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.

OLTD Learning Outcome:

• Develop practical and technical skills in all phases of concept, development, design, implementation, etc.

Evidence to Support Outcome:

• OLTD 502 Final Assignment- 8 page PDF

Reflection to Support Evidence:

At the end of December of 2013, as part of OLTD 502, I wrote up the plan the Centre for Innovation and Excellence in Learning (CIEL) at Vancouver Island University (VIU) would be using to develop new training materials for the Desire2Learn Learning Management System (VIULearn LMS). Although the planning of the training materials was not solely my work, I was part of the discussions and planning. The assignment is an articulation of the plans for a multi-month course development to be carried out by myself as well as at least one other member of CIEL. The document goes through the rationale, planning, development, and deployment of the training course. To date, the planning phase has been completed and development has started.

During the production of this document, I learned about the Technology Acceptance Model (TAM) (David, 1989) and the Technological Pedagogical Content Knowledge (TPACK) framework (Koehler & Mishra, 2009). The TAM model outlines how users balance the perceived usefulness (PU) of a technology with its perceived ease-of-use (PEOU). The TPACK framework describes the interaction of Technological, Pedagogical, Content knowledge. Effective interaction and negotiation between the three types of knowledge is necessary for effective technology integration into a teaching context.

Davis, F. D., Bagozzi, R. P., and Warshaw, P. R. “User Acceptance of Computer Technology: A Comparison of Two Theoretical Models,” Management Science, 35, 1989, 982-1003.

Reproduced by permission of the publisher, © 2012 by tpack.org

Both TAM (above) and TPACK (right) have helped ground the work I am doing on the VIULearn training materials in theory, allowing me to make more informed decisions regarding course content development and tool use. I believe that when combined with my critique and redesign, this project report has increased both my effectiveness as a trainer, and the usefulness of the material I create for faculty at VIU. I am hoping that once that the course has been deployed I will be able to look back on these materials and compare the intents with results, which will help me develop my planning and implementation skills as well.

At time of writing, there is a shift toward multi-dimensional teams developing online courses. Besides the subject-matter expert (the teacher) there is generally a course designer and a technology expert in the team. As I work in a post-secondary institution, it is likely that this approach will be adopted by VIU in the next 5 years. Practical and technical skills related to concept, development, design and implementation of online courses are going to be in high demand. Without the those skills, team development of online courses can become overly complicated and produce a poor quality material.

Additionally, as the K-12 sector has been slower to adopt the team approach to online course development, it is necessary for individual teachers to have this skill set so they can create high-quality learning opportunities for their students without the help afforded by a team approach.

OLTD Learning Outcome:

• 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

Evidence to Support Outcome:

• Activity Critique / Redesign – 16 page PDF

Reflection to Support Evidence:

At the beginning of December of 2013, as part of OLTD 502, I reviewed the methods and materials currently used by the Centre for Innovation and Excellence in Learning (CIEL) at Vancouver Island University (VIU) to deliver introductory, or basics, training on the Desire2Learn Learning Management System (VIULearn LMS).

The critique looked at whether or not Universal Design for Learning (UDL) or Universal Design for Instruction (UDI) principles were being met. The critique identifies key areas where the rebuild of the material should focus to achieve the best outcomes for UDL and UDI. I used an adapted form of the UDL guidelines available here (http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer) and the Rubric for Online Instruction (ROI) available here: (http://www.csuchico.edu/roi/) to inform my critique and rebuild recommendations.

At the time of the creation of this document, CIEL was planning to make improvement to the current training materials move toward a fully-online and asynchronous form of training that could be delivered “just in time” to faculty members. This critique helped me to better understand the principles of UDL in a practical context. As well, the critique helped me to develop the understanding and vocabulary necessary to be a productive member of the team rebuilding the training materials. Parts of the critique were taking under advisement when the rebuilding of the training materials was started.

Additionally, as I am part of the team rebuilding the training materials, this critique project has improved my approach to thinking about developing content and activities. I strive to bring in UDL principles when creating content, as the training materials will become an exemplar to those faculty members using them.

It is critically important to be mindful of the environment and learner when developing online training and teaching materials. Especially at the beginning of the course, it can be difficult to assess how successful learners have been in navigating and interacting with course components and materials. Following UDL principles, alongside other strategies, helps set learners up for success in an online learning environment.

OLTD Learning Outcome:

• Critically assess and evaluate resources for best practice in online learning

Evidence to Support Outcome:

• Inquiry Based Action Plan – 4 page PDF

Reflection to Support Evidence:

The evidence I have chosen to support my learning outcome was developed in October 2013 as part of OLTD 501. This inquiry based action plan includes background information and context for my guiding research question, as well as the start of an annotated bibliography. The research databases utilized were ERIC as well as Google Scholar.

My guiding research question is: What are the ways that an authentic scientific experience, either through experimentation or through other methods, can be created in an online and/or asynchronous environment?

My inquiry based action plan allowed me to develop research skills. During the process of selecting three articles for the annotated bibliography, I was able to review more the ten different research studies and articles around my research question, as well as searching through and reading the abstracts for many more.

As the outcome speaks specifically to critically assessing and evaluating resources, the process of creating my inquiry based action plan directly relates to developing this competency. Throughout the remainder of the OLTD program I will continue to develop my critical assessment and research skill and hope to continue to expand my bibliography of resources.

The articles and papers I have read so far have helped me to develop different ideas about conducting laboratory activities in an online environment. Throughout the development of my inquiry based action plan I have gained knowledge about the different research-based options are available for laboratory activities, and which ones students prefer. I will be able to integrate different activities for students into my lesson and course plans, hopefully providing a space for didactic conversation and authentic, motivating learning experiences. I hope to build in multiple learning opportunities for student to develop not only knowledge, but skills and attitudes in an authentic scientific community of learners.

It is important to keep up to date on the newest methods to enhance student success, as well as continuing to learn and grow professionally. Without the ability to critically assess the information that is being presented, it is difficult to build an effective teaching practice or philosophy. Teaching resources and information should be held to a high standard, and critical assessment is crucial to separating helpful resources from less helpful ones.

I hope to continue to develop my ability to assess resources, as well as search for and find resources that will help to develop my practice.

OLTD Learning Outcome:

• Demonstrate basic competency with design and implementation within a variety of online learning environments and tools

Evidence to Support Outcome:

• Instructional Design Model – 2 page PDF

Reflection to Support Evidence:

In September 2013, as part of OLTD 501, I created an instructional design model. The model is a visual representation of my personal model of instructional design, and is based on many different theories of online learning explained in the rationale section of the document. The visual element was created using Microsoft PowerPoint 2007 and the available SmartArt tool.

Although my evidence does not speak directly to the implementation piece of the learning outcome, it does speak to the design side of the outcome. In the process of creating my instructional design model, I learned about different ideas around online learning design. Specifically, I investigated the theories of Wedemeyer, Piaget, and Carroll; as well as the ASSURE model. Through my investigations I was able to develop my personal design model by adapting pieces from each theorist. Due to the fact I had to read and understand the material before being able to adapt it, my overall knowledge of different theories and models for online learning has increased. I feel having a broad knowledge base is important when I implement my ideas, as I will need to draw from it in order to adapt to changing contexts. Throughout this process I realized how different designing for the online context is from designing for a face-to-face context. Although at first there seems to be more freedom in designing for online, there are very specific challenges (such as asynchronous delivery) that must be carefully considered.

In the process of creating this piece of evidence, I also developed my skills as a visual designer. I found it much easier to describe my instructional design model in words then to create a visual representation of it. I feel that creating meaningful visual representations will be important in an online environment in order to support all types of learners, so I am glad for the chance to practice that skill.

This outcome is important in an instructional context because the process of designing for an online context will help create a better experience for both the students and the instructor. Specific to the BC context, the completion rates for online programs is low, and careful design with the challenges students face in the online classroom in mind may help to improve the chance for successful completion. The model I created is also adaptable to different levels of student-teacher contact, and I hope that when I have an opportunity to implement it my practice will be improved.

Overall, learning about design and implementation of learning environments and tools is critical for DL teacher success. The process of design and implementation can change depending on the specific DL context, so knowing where to seek further knowledge, or having a large knowledge base to draw from, is critical. Instructional design can take many forms, and I hope that throughout the program I have the opportunity to continue to learn more about implementing design, as well as designing using specific tools.