Author Archives: Stephanie Boychuk

OLTD 505 Reflection 2 – Summary of Learning Multimedia Artefact

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OLTD Learning Outcomes:

  • Become familiar with common terms, definitions and elements related to online environments
  • Understand, design and commit to student success in online learning environments
    • Share engagement strategies and tips
    • Engage in mentoring and coaching with educational partners
  • Scaffold digital citizenship from K-12 to professional level of educators
    • Consider responsibility, accountability and civility in online environments

Course Learning Outcomes:

  • Demonstrate familiarity with common terms, definitions, and elements related to Open Educational Resources (OERs) and, more generally, Open Education.
  • Demonstrate knowledge of the history and foundations of open education, including conflicting viewpoints around the ownership of knowledge, copyright, and copyleft licenses.
  • Share course-related learning with members of the course and greater educational community.

Evidence to Support Outcome:

Reflection to Support Evidence:

My chosen piece of evidence is my multimedia summary of learning artefact from OLTD 505. This video was created to summarize my learning from OLTD 505, and contains clips of video and audio resources, as well as selected writing from many of my classmates. The video was created using a purposeful mix of creative commons licensed materials and copyrighted materials.

By creating this summary of learning I was able to revisit many of the posts and comments made by the others in my cohort throughout the course of OLTD 505. This allowed me to develop strong links between our discussions, our readings and my personal learnings. It also made it very obvious the degree to which we were able to share personal experiences and reflections, and how in many cases we were able to mentor each other throughout parts of the course. Much of my summary of learning focuses on issues of copyright, as they were a key new learning for me in this course. When these concepts are applied to education it is obvious how they feed into issues of social justice and access in education today.

Understanding the relationship between education and copyright is important for educators because it can help them to create a more equitable classroom. When an educator makes an effort to use OERs and open textbooks, costs associated with copyrighted material are not passed on to students. It is also critical for educators to be able to take part in conversations about open educational resources so they can advocate for what is best for not just their students, but all students. Educators should also contribute high-quality resources to OER repositories so they can be part of the growing online OER communities and be able to bring the best materials available into their own classrooms.

OLTD 505 Reflection 1 – Weekly Reflective Blog Posts

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OLTD Learning Outcomes:

  • Become familiar with common terms, definitions and elements related to online environments
  • Undertake engagement with environments through online facilitation for effective learning
    • Understand how to build rapport and manage groups
      • Engage in building learning communities and communities of practice
  • Critically assess and evaluate resources for best practice in online learning

Evidence to Support Outcome: Weekly Reflective Blog Posts

Reflection to Support Evidence:

The evidence I have chosen are a series of blog posts made throughout the course of OLTD 505. The blog posts represent my reactions to the various readings and experiences that I had during this course. They also represent a collection of resources related to open educational resources.

Throughout the course of OLTD 505 these blog posts required that I critically and thoughtful engage with concepts related to open education – both open content and thoughtful sharing of materials and experiences with other educators. Although my own personal engagement with the materials developed some of my understanding, reading and replying to the posts of my peers was the most transformative part of this exercise. Creation of the weekly blog posts and replying to my peers also allowed me to develop a keen understanding of the necessary effort to create a community of practice online. Without our previously established group rapport this assignment would have been highly challenging, and throughout this assignment the dynamic within our cohort changed to develop the necessary supports along with the professional dialogue.

Having a strong understanding of copyright issues, creative commons, OERs and sharing is critical for online educators today. Many of the copyright, fair use and creative commons issues discussed during this course will likely continue to be major parts of using and creating online content for years to come. It is also important for educators to be able to “talk the talk” in order to appropriately assess the use of materials in their classrooms, and support appropriate student use of materials as well. Knowing the language of copyright and creative commons also helps educators understand a multitude of related issues, and allows them to engage in conversations about this issues with administrators and co-workers.

OLTD 503 Reflection 2 – Reflective Practice in Action

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OLTD Learning Outcome:

  • Critically assess and evaluate resources for best practice in online learning
  • Scaffold digital citizenship from K-12 to professional level of educators
    • Consider responsibility, accountability and civility in online environments
  • Examine current research around best practices and emerging practices

Evidence to Support Outcome:

Reflection to Support Evidence:

The evidence piece I have chosen is a summary or “closing the circle” activity that allowed me to reflect on my experience co-facilitating a seminar week in OLTD 503. This activity also contains a detailed reflection on the how research-based practice for face-to-face classrooms is related to online communication and facilitation. The second half of the reflective paper contains a critical examination of the tools and communication strategies used throughout the seminar I co-facilitated.

The seminar week I co-facilitated allowed me to put many of the “pieces” together and experience presenting and teaching in an online environment for the first time. I was able to try different online learning tools for the first time with real participants, and I was able to gauge how my facilitation style compared to my fellow facilitators. I was also able to gain some valuable insights into teaching adults and teaching online from the co-facilitators I worked with. I have a better understanding of the how different teaching online “feels” and “looks” compared to teaching face-to-face, although a constructivist framework informed my experience in both regards. Although I wasn’t able to fully explore all of the different communication strategies I learned throughout 503, I was able to try those that best fit the circumstances. These experience will better inform my next opportunity to facilitate online.

The experience facilitating online learning and developing a strategy for online communication is critical to my development as an educator. Online communication between students and between teachers and students needs to be structured to carefully consider of accountability and civility to ensure a safe and productive learning environment. Social constructivism and connectivism both depend heavily on communication between students and requires the educator to understand how to facilitate and scaffold the conversations. An effective educator will understand how to structure the online communications, and stay informed about the best methods for doing so by keeping abreast of current research.

OLTD 503 Reflection 1 – Philosophy of Online Communication

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OLTD Learning Outcome:

  • Undertake engagement with environments through online facilitation for effective learning
    • 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
  • Integrate current cognitive learning and brain-based learning theory
    • Examine current research around best practices and emerging practices

Evidence to Support Outcome:

Reflection to Support Evidence:

The evidence I have chosen to support the above learning outcomes is the first major assignment from OLTD 503: My Philosophy of Online Facilitation and Learning. The goal of this assignment was to reflect on and link my core values and beliefs to my teaching philosophy. This paper was created in January 2013 as an exploration of how the current research on best practices for online communication is related to my teaching philosophy.

This paper allowed me to link many of my undergraduate education experiences to the concepts and research around online communication and learning. Through the creation of this assignment I was able to draw clear, actionable links between my previously completed discipline-specific research and my newly gained insights into online communication. This assignment also allowed me to begin to develop my understanding of effective online communication “looks” like and how it might be achieved in the online classroom.

Although this paper speaks specifically to online communication as it pertains to science education, I feel that through creating it I was able to develop a deeper understanding of online communication in general. The concepts discussed throughout the paper will be transferable to many different online teaching circumstances, as they are based in constructivism and connectivism.

These outcomes are critical for building and effective online learning experience for students. In order to build rapport and allow students to develop into a learning community, the teacher must develop a careful, purposeful plan. Effective communication also centers around authentic, engaging activities which also depends on careful teacher development. It is critical for engaged educators to maintain awareness of current research and integrate it into their practice in order to best serve their students.

OLTD 509 Reflection 2 – Summary of Learning

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OLTD Learning Outcomes:

  • Become familiar with common terms, definitions and elements related to online environments
  • Understand, design and commit to student success in online learning environments
    • Share engagement strategies and tips
  • Critically assess and evaluate resources for best practice in online learning

OLTD 509 Critical Challenge Question:

  • How can you select emerging technologies which fit your developing philosophy of education?

Evidence to Support the Learning Outcomes and the Challenge Question:

Reflection to Support Evidence:

My evidence is a mind map capturing the content and discussions of the seminar I facilitated with Charlene Stewart and Lisa Lewis, as well as the two seminars I attended. The mind map contains quotes from discussions, as well as links to resources shared by the facilitators or participants of the seminars. The mind map was created using the free cloud tool mindmeister, which allows you to view and explore the map from the link provided above. The seminar I helped to facilitate is coloured white, while those I participated in are coloured yellow. I have also included the summary blog posts from the seminars I participated in.

Throughout the duration of this course, I was exposed to a variety of emerging technologies and the teaching strategies associated with them. In all of the seminars, all of the participants shared a variety of perspectives and resources associated with the topic, increasing the depth of the topic exploration. Every seminar allowed me to develop an understanding of the terminologies and considerations around each technology and its use in the classroom. In all seminars, I was given the opportunity to consider the technology in my own context. My summary blog posts discuss the emerging technologies in my own context and from my own philosophy of education.

Although my context is highly specialized and is removed from teaching, I found ways to take away information from all seminars that could potentially have a positive impact on student learning. Being exposed to all of the discussions happening within the public Google+ group throughout the course also helped me to understand the breadth of emerging technologies and appreciate the need to evaluate and contextualize them before “jumping in”. The discussions our cohort had in Google+ highlight how unique each teaching situation and group of learners is, which further underlines how important it is for educators to remain grounded in their philosophy of education.

Understanding and critically evaluating emerging technologies for their use in the classroom is critical. As technology evolves so will the knowledge, skills and attitudes students will need to be successful in their lives. Educators must be able to keep pace with the changes in technology to best meet the needs of the students in their classrooms, and be critical of the technologies in order to protect their students as well. Educators on the “front line” of technology adoption must generally be prepared for resistance, and need to be able to collaborate with supportive professionals to encourage change to happen within their schools.

OLTD 509 Reflection 1 – Seminar Planning and Co-Facilitation

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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:

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.

All About Virtual Labs – Summary Blog Post

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Science! by Andrew Huff. CC BY-NC 2.0.

Science! by Andrew Huff. CC BY-NC 2.0.

Virtual labs were a hard sell for me. I’ve always been a hands-on person – from my technical position to my fiber art hobbies – I like manipulating the world around me and seeing what it does. High school labs were the reason I was originally drawn to Science, and a big reason I chose to do my B.Sc. If it hadn’t been for the move to Nanaimo, I would have kept my job as a laboratory technician and continued to work in research Science.

When starting this seminar my idea of a virtual lab was limited in scope. Although I have trolled through the internet looking for some virtual labs, I hadn’t been able to find anything really good (I realize now that was probably in part due to poor choice of key words in searches). A lot of the virtual labs confirmed my worst fears – “virtual lab” either meant a lot of reading and some quizzes, or it meant a series of clicks while watching pre-set animations play. There was nothing inspiring about virtual labs – it would be better to film an instructor doing a demo.

After this seminar I realize there really is some good stuff out there, and more of it is available without a major capital investment then I appreciated. I really saw the power some of the simulations had to allow student to manipulate the virtual world, and to think, questions and “do” outside of the pre-set animation box.

Before this seminar I knew that virtual labs would be able to accomplish teaching the “what” of Science education – the content. Now, I see that the right virtual lab can also accomplish the “how” of Science education – thinking and acting as a scientist. I know, and can clearly see from our wiki review, that not all virtual labs are created equally. There are some virtual labs that knocked my socks off, but there were a few that I really didn’t like.

The final piece about virtual labs that I’m still not sure about is the lack of interaction between students in the virtual space. Charlene Stewart discussed this point in her blog post, Teaching Science the Virtual Way. Throughout the OLTD program I have really realized the importance of having a course community, and right now I see virtual labs as being very isolated. Given that there is more emphasis on collaborative learning, there needs to be some attention paid to how to build collaborative virtual experiments in the online environment.

This seminar really helped me “turn a corner” on virtual labs. Although they are still more individual activities, and care must be taken when selecting them, some virtual labs allow students to behave as if they are in a real laboratory space and drive their own learning, which is very powerful.

Disruptive Innovation in Blended Learning: Summary Post

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The “Disruptive Innovation in Blended Learning” seminar came at a very interesting time in my department. My colleague and I are writing a proposal for a conference presentation later in the summer, which will focus on how the Centre has (mostly) kept pace with the updates to our current LMS (Brightspace by D2L) and how we handled the change from version 10.2 to 10.4 last summer. The beginning of our talk gives some statistics on our university – pointing out we are small enough to be able to be agile and responsive to change, unlike the bigger universities in the US. The bigger universities have to have much more complicated change management procedures in place to keep pace with technological change.

Compared to the pace of change possible in a K-12 school, however, we are moving at a glacial. Many of the schools featured in our readings made big changes quickly and shifted practice within a couple of years to something completely different. I know there are a lot of factors at play, including size of staff and student population, but the excitement generated by these radical shifts and strong results is hard to resist!

In my specific context, I am in the unique and terrifying position of supporting online learning for many instructors, and that can involve some serious pedagogical questions. It is easy to say “this is how I would do it” but a lot more difficult to give information and let someone decide what will work for themselves and their students. Additionally, I don’t have a lot of opportunity to try these models out for myself so recommending something is difficult.

I have helped to build online training courses, but never a blended one (although, hopefully there will be one in the next year). Given that my audience will likely be adults, perhaps teaching faculty, I would likely follow a flex-type model. I think this approach allows enough flexibility in scheduling, while still allowing for direct group instruction when needed. In the case of working with teaching faculty, group instruction would more like a group conversation or jigsaw, as opposed to “direct instruction”.

I think many of the “fully online” courses I have built were intended to be enriched virtual courses – instructors or students complete what they can alone, and come to our Centre for support (phone, email or face-to-face) when they need additional support. Many faculty would prefer direct 1:1 support over group courses or workshops, so this seems like a model that we might push toward more. It is difficult to support the range of skill levels we do, especially when people who are just starting to use the LMS generally require at least an hour or two of direct orientation to the system. I think that if we could really leverage the enriched virtual courses that are already built we could reach more people more effectively.

My struggle with enriched virtual is that it is difficult to know if and when you should approach someone and ask if they need help. The courses I have facilitated have been entirely optional, so there is a fine line between helping and intruding. It might be interesting to blend an enriched virtual model with an optional “flipped” style stream – having a set “coming together” time to air grievances and talk about issues and successes with using the system. I think it is really important to make sure faculty get a chance to talk together and build their own support networks, because otherwise it is difficult for someone in my position to move away from being a “sage on the stage” when it comes to working within an LMS.

Although radical change may not be possible university-wide, I think there are opportunities to shift how my department handles support and training for the better. I’m not sure how happy our clientele would be if we changed overnight, but I really think to serve them best we have to start making small, meaningful changes.

Assessing Web 2.0 Tools

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For the first major project of OLTD 507, I created an excel based tool for assessing web 2.0 tools. If you want to take a look at my template and a selection of tools I assessed, just click this link:

Blank Template and Survey of Cloud Tools Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

I’ve taken a page from my previous OLTD courses, and have given this tool a creative commons license. I’m sure someone could take this idea and make it so much better, and I want them to share alike when they do!

My tool focuses first on the three universal design for learning (UDL) principles, giving some guiding questions for teachers to use to rate the tool. Then, my tool has a series of questions to assess the ease of use of the tool. Finally, there are a series of guiding questions around privacy concerns for a tool, and a prompt to consider alternatives. My tool will allow teachers to answer the guiding questions using numbers (with being 0 strongly disagree to 3 being strongly agree), and will automatically give the tool a percentage rating in each segment of the assessment, as well as an overall rating.

My goal is not for the percentages ratings to lead teachers away from a tool, but to make it easier to see where more investigation may be needed, or where trying to use the tool may require careful lesson design.

Based on my survey of a few different cloud tools, I have chosen my top 3 tools for teachers and for students. I’ve created a summary of those tools using another cloud tool called MindMeister, a mind mapping tool. Click the image below to check out the mindmap online:Clickable image of mindmapYou should be able to zoom in and out of areas you are interested in, or run through the pieces as “slides” as I have set up “presentation view” as well.

Of course, nothing is created in a vacuum, so I have added a list of references to a separate sheet in the excel tool (linked above), and to the bottom of this post.

References

bbovard. (2011, April 7). Web 2.0 selection criteria: Save time choosing an appropriate tool. Retrieved from: http://olc.onlinelearningconsortium.org/Web_2.0_Selection_Criteria_Save_Time_Choosing_an_Appropriate_Tool

CAST. (2011). UDL guidelines – version 2.0: Principle I. Provide multiple means of representation. Retrieved from: http://www.udlcenter.org/aboutudl/udlguidelines/principle1

CAST. (2011). UDL guidelines – version 2.0: Principle II. Provide multiple means of action and expression. Retrieved from: http://www.udlcenter.org/aboutudl/udlguidelines/principle2

CAST. (2011). UDL guidelines – version 2.0: Principle III. Provide multiple means of engagement. Retrieved from: http://www.udlcenter.org/aboutudl/udlguidelines/principle3

Hengstler, J. (2014). Social media technology use: Planning & tool risk assessment worksheet. [Microsoft Word Document]. Retrieved from: https://d2l.viu.ca/content/enforced/56545-EDUC_OLTD506_W70_F2014/tool_risk_assessment_worksheet.docx?_&d2lSessionVal=dlegyWag5rPZkj2KPKTBwTKle&ou=56545

Hodges, C. (2011, November 2). Evaluating Web 2.0 Tools for Education.[Slideshare Presentation]. Retrieved from: http://www.slideshare.net/hodgesc/evaluating-web-20-tools-for-education

lctaylor. (n.d.). iRubric: Evaluation of web 2.0 tools rubric. Retrieved from: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=N5XA4A&

OLTD 507 – Unit 1 Blog Post

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The software as a service (SaaS) and cloud models of educational tool deployment provide opportunities to harness a wide variety of applications in a cost-effective and more readily accessible way (Cruz, 2011). The availability of cloud-based tools has also changed how post-secondary education (PSE) approaches adoption and management of learning management systems (LMSs), leading to a shift in how modern and emerging LMSs support student learning (Lang & Pirani, 2004; Pugliese, 2012).

In their report, Lang and Pirani (2014) state that students want an LMS that is better utilized by instructors for not only content but also communication. Pugliese discusses the next generation LMS as one that integrates the best of cloud technologies to enhance social aspects of learning while giving students the ability to engage with material in the ways that best suit them.

Cloud tools allow educators to build a LMS system of their own, or personalize an existing LMS to their particular course or students. There are many different cloud tools available for instructors to use, so one of the major stumbling blocks to cloud tool adoption is the time and expertise needed to investigate, vet and prepare lessons using these tools. Another issue for many educators is ensuring their use of cloud tools follows the privacy guidelines that govern their workplace, in British Columbia either FIPPA or PIPPA. Finally, although many student have experience using various cloud-based tools, instructors still need to allow time for students to learn how to use the tool in an educational context and how the use the tool safely.

I feel that biggest advantage cloud tools have over the traditional LMS is the ability to have persons outside of the traditional classroom engage with students. Instructors can use social media tools like Twitter (https://twitter.com/?lang=en) to engage members of the community or experts in a field of interest, or allow students to connect with persons of interest themselves. Other tools like Facebook (https://www.facebook.com/) or Google+ (https://plus.google.com/) can be used to build communities around certain areas of interest, or to engage with other students outside of the classroom’s geographic barriers.

Many cloud tools allow for greater collaboration between students, as well as between instructors and students. Perhaps the most well know example of a collaborative cloud tool is Google Docs (https://docs.google.com/), which allows students and/or instructors to collaborate in real time on documents, spreadsheets or presentations. Collaborative artifact creation can also be achieved using tools such as Wikispaces (https://www.wikispaces.com/), which have the added advantage of being visible and sharable with a greater web community. Real-time communication and collaboration can be facilitated using Skype (http://www.skype.com/en/) or Blackboard Collaborate (http://www.blackboard.com/platforms/collaborate/products/blackboard-collaborate.aspx). With reference to the Community of Inquiry framework (COI), these tools can help to increase the social and teaching presence of the course by increasing discourse and allowing students to develop a community from which they can construct their knowledge (Garrison & Arbaugh, 2007).

Assessment in an online classroom can be challenging, but there are many different cloud tools to support assessment for and of learning. Both Google Docs and Wikispaces (above) can be used for formative and summative assessment. There are a plethora of cloud-based quizzing tools, such as Socrative (http://www.socrative.com/), which are flexible enough to be used for multiple forms of assessment as well. Electronic portfolios (e-portfolios) can be used to allow students to personalize the evidence of their learning. E-portfolio cloud tools include website building tools like WordPress (https://wordpress.com/) or Wix (http://www.wix.com/), as well as some e-portfolio specific tools like Mahara (https://mahara.org/).

When teaching online it is important to keep the content organized for students. Edmodo (https://www.edmodo.com/) and Live Binders (http://www.livebinders.com/welcome/home) seem to be strong tools for content organization, but with the release of Google Classroom (https://classroom.google.com/) the landscape of cloud-based course tools will likely be shifting quickly. Within all of these tools, it is possible to build scaffolded, inquiry-based projects, by providing materials as well as a space for students to report, share and collaborate on projects. If these tools are used in concert with social media, collaborative and assessment tools, they can provide a rich online environment for students to construct their knowledge.

Using cloud tools in conjunction with, or as a replacement of, and LMS can create a much richer online experience for students, but care must be taken when selecting tools so they are used in pedagogically sound and developmentally appropriate ways. Using cloud tools to personalize the online educational experience also supports learners of all abilities and helps students to develop essential digital literacies and ICT skills.

 

References:

Cruz, L. (2011). How cloud computing is revolutionizing education. Retrieved from: http://newsroom.cisco.com/feature/460910/How-Cloud-Computing-is-Revolutionizing-Education

Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10, 157-172. doi:10.1016/j.iheduc.2007.04.001

Lang, L., & Pirani, J. A. (2014). The learning management system evolution. Retrieved from: https://net.educause.edu/ir/library/pdf/ERB1405.pdf

Pugliese, L. (2012, January 23). A post-LMS world. [Article]. Retrieved from: http://www.educause.edu/ero/article/post-lms-world

Wicks, D. (2012, August 2012). Can using a tool like Goolge+ lead to the death of the LMS? [Blog Post]. Retrieved from: http://davidwicks.org/iste-2-design-and-develop-digital-age-learning-experiences-and-assessments/can-using-a-tool-like-google-lead-to-the-death-of-the-lms/