September 24, 2013

 

OLTD Learning Outcome(s):

 

• 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

 

Evidence to Support Outcome:

 

Reflection to Support Evidence:

 

The evidence I have chosen is my learning design model, which is a Prezi on my approach to teaching adult students online.  I created it in September in OLTD 501.  As it so happens, it is also a reflection of my philosophy of teaching, as it not only revolves around the notion of formative assessment and gradual release theory, but also creates an interactive partnership between the learner and content.  Under this model, learners are first provided with a preassessment and a resulting list of topics to learn, and - because learning happens asynchronously – they are motivated to master the material as they will eventually have to teach it to others.  Thus, provided that students are motivated and comfortable with each other, everyone’s an expert by the end of the term.

 

Perhaps most importantly, and specific to learning outcomes in OLTD, is the reflection and formative assessment piece.  The fact that students get constant feedback highlights my belief that conversation and critical thinking about the content is critical to success; and because the model requires so much interaction, (in addition to incorporating video, math games, and links to khanacademy.com) it’s consistent with the tenets of Connectivist theory.  On the other hand, the asynchronous component also reflects the work of Charles Wedemeyer; and its emphasis of interaction also echoes theorists like Borje Holmberg, as students are noted for their strengths and then provided with the additional challenge of helping each other solve problems through discussion and questioning. 

 

This activity allowed me to demonstrate my skill at using online tools such as Prezi, which reflects a format most suitable to the learning opportunities (and limitations) of a distributed-learning environment.  It also provided me with the chance to ensure that each learning activity is specific to the need.  In this fashion, the design is custom-fit to suit the learner.  This kind of specialization is absolutely critical to engagement.  Students feel appreciate the program’s catering to their individuality and are that much more focused when they realize they aren’t jumping through hoops.  They need to know “x” amount of material and that’s it.

 

In the end, this activity was quite introspective; I think we’re all guilty of not reflecting on the process or even the outcome at times; this project gave me the chance to reflect on and express my approach through creative means.  Like my students already know, to truly master the material, you need to teach it.  What a great way for me to master my own teaching practice! 

 

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October 22, 2013   

 

OLTD Learning Outcome(s):

 

• Become familiar with common terms, definitions and elements related to online environments

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

• Develop skills to optimize learning experiences through personalization

 

Evidence to Support Outcome:  Inquiry-based Action Plan 

 

Reflection to Support Evidence:

 

The evidence I have chosen here is my Inquiry-based Action Plan, an assignment that required planning a stepwise approach to choosing a topic of further interest.  After much contemplation and revision, I based my inquiry on the following questions:

 

• How can we design online project and challenge-based learning activities and alternative forms of assessment so all learning needs and interests are met? 

• What can we do to keep projects engaging, current, and as valid as they would be in a face-to-face classroom?

 

 

I chose these questions because, although my program is predicated upon the notion of hands-on learning, it doesn’t have a way of compensating for learners who require an asynchronous or distance-based approach.  In my experience, many students enjoy learning through practical application, but can’t always be present for key classes.  If some of my courses could encompass a blended format, I believe results would improve.

 

My first step was to look at existing projects in DL.  Because of the degree of specialization needed, many of the web resources were not as thorough and I soon recognized that traditional methods of project-based learning would not work as well in a DL environment.  This led me onto the concept of challenge-based learning, which comprises of teaching a concept via the presentation of a practical or substantial real-world problem.  Prior to this inquiry, I had mistakenly thought of project and challenge-based learning as essentially the same approach.  However, once I was led to a website created by Apple Inc and read the document (listed here), I quickly realized this wasn’t the case.  The website was able to break the idea down into steps I could follow, and see working nicely in my current classroom, let alone a DL one.  Challenge-based learning was a term I wasn’t familiar with and only by first understanding this term was I then provided with the tools to narrow the scope of my topic.  I now wish to focus on it more as I progress through the OLTD program. 

 

The next step I took was to actually gain access to a digital copy of a subject that I currently teach.  After speaking with Dal Little, I gained access to our DL English 12 course and now have the freedom and means to create a blended English 12 classroom.  I also realized that by taking these steps to redesign my program, I was personalizing my path to online education.

 

Becoming more familiar with these learning outcomes in this way has better enabled me to be an online learner and a face-to-face teacher.  I have an intimate understanding my own students’ needs from having done this project; and though I’ve always felt that specialization of assessment is the key to individual success, I got to experience the reality of this statement first-hand by personalizing steps in my research.