of cloud tools in a flipped classroom
- Develop an online unit or lesson using cloud tools effectively
- Discuss best practice for using the cloud considering BC FIPPA laws
_____________________
Unit 2: By the end of this unit, you will be able to:
- compare the FIPPA policies between 2 or more districts
- decide your comfort level in using cloud tools with your students
- determine the appropriateness of use for several cloud tools in the online education setting
- discuss how your own school district could respond to the use of cloud tools in your district.
Reflection:
Unit 2 : Learning Activity #2 Accepted/not accepted cloud tools:
As outlined in https://d2l.viu.ca/d2l/le/content/37850/viewContent/482194/View?ou=37850
Surrey Technology Consent Form: http://bit.ly/1eYUWX1
Calgary Board of Education List of Accepted and Unaccepted Tools: http://www.cbeilc.info/web2/tools/
Link to Evidence: Unit 2 - Learning Activity #2- Unaccepted tools
In this learning activity, you will compare the policies of the CBE, Surrey, and your own school district. Your assignment is to choose 3 tools from the list that are unaccepted at the CBE. 3 Tools: Prezi, Dropbox and Twitter
For each of the tools, please provide the following information:
- Link and description of the tool
- Rationale from the CBE- why or why wasn't this tool acceptable for use
- Would a teacher be able to use this tool in the Surrey School District? Your school district? Under what conditions?
- Explain one possible use of this tool in the online classroom; Provide a list of at least 2 possible alternatives if a parent does not give their consent for the student to use this tool in the online classroom.
I was already aware going in to this course that each school district seems to have their own interpretation of the FIPPA policies, and this is evident and reflected in their district regulations. This assignment gave me a more in-depth look at just how different three districts can be. I was quite surprised with some of the cloud tools CBE found unacceptable.
What I found even more surprising where the differing opinions posted in the D2L discussion in response to the question “Now that you have an understanding of the policies of the CBE and the Surrey School District, which district's policy do you feel is best for teachers? for students? Why?” What I thought would be a straight forward response from most did not turn out that way. I posted that I would definitely go for the Surrey guidelines with some adjustments needed, but after reading others opinions I began questioning my response. This link takes you to the discussion https://d2l.viu.ca/d2l/le/content/37850/viewContent/482193/View?ou=37850
As a teacher it is important to be aware of what the FIPPA regulations state and how your school district has chosen to interpret these in relation to what cloud tools you are able to use as a teacher for your lessons and what students can use to present their learning. Although some districts at times can appear too conservative one must remember there are significant ramifications if one is caught not following the rules as specifically laid out in FIPPA. This is why it is important to not only pay attention to what your school district regulations are but also make sure that you are comfortable with allowing your students to use specific tools. Along with the school regulations document that families sign it is important to create your own permission documents for students and parents to sign in relation to each specific could tool.
_____________________________________
Unit 3: By the end of this unit you will be able to:
- Access a repository of cloud tools that are peer reviewed: http://bit.ly/1hjWv21
- Determine the appropriate use of cloud tools in the online classroom
- Use the principles of UDL to determine how cloud tools can support all of the learners in the online classroom
- Explore cloud tools through the lens of online learning
Unit 3 Major Project Survey of Cloud Tools and Presentation:
Project expectations outlined in: https://d2l.viu.ca/d2l/le/content/37850/viewContent/482194/View?ou=37850
50 Education Technology Tools Every Teacher Should Know About: http://bit.ly/1cpBdI9
Major Project can be viewed here: http://jjaceklearnsonline.weebly.com/oltd-507-cloud-tools.html
Reflection:
This assignment was broken into 3 parts.
1) Cloud Based Tools Survey-Analysis Tool: You will create a tool to analyze cloud tools in on education setting. Imagine that this tool could be used district or school wide as an easy way for teachers to assess the effectiveness of online tools. This tool must include space for the following: Title of tool, URL, Detailed Description of tool. At least 3 fields with areas for comment that you feel would be important for an online teacher to know about the tool when making a decision whether or not to use in their online course.
Analysis Tool: Powerpoint
2) Analyze 10 Different Clouds Tools: You will use the tool that you developed to analyze 10 different cloud tools. Try to draw from a variety of tool types (ie., collaboration, presentation, student engagement, organization, etc.). 10 Different Cloud Tools: Dropbox, Edmodo, Evernote, Google + Communites, Google Forms, Twiducate, Prezi, Powtoon, Weebly and Vocaroo.
3) Top 3 tools for teachers and top 3 tools for students to use in online classrooms: Identify your top 3 tools for teachers and top 3 tools for students to use in online classrooms. Please present your top three in a way that can be shared with your PLN. Be sure to include an area for others to comment. This will hopefully be creative and engaging for the audience and use a cloud tool to create. Presentation Tool: Powtoon
When I first began this assignment I was confused as to exactly what was required for the first part. It was the way it was presented that had me confused. In trying to understand this I came to realize just how much I have come to value exemplars as a guide to what is expected. Moving on to the second part, I felt overwhelmed with the vast number of different tools available. It took time to choose ones that I felt where of importance to me, then I spent a great deal of time analyzing/trying out each tool as I felt this was important for this assignment to be of value to me. I also felt it was important to include detailed information in my tool analysis; this would save others time when looking to see what tools would be of value to them. In reading my instructor’s evaluation I believe I over thought this assignment, “Your analysis of cloud tools was thorough, although it was a bit difficult for a quick analysis, there was a lot of text associated with each tool.” What I learned from this is to make sure I am clear on what is outlined in the assignment rubric. For the third/final part, I choose Powtoon for my presentation. It was an online tool that I had explored briefly in a previous course and one I had in my mind to do a presentation with. Seeing our instructor use this tool in the course, to introduce herself, also was an incentive. I thoroughly enjoyed using this tool and look forward to using it for other presentations either as a student or teacher. Instructor comment, “Thank you for using Powtoon for your final presentation- It is an engaging free tool for students to use and is very effective for this type of presentation. …..Your final presentation was much more clear when describing each tool and their uses in the online classroom-“
We have learned that in teaching online it is important that we include in each course student to student, student to teacher and student to content interactions. One needs to look at the variety of cloud tools that are available to help meet these needs as well as meeting our students different learning needs/styles and looking to UDL, universal design for learning. Along with this, of importance, is looking to create online courses using tools that motivate students and at the same time are easily navigated. This not only applies to our use as the teacher but offering cloud tools for our students to use. In looking to this we must be clear on each tools use in relation to the BC FIPPA Laws. What also plays an important part as a teacher is our personal learning network and as we learn from what others have posted on the net we need to be sharing what we have learned so that others can benefit from our knowledge.
_______________________________________
Unit 4: By the end of this unit you will
- Understand the elements of project based learning and consider it's application in an online environment using cloud tools
- Understand the elements of the Flipped Classroom and consider it's application in an online environment using cloud tools
- Understand the elements of " standard online course design" and consider it's application in an online environment using cloud tools
- Identify the pros and cons of these 3 types of courses in the online environment
- Use cloud tools effectively to support the creation of an online lesson or module
Unit 4 Major Assignment #2- Building an online lesson or module
As outlined in https://d2l.viu.ca/d2l/le/content/37850/viewContent/506138/View
Your task is to create an online lesson or module (series of lessons) that reflects one of the course design options outlined in the Unit 4 readings: Project based learning,Flipped model, Standard Online course design practice (anticipatory set, new learning, practice and assessment)
Using one of these course design principles you will create a lesson or series of lessons for use in an online setting. Your lesson or module could be designed for use in either a synchronous or asynchronous environment.
The following criteria need to be met in your online module or lesson:
Course hosted in either LMS (for example: moodle or non LMS - weebly) – please use your learning from OLTD 504 to assist in this choice
- Evidence of UDL principles
- A home page with an instructor introduction
- Visually appealing layout
- At least 2 different cloud tools embedded into or linked from the lesson/module
- Use of discussions (inside or outside of LMS)
- Use of collaborative tools (inside or outside of LMS)
- An assignment
- An assessment rubric or criteria
- Evidence of the either Project Based Learning, Flipped course design, or Standard Online Course Design Practice
- Can be easily navigated by students
This assignment is intended to be useful to your current work as an online educator. The content is your choice, but please consider creating this lesson or series of lessons (module) as relevant to your work as possible.
Consider designing this lesson “with the end in mind”. Using backward design principles identify your learning outcomes and assessment before you create the meat of your lesson. More info here: Backwards-Design.pdf
Reflection:
Read the following blog post http://jjaceklearnsonline.weebly.com/oltd-507.html written at the beginning of this course. I was able to take this learning and apply it in the creation of my online course using D2L as the LMS.
Course access:
- Website:d2l.sd61.bc.ca
- Username: JaneTest
- Password: JaneTest
- My Courses: Math 8
For this course I first created the welcome page that included instructor info. In “Table of Contents” I created a section titled “Beginning Math 8” that includes a Google Survey, “Math 8 Course Outline” with an inserted document, and “Fraction Operations” that includes in the lessons TedEd and Padlet as well as a discussion post in D2L. Rubrics are included throughout the Fraction Operations course assignments, and checklists are included in the overview. One area noted by the instructor that could have been stronger was my use of UDL. “Some elements of UDL are considered. May not include multiple means of expression, representation and engagement. Lesson or module design allows for minimal flexibility.” I believe I need to look to adding more verbal instructions/information as well as offering an individual project based element for demonstrating overall understanding of a concept. Overall thought from instructor: “I liked the way that you included the TedEd lesson to "flip" the learning- using the tool in this way was a great choice, it could also be used with videos that you create to guide the skill development in the course and allow for student review. The embedded padlet was another innovative tool to use in a math course- it will be interesting to see if students use this tool once they are working in the course.”
I have been planning to move my math course from paper based to online for some time. I was still however looking for a tool that would meet mine and my students’ needs in relation to viewing videos and related course work. I found this in TedEd at the start of this course. With our school moving from using Blackboard as our LMS to using D2L I found this was a perfect opportunity to begin developing the course. D2L allowed me to use standard course design while linking to a flipped classroom format for one lesson It also has a great number of elements that make creating an online course easier such as the built in rubrics and discussions, and linking to outside sites, more are discussed in the paragraph above. This assignment was relevant just as our instructor intended, “This assignment is intended to be useful to your current work as an online educator. The content is your choice, but please consider creating this lesson or series of lessons (module) as relevant to your work as possible.”
When looking to create an online course one needs to keep in mind the different course design options, project based learning, flipped model, and standard online course design practice (anticipatory set, new learning, practice and assessment). Which teachers choose for their course creation, whether it is one option or a combination of all three, is related to their own pedagogy while also looking at the best way to meet the course’s learning outcomes and more importantly keeping in mind students’ learning styles and UDL, universal design for learning.