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:

• OLTD 504 Final Project: VIULearn Tips and Tricks Website – 16 pages

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

OLTD Learning Outcome:

• Undertake engagement with environments through online facilitation for effective learning
  • Moderation and mediation.

Evidence to Support Outcome:

• OLTD 504 Learning Management System (LMS) Jigsaw activity – Collaborate online meeting room recording – 26 minute video

https://viuvideos.viu.ca/id/0_5lfiq0qh?width=560&height=315&playerId=23448688

Reflection to Support Evidence:

In OLTD 504 one of our assignments was to learn about a Learning Management System (LMS) through a jigsaw activity. In a jigsaw activity, each member of a group learns about a portion of a concept or subject, and then the group gets together to share their knowledge with each other.  My group investigated Desire2Learn, and decided that I would learn about the Grades tool. The recording above is the portion of our meeting that I was responsible for. Our entire meeting was over two and a half hours long.

Although this was not my first time using the Blackboard Collaborate online meeting tool to present, it was my first time presenting “alone”. In OLTD 503, I was part of a group presentation, during which we supported each other using the moderator chat feature. During the OLTD 504 presentation, I was not specifically supported by anyone. I had also tried to plan my portion of the presentation so that everyone in the group had an opportunity to do something active. This was especially challenging because I could not see what they were doing, and while I was sharing my screen I could not see the chat box if they asked questions.

After watching the other members of my jigsaw group present, as well as reviewing my own presentation, I can see many areas for improvement in my online moderation and mediation skills. My pacing and presentation skills (most notably my mouse movements) could use improvement. Based on the feedback from the rest of my group the content of my presentation was understandable. The next time I present to a group online, I would like to try to structure the presentation so there is more opportunity for feedback throughout the presentation. As well, I would like to try to incorporate more independent action for the participants – for example allowing them to try something for a few minutes, and then come back to the online room and report their progress as well voice any questions or concerns.

I can tell from my presentation that my nervousness with the technology lead me to take a more teacher-directed approach then I would normally like to use. Now that I have had a few experiences with the software, as well as knowing my cohort members better, I will take more risks the next time I present synchronously to the group. This piece of evidence speaks to the places where I know I need to grow as an online educator.

In order to be an effective online educator, the ability to facilitate online communications and presentations is essential. This activity allowed me to review and reflect on the places where my skills need improvement. I also was not required to mediate much during this presentation, and I did not have to build the relationships between cohort members. Overall, this learning outcome has not been met, but I have been able to create the foundations from which to build effective online facilitation into my skill set as a future online educator.