OLTD Learning Outcomes:

• Scaffold digital citizenship from K-12 to professional level of educators
  • Consider responsibility, accountability and civility in online environments
• Integrate current cognitive learning and brain-based learning theory
  • Examine current research around best practices and emerging practices
• Develop practical and technical skills in all phases of concept, development, design, implementation, etc.
• Develop skills to optimize learning experiences through personalization
  • Based on characteristics, needs, stages of development, current 21st Century personalized learning mandates, etc.

Evidence to Support Outcome:

• Major Project – Option 1 – Sandbox assignment using Minecraft (10 minute video)

Reflection to Support Evidence:

This evidence piece was the final major project submitted in OLTD 508 for Spring 2015. The video details how Minecraft could be used as an educational game in two contexts – Biology 12 and Science 7. There are strengths to using this tool, but there are also challenges that should be carefully considered before it is used with students.

Many of the challenges associated with using Minecraft as an educational game in the contexts I considered is the need to scaffold the exercises and the amount of time that would need to be invested. Allowing students to access regular Minecraft, as opposed to Minecraft Edu, also presents significant challenges in terms of digital safety and digital citizenship. Creating this assignment allowed me to become very familiar with Minecraft, but it also gave me the opportunity to connect with more experienced Minecraft players in order to learn more about it. Due in part to its simplicity, Minecraft is extremely customizable and can be personalized to students’ needs with some work on the part of the teacher (provided they know how!) which is very powerful. Minecraft also allows student to explore, troubleshoot and create – getting at higher order thinking skills – and encourages deep engagement and deep learning. Although my comfort level may not be where it should in order to conduct the lessons with live students, the experience of working with a tool like this and being frustrated into learning new things was extremely valuable. I don’t think these types of activities would speak to all types of learners, and would either need to be part of the options they can pick in order to complete a project, or would require significant teamwork and scaffolding.

It is important when considering educational games, mobile apps or other digital tools to ensure that the students are sufficiently supported in using the tool so they can be successful. An added complication of many mobile technologies is the built-in sharing that removes the walls around what students are doing and allows them to showcase their work more widely. It is critical in those circumstances to ensure that students are prepared for that level of exposure, and that they are supported in interacting in the online environment. Use of mobile technologies and games should always transform what is happening in the classroom, and games are very good at accessing a level of understanding and engaging students in ways it is difficult to do in normal circumstances. Although that is a wonderful use of the tools, without careful planning and critical assessment it can be very challenging for students to find success in these environments, so it is the teacher’s role to facilitate the student experience to help them find that success.

OLTD Learning Outcomes:

• Become familiar with common terms, definitions and elements related to online environments
• Critically assess and evaluate resources for best practice in online learning
• Create assessment and evaluation methods/tools most suitable to the strengths and challenges of online environments
• Develop skills to optimize learning experiences through personalization
  • Based on characteristics, needs, stages of development, current 21st Century personalized learning mandates, etc..

Evidence to Support Outcome:

• Developing an Evaluation Rubric for Selection of Mobile Apps (14 page Google Doc)

Reflection to Support Evidence:

This evidence piece was created in Spring 2015 during OLTD 508. This evidence piece is a Google Doc that was shared between myself and Darci Gilmore. We used this Google Doc to create an assessment tool for educational use of mobile apps. The document contains an explanation of our rubric categories. We also assessed several apps using our rubric and provide detailed information on how they were rated.

The completion of this assessment tool and review of mobile apps for education allowed me to become familiar with some of the research around mobile apps for the classroom. The creation of the rubric categories was based on research as well as personal and professional experience. We focused on transformative use of mobile apps in education, because many apps and other tools are used simply to replicate an existing activity instead of making an activity better or trying something new and different to get at the same learning outcomes. We also had categories focused on the abilities of the mobile app to differentiate activities or personalize them. Given that many mobile apps are made with education in mind, while many others are simply repurposed by educators, a clear idea of how these apps can be used to transform existing practice to personalize learning for students is important to their successful use in the classroom.

Being able to critically and objectively assess the usefulness of a tool in the classroom allows faculty to focus time and effort on tools that can be more transformative in their practice. With the ever-expanding options for mobile apps, and the marketing some get as “educational”, without a critical eye it could be quite easy to forget key factors – like the ability to personalize and share learning – when evaluating a tool. Especially in the case of mobile apps – where students are more likely to be accessing a tool 1:1 – it is critical to think of how using a mobile tool can enhance or improve what would normally be done in the classroom. With the busy pace of teachers lives, they must prioritize which tools are worthy of full investigation. Those mobile tools that are best suited to online learning will be the most transformative and allow for the biggest shift in sharing, personalization or accessibility.

OLTD Learning Outcomes:

• Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
• 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
  • Incorporate Universal Design for Learning (UDL) principles
  • Select strategies and resources appropriate for environment, learners and learning outcomes
• Understand, design and commit to student success in online learning environments
  • Design inclusive learning environments
• Create assessment and evaluation methods/tools most suitable to the strengths and challenges of online environments

Evidence to Support Outcome:

• Create a unit/lesson using cloud tools (12 minute video)

Reflection to Support Evidence:

This piece of evidence was the second major assignment for OLTD 507 in Fall 2014. The video above outlines a series of lessons developed using the “Standard Online course design” as described in 507. Within the LMS I used a variety of LMS and non-LMS cloud tools to create a series of lessons that allowed learners to interact with each other and develop a project in the course of 5 weeks.

This video shows my ability to put together a basic lesson sequence using a variety of tools, both within the LMS and outside of the LMS. I took care to allow options for tool use when cloud tools were suggested to learners so those that did not want to use cloud tools could still participate fully in the lesson series. This lesson series tried to take advantage of what cloud tools were good at doing (sharing and collaborating) and what the LMS was good at doing (providing a skeleton for the series and displaying information). Throughout the lesson series I attempted to provide instructions and content in a variety of ways (text and audio/video/images) and also tried to incorporate active projects and interactive discussions, following UDL principles. I borrowed content heavily from a variety of courses were appropriate to the lesson series, but customized information as needed for the specific audience I was targeting. My lesson series contains all major unit pieces, including getting ready for learning, content and assessment and reflection.

Designing online lessons and lesson series is a critical aspect of many online instructors’ positions. Being able to leverage the advantages of a variety of online assets (both within the LMS and outside of it) will create a richer and more dynamic learning experience for students overall. An online instructor must also understand how to structure online assessments so they are fair and allow students to demonstrate what they know. Given that the online environment is a challenging one for many students, instructors must be able to provide the most accessible and inclusive environment possible to meet the needs of all learners.

OLTD Learning Outcomes:

• Become familiar with common terms, definitions and elements related to online environments
• Critically assess and evaluate resources for best practice in online learning
• Create assessment and evaluation methods/tools most suitable to the strengths and challenges of online environments

Evidence to Support Outcome:

• Survey of Cloud Tools and Presentation (Blog Post)

Reflection to Support Evidence:

This piece of evidence was created in Fall 2014 during OTLD 507. The linked blog post features a tool I developed to assess cloud-based tools for certain features such as their support of UDL principles, the ease of use, and the privacy considerations. The blog post also features my review of a selection of 7 cloud tools, shared out with a Creative Commons licence.

The creation of this evidence piece allowed me to explore many of the different cloud tools and their potential use in online and blended programs. The development of this tool allowed me to identify many of the qualities web tools should have in order to be used in high quality courses. The creation and sharing of this tool also exposed me to the aspects of quality that are most important to other members of my cohort, which helped me to identify aspects of quality cloud tools I would not have otherwise identified. The best practices captured in my assessment tool helped me to identify which aspects were most important to me in an online learning context.

Educators teaching in an online and blended environment must be able to critically assess and evaluate resources and tools to make the most out of those environments. Due to the rapidly changing landscape of cloud tools, educators need to be able to assess the utility of tools as they become available, and be able to find tools to replace those that may be out of date. It is equally important for educators to assess how tools reach principles related to UDL, accessibility, privacy and utility. Especially in an online environment, the tools used will affect the learning experience of students and can help or hinder learning with their use.

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
  • Work with families and students to establish effective learning plans
• Scaffold digital citizenship from K-12 to professional level of educators
  • Consider responsibility, accountability and civility in online environments

Evidence to Support Outcome:

• OLTD 506 Summary of Learning (16 minute video)

Reflection to Support Evidence:

In Fall 2014 I created this video summary of my learning for OLTD 506. This summary outlines my learning using the 5 Pillars of Risk (Hengstler, 2014) outlined in the course. I used “Knowledge” and “Skills and Training” as cornerstones to discuss “Practice and Experience”. All of these items together create confidence when assessing and dealing with risks.

This evidence piece outlines my understanding of various facets of social media use in post-secondary classrooms, including the importance of managing and maintaining your digital footprint, the need to understand and commit to safety and privacy online, and the ways in which social media should be thought about from the lens of social justice. The creation of this evidence piece required close reading of both the social media guides for K-12 education as well as post-secondary education, and it was valuable to compare and contrast the two guides. Although parents and guardians are not commonly involved in post secondary students’ choices, looking at issues from the perspective of those stakeholders is helpful when evaluating risks. Throughout OLTD 506 I was able to develop better ways of analyzing and sharing information about social media, so I am better able to support faculty and students in its responsible and compliant use. My attitudes toward digital sharing and safety have shifted to be more cautious, and the need to focus on tools that complete desired functions (as opposed to those that are new or popular) has been underscored by this course.

Educators need a good understanding of the terminology and history behind the use of social media in the classroom in order to become or maintain their compliance with BC legislation. It is critical to the success of students that tools are used effectively and safely, and that all concerned persons (including parents) are partners in that process. The responsible use of social media in the classroom is an important part of developing digital literacies,which can lead to better digital citizenship outcomes for students regardless of age or grade level. With the growth of blended and online learning the importance of supporting the growth of these types of literacies is critical to future student success.

References

Hengstler, J. (2014). Safety boundaries. OLTD 506 (VIULearn). Retrieved from https://d2l.viu.ca/d2l/le/content/56545/viewContent/622567/View

OLTD Learning Outcomes:

• Become familiar with common terms, definitions and elements related to online environments
• Plan learning opportunities most suitable to the strength and challenges of a variety of environments
• Critically assess and evaluate resources for best practice in online learning
• Develop practical and technical skills in all phases of concept, development, design, implementation, ect

Evidence to Support Outcome:

• Resource Package Submission
  • Please note this package was created for the purposes of OLTD 506 and there are no current plans to deploy the tool discussed therein at Vancouver Island University

Reflection to Support Evidence:

During Fall 2014 for OLTD 506 I created a resource package focused on a specific social media web 2.0 tool – Wiggio. The resource package contains a description of the tool, a listing of all Vancouver Island University policies that would relate to that tool, a draft permission slip for tool use, and a risk assessment on the use of the tool.

The creation of this resource package gave me a lot of experience reading and assessing privacy policies and end user agreements. I needed to also practice explaining the pertinent items within those agreements to an audience that may not be as well versed in privacy rights or the risks associated with using social media tools. Completing this package gave me a lot of experience with the language of privacy and protection of privacy, and gave me a much clearer understanding of the vetting process needed when considering implementing or deploying a new tool on our campus. Due to my current position at the university, it is extremely important that I am able to articulate the critically assessment of new tools for faculty members so they and their students are protected. The process of developing this package was very challenging, and I feel I am better prepared to assist in the vetting and adoption of tools when and if our department pursues them.

Educators need to have a strong understanding of how to critically and objectively assess the risks and rewards of different educational tools, or else they will leave themselves and their students open to potential dangers. Without having to go through this process and have your work assessed by someone who understands the challenges of social media, it is easy to be swept up in what a tool can do while marginalizing the risks. An educator must have a strong understanding of the policies governing social media, or they will be unable to adhere to them. They must also have a strong understanding of the tools they plan to use, so they can explain to students and/or parents how best to keep themselves safe online.

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:

• Summary of Learning Multimedia Artefact – 10 minute video

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 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

• Disruption and Cultural Content – Week 1 Blog Post
• Remix of “RIP: A Remixer’s Manifesto” – Week 2 Blog Post
• MERLOT Review – Week 3 Blog Post
• Why I’m Not Good At Sharing (And How I’m Trying To Get Better) – Week 4 Blog Post
• Diigo List – Week 5 Blog Post

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 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:

• Reflective Practice in Action – Reflecting on your experience in OLTD 503 – 11 page PDF

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 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:

• My Philosophy of Online Facilitation/Learning – 7 page PDF

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.