OLTD Learning Outcomes:

• 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
• Undertake engagement with environments through online facilitation for effective learning
  • Moderation and mediation
  • Understand how to build rapport and manage groups
    • establish relationships with learners and families
    • build teacher to student rapport
    • engage in building learning communities and communities of practice
• Critically assess and evaluate resources for best practice in online learning
• Develop practical and technical skills in all phases of concept, development, design, implementation, etc.

OLTD 509 Critical Challenge Question:

How can you inspire, initiate and implement sustainable integration of emerging technologies in your own practice, and in the practice of others?

Evidence to Support the Learning Outcomes and the Challenge Question:

• Planning Document for Bring Your Own Device (BYOD) seminar – 7 page PDF export of Google Doc
• Corresponding seminar website (external link) and
• Google+ discussion area (external link) [Note: Google+ was discontinued and no longer available]

Reflection to Support Evidence:

The evidence I have chosen to support the above learning outcomes and critical challenge question includes a PDF copy of the Google Doc that was used to plan the Bring Your Own Device (BYOD) seminar, as well as the website that was created to host the seminar. My co-facilitators were Charlene Stewart and Lisa Lewis. The Google Doc was used as an outline, to discuss and curate our seminar during the second week of the course, and the website was used to deliver the seminar during the third week of the course. Our seminar participants were given editing privileges for the website so it could become an artifact and reference document after the seminar was over.

While planning the seminar, Lisa, Charlene and myself discussed the various strengths and weaknesses of presenting our materials in a variety of ways, including through Google+ (both public and private groups), VIULearn (D2L) and in the format of the website. It was important to us that we designed the seminar in such a way that participants didn’t have difficulty accessing material and wouldn’t be overwhelmed with the amount of material there was. We felt the website allowed us to organize the materials to make them easily accessible to participants.

The limit to the website was the interactivity, so we had participants post to the website to capture information, and then share it in Google+ to allow for more ease when discussing. Both the website host (Weebly) and the discussion area (Google+) have been used in the past by our participants, which informed our decision to use them. For us, it was important that the participants engaged with the material and not spend a lot of time learning a new tool. In this way, we were very deliberate in our choice of learning environment, and very mindful of our learners.

The Google Doc used to plan the seminar shows the evaluation and collection of materials, the making of decisions on presentation and the planning of the seminar. I feel that it displays a growth in my ability to negotiate and understand the challenges and strengths of different environments and strategies for developing materials online.

The website presented demonstrates part of the engagement our participants had with the seminar. Although it does not contain the entirety of our interactions with our participants, I believe that it shows our attempts to create a positive learning environment with a strong facilitator presence. I also feel that the website, as a collection of the “visible” learning, shows that our seminar was able to create an interesting dialogue between our participants. Based on their summary blog posts (linked on the “Activity 4 – Summary Blog Post” page of the website) our participants engaged with the materials enough that they were able to consider how the seminar related to their own contexts.

I also feel that the Google+ discussion area demonstrates, to a certain extent, our engagement with the seminar participants and the building of a small community focused on discussing BYOD in their own practice. I believe that I was able to contribute to and engage with the seminar participants in a way that supported their engagement with the seminar.

Being able to plan, design and develop learning activities that take both the learning environment and your learners into account is challenging but is necessary in order to create an effective learning experience. It is also important to be able to assess how appropriate an environment is for your chosen activities, so you can leverage appropriate technologies that support, rather than hinder, your learners.

Developing effective moderation and facilitation skills will become more important to me as the landscape of training and support shifts in my position. There is an increasing interest in leveraging our existing technologies in new ways to support our faculty and students, which will likely involve more online and distance support and training. Supporting faculty communities of practice will become a larger part of my role. In these situations, building relationships, trust and rapport with and between participants will be the key to success.