OLTD Learning Outcomes:
- Critically assess and evaluate resources for best practice in online learning
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
Evidence to Support Outcome:
Reflection to Support Evidence:
At the end of OLTD 504, April 2014, I created a website in WordPress devoted to increasing interactivity in the Learning Management System (LMS) at Vancouver Island University (VIU), called VIULearn (powered by Desire2Learn). Although there are many capabilities in VIULearn, it is difficult to create collaborative activities and spaces for students. I sought to create a searchable web resource that would show faculty members of VIU different ways to use the LMS tools, as well as some common or easy-to-use non-LMS tools, in order to make their courses more interactive. You can view the webpage I created using the link provided above.
The website project built off the non-LMS toolkit I developed, also part of OLTD 504 (a link to my blog post for that project is here: https://wordpress.viu.ca/stephanieboychukeportfolio/2014/04/03/non-lms-toolkit-build/). During that project I researched and developed a suit of non-LMS tools to support community, develop discourse, provide content and handle assessment. VIULearn can complete many of those tasks, but the experience made me keenly aware of the gaps in the LMS. After that experience, I decided that I wanted to look at web 2.0 tools that will integrate with VIULearn to support faculty and students.
The webpage project taught me some strategies in terms of how best to explore and assess tools, especially given the institutional context of VIU. I also was able to practice designing in an online space, including organization and use of graphics. The non-LMS toolkit and webpage project have shown me no LMS system will ever meet all the needs of learners, so we need to be open to using other tools to provide students with the best possible learning experience.
The Community of Inquiry Framework (Garrision, 2007) and social constructivism heavily influenced both my non-LMS toolkit and website project. At this stage of the program, I have not made a strong commitment to connectivism as a referent for adult education, although I do feel connectivism plays an important role in the development of professional learning networks (PLNs) and professional development using social networks.
I believe that the website project exemplifies my growing design skills. I also feel that I have begun to develop an appreciation for web 2.0 tools and have a better understanding of the process of reviewing and utilizing them.
As someone currently supporting faculty members who teach online, I need to understand how to vet tools properly before recommending them for use in the online classroom. If I was to suggest a tool without rigorous review, both the faculty member and their students could have a negative experience, or could potentially compromise their privacy or personal data. Proper review also supports pedagogically sound use of tools. It is easy to get swept into using a tool because it is the latest and greatest if a sound review of risks and rewards is not completed.
Additionally, gaining skills in designing for online environments is something that will increase the effectiveness of my online teaching. When the environment, tools and activities students interact with are well designed, barriers to use can be reduced. Students who are not struggling to interact with the content and with each other will have a better experience online in addition to reaching their learning outcomes.
Reference:
Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. Retrieved from: http://files.eric.ed.gov/fulltext/EJ842688.pdf