Evidence: BYOD Seminar website (February, 2015)

OLTD Learning Outcomes addressed:

  • Research and identify emerging technologies with educational applications not yet adopted by mainstream education or in early adoption phases
  • Examine current research around technology adoption, best practices for change management and technology integration
  • Plan learning opportunities most suitable to the strengths and challenges of a variety of environments and tools
  • Undertake engagement with environment through online facilitation for effective learning – moderation and mediation

Reflection to Support Evidence:

Lisa Lewis, Stephanie Boychuk and I teamed up to co-lead a one-week seminar (Jan 16-22) on Bring Your Own Device (BYOD) for members of our cohort in OLTD 509. This seminar collected personal experiences with BYOD and generated a resource of lesson plans using BYOD. We were given free rein to run the seminar in any way we wished as long as we kept the time-on-task to six or fewer hours for the week. Our team decided to host our seminar in a Weebly site with cross-posting in the Google + community. While all team leaders work at Vancouver Island University (VIU) and were able to meet in person, much of our planning was done via collaboration in a Google doc, a copy of which forms one of the pages in our website. We were fortunate to have two people provide us with interviews on our topic; Graeme Campbell, a member of our cohort, and Bill Beese, a forestry instructor at VIU.

Speaking to the creation of the website and facilitation of the seminar, I have found that moderating and mediating online learning has become easier with time. I feel much more confident with my skills than I did one year ago when I attempted my very first team facilitation. My initial apprehension regarding online facilitation was due in large part to a lack of knowledge of and experience with the tools. As I move through each course in OLTD I am exposed to more strategies for planning effective online learning opportunities. I am able to use these strategies as a filter when looking at emerging technology; will the technology do what I need it to do to meet the learning outcome? Is it the best tool for the job?

I was very happy with our approach of using a website as our seminar platform. I like that it allowed for student created content, as we gave each participant editing rights to the site. I don’t think that this would be a great strategy for a younger, larger group of students, but it seemed to work well with a small group of adult learners. I also liked that our website was easily accessed by all other members of our cohort (and if fact, the entire digital world if they wish), which in theory could increase the amount of content generated and add to the discussions. It was also interesting how much impact the personal interviews had on the participants. This reinforced to me that learners can be more engaged when the content is put in context.

Technology is always changing. It is important to be able to sift through these emerging technologies to identify those that may have educational applications. Not all emerging technology has a place in the classroom, but if an educator wishes to adopt a technology they should be sure to understand the best approach for making the change and integrating the technology. As I continue to add more technology and tools to my teaching practice, I need to carefully consider the educational value of the tool. Learning opportunities should play to the strengths of the tool or device, and challenges (such as barriers to access, whether knowledge or socio-economic) need to be addressed. I will continue to carefully consider how I can best integrate technology so that my students are engaged and effectively learning.

 

Link to Evidence: OLTD BYOD Seminar

 

 

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