Planned Next Steps for eLearning--EDUC250

As I look to the future, my plan is to take Assessment of eLearning, the next class in the Certificate series and an elective to complete the series.  After that, I will continue to learn about and experiment with online tools, evaluating them for their usefulness with students.  I also hope to broaden my connection with online instructors, exchanging teaching ideas and viewpoints.  My ultimate goal is to secure a teaching position as an online instructor, perhaps even designing curriculum that can be used online in learning modules.  The future is open and it looks exciting to me!

My Learning Experience in EDUC251

When I signed up for this course I was quite nervous because I had no appreciable technology skills and I was registered simultaneously for EDUC250, the introductory course to eLearning.  It was almost like performing medical surgery before I had even learned the names of the surgical instruments or anything about the body system I would perform surgery upon!  However. . . here I am, 12 weeks down the road at the end of the quarter and I have become a real "surgeon"!

Essentials of eLearning has become a highlight in my educational career because everything I learned was 100% new!  Not only were the technology tools new, but the instruction delivery method was new.  It felt strange at first to interact with my classmates through the frame of my computer monitor instead of looking into their eyes, but as time went on and we began conversing and sharing opinions, thoughts, and ideas in DIIGO, that changed.  Classmates began establishing their "presence" through their individualized writing styles in blogs and comment boxes in DIIGO as well as through the questions they posed or addressed.  Associating a picture and bits of personal information with each student also helped to establish my classmates' presence.  It was like having a number of very interesting "pen-pals" with whom I would exchange information but rarely, if ever, would this exchange be face to face.

This course would not have been as academically thrilling to me without the expertise of Jennifer, our instructor.  She honed a very strong online learning community by setting excellent guidelines and expectations from the beginning as well as establishing herself as a fellow-learner.  When a teacher can say, "I don't know, but let's find out together", he/she has my utmost admiration.  Encouragement to step out and discover for oneself is a very "constructivist" approach--one that Jennifer surely embodies!  She knew just when to loosen, then remove the "training wheels" so that we could each speed down the road toward our own destination!  For that, I truly admire HER!

There are three distinct pieces of our Essentials of eLearning class that are superior stand-outs for me.  They are all of equal importance in my toolkit:  1) the technology tools we learned about and used 2) the expert modeling of what an online instructor should be 3) the development of our strong online community.

As a final note, there is only one thing I would make more liberal use of if I were designing this course: pictures!  They say "a picture is worth a thousand words"--in some ways this is true.  I would have loved to see personal videos or picture galleries of each of my classmates and instructor from the get-go because these would have personalized the course for me much sooner.  However, not all people need to "see" those they go to class with so perhaps this is a frivolous suggestion.

Reflection of eLearning so far in EDUC250

To date, we have been presented with numerous challenges designed to lead us toward the goal of becoming effective online educators.  I have at times felt overwhelmed, challenged, confused, excited, frustrated, encouraged, and successful as I have taken this learning journey.  In truth though, I can unequivocally state that this has been one of the most wonderful journeys I've ever taken!  I think this is so because 100% of the course material was new to me!

Thanks to the step by step guidance of a very skillful instructor, I am nearing the end of the learning path with valuable skills of my own!  These skills:  using a variety of Search Engines, posting to class Discussion Boards, posting to Diigo, responding critically to the work of other students, working collaboratively with a classmate to develop a Google Presents document, learning to use Voice Thread, Wikis, Google Blogger, Animoto, Jing/Screencast, as well as designing an activity for an online Learning Module are among my many take-aways from EDUC250--Introduction to eLearning.

As a future online teacher, I will be able to select appropriate online tools supporting the learning outcomes I set for my students;  I will be able to search quickly and effectively for needed information using Advanced Search techniques on any of the many Web Search Engines; I will be able to create meaningful Learning Modules for my students containing clear directions, assessment rubrics and step by step instructions; and I will know how to teach about copyright laws and plagiarism so that my students will be effective online students producing quality products.  Creating a professional online presence is another among my developing skills. Using my own ePortfolio as an example, I will be able to show my students how to do the same for themselves.  It is never too soon to learn how to present oneself professionally!

Wow, thats a lot of learning!!

EDUC251 Module 7 Portfolio Activity: WELCOME TO THE GALAPAGOS ISLANDS!

This posting is to satisfy Activity 7.4 of Module 7 in EDUC251, that is, the design of a learning activity for our Course Framework complete with introduction, instructions, grading, and resources.  Please note that this Course is being created for Middle School students 13-14 years of age.  Currently, it is for students in a full time online science "classroom" or a hybrid classroom setting, but with a few tweaks this course could be  geared up for older students (high school and beginning college level).

Introduction:  Welcome, "Scientists", to the Galapagos Islands!  You will spend time here with your colleagues learning about the Islands: their flora/fauna, geology, marine, and human environments, as well as the major issues surrounding biodiversity and sustainability practices here.  You are probably asking yourselves, "What is biodiversity and what are sustainability practices?"  That mystery will be solved quickly as you begin your research.

Learning Outcomes:  At the end of this Module you will be able to:

     1. Define the terms, biodiversity and sustainability practices and apply your definitions to the Galapagos Islands.

     2. Begin development of a Field Notes Journal that will catalog all of your research findings, musings, and questions gathered during your stay in the Galapagos Islands.

     3.  Use your current skill with these online tools (Diigo, VoiceThread,Google Docs, Discussion Boards/Spreadsheets) to share your initial research results with the other research teams.

Activity 1:

     1. Locate your research team of four students in the spreadsheet on our class Discussion Board.
     2.  Begin your initial team research by "touring" the Islands through the eyes of your Galapagos Guide (instructor). Your team may click on this link to connect to the "tour".
http://animoto.com/play/Synz0X99HacnZyAjc753rA?utm_content=challenger
     3.  "Open" your individual Field Notes Journal (Google Blog) and record your impressions of the "tour", also noting any questions you have about your experience.
    4.  In your team, discuss each scientist's field notes then create a Voice Thread document summarizing your teams' "tour" impressions and questions.  Post a link to your Voice Thread on our class Diigo account so that other teams may listen, view, and respond with a comment on at least one other Voice Thread summary.

Assessment:  Scientists will receive full credit for completing each portion of Activity 1. Your Galapagos Guide will read all Field Notes Journals, posting her comments or questions in each journal and will follow the Voice Thread links you have posted in Diigo, adding her evaluative comment to each Voice Thread.

Exploring Online Tools in EDUC250

Playing is Learning!  I felt like a kid this week as I explored a myriad of online tools!  Making a video with Animoto was my favorite activity, but a sneek peek into the upcoming Monarch Migration through the eyes of a Mexican citizen on Learner.org, a fabulous musical journey back in time witnessing Carol King and James Taylor evolve as singer-songwriters on PBS.org, as well as an interactive exploration of the Galapagos Islands with a Charles Darwin expert through Scholastic Online Activities, rounded out my experience!  Whew, it was fun!!  As I continue to develop my Galapagos course, I think I will find a place for the Scholastic activity.  It offered colorful graphics, sound, interactive "research" with a clue-finding scope  for detecting a mystery animal living on the Galapagos, as well as the voice of a leading researcher guiding the process; kids will be enthralled.  Part of the activity is a bit elementary but for first time Galapagos "student research scientists", it is a perfect introduction to field techniques used by real-world scientists: careful observation and recording of field notes.

Using these tools, as well as a few others I experimented with, will definitely add dimension and depth to any educational activities I might plan for future use.  I'm hard-pressed to imagine how we 20th century educators got along without these vibrant tools!

Draft of an eLearning Module for EDUC250 Presentation on 3/1/11

Introduction:  You were introduced to the bio and geo diversity of the Galapagos Islands in Learning Module 1 as you viewed and discussed the slide presentation of your instructor's trip.  For this Module, you will be working as "scientific research teams" investigating sustainability practices in the Galapagos Islands.

Learning Outcomes:  At the end of this Module you will be able to:
     1. Describe the sustainability practices currently in place in the Galapagos  Islands.
     2. Explain how scientists and stakeholder organizations (both Ecuadorian and other world groups) are able to influence the implementation of sustainable practices for the Galapagos Islands.

Activity 1: You will begin this activity by forming a research team of 3-4 student scientists.  Post your team members' names on our class spreadsheet available on the Discussion Board then indicate which one of the listed Search Engines (Yahoo, Bing, Google, Ask.com) your team will use to do its' research.  With each team using a different one, we are likely to get very diverse information for discussion.  Follow the steps below to complete this activity:

     1. Find and review three examples of sustainability practices currently in use for the marine, flora/fauna, geologic, and human environments of the Galapagos Islands (they may be videos or text or a combination).

     2. Bookmark these examples in Diigo with the appropriate URL and add a summary comment about the information.

     3. When all teams have bookmarked their examples, each student scientist should read or view the information provided by another team then write a summary of what he/she learned overall (including your teams' research findings) and post it to his/her personal blog site.

     4. Once the blog post is complete, provide a link  in Diigo so that all student scientists may read what you, as a student scientist, have learned.

Assessment: Completion of the team research, Diigo posting of research findings, and personal blog  summary of your overall research learning will be used to reflect your understanding of Learning Outcome 1.


      

PLE Reflections (EDUC250)

A new window opened for me today--one that looks out on a Personal Learning Environment or PLE.     It is not a definable location, rather it is an ethereal dimension characterized by all of one's social media connections, a variety of web tools, and even some very concrete tools like notebooks, journals, and PEOPLE!  Although my particular PLE is not very "digital" at the moment, it does include an "80 something" teacher mentor from the early days of my career.  She has been most influential in guiding the development of my pedagogy through the years as we have taught together, served on a Board of Directors together, offered in-service opportunities for teachers, and co-authored a book about curriculum development (yet to be published).  Facebook and Linkedin accounts as well as my online connections with the students/instructors of EDUC250/251 comprise the current digital piece of my PLE. I understand how important it is in this 21st century world of ours, to be represented and educated digitally.  Hence, I fully intend to expand my network and successful use of online tools as I begin to change course in my teaching career.  I would like to develop a very professional website, showcasing my skills and accomplishments as well as begin to connect with other professionals through Twitter and other social networking tools.  But. . .  I will not let go of my books or in-person connections--these concrete friends continue to be my Personal Learning Environment of choice!!

Evidence of Understanding for my proposed course on Biodiversity, Sustainability, and the Galapagos Islands

Guiding a course about such a huge topic requires multiple assessment tools along the route, but a key tool in my kit is the Self-reflection Essay, making use of meta cognition.  This reflective essay would require students to describe the process they went through as individuals and as "scientist teams" to learn about the Galapagos Islands: it's history, flora and fauna, what governmental/national practices are currently in place for sustaining the biodiversity that exists in the Galapagos--critiquing those practices for evidence of viability, then describing the new plan they, as "scientists", developed for sustaining biodiversity in the Galapagos.  Writing and publishing this paper is much like what real-world scientists do when they publish their findings and present them in a scientific journal or at a conference of colleagues.  In order to create such a document, student scientists need to keep "field notes" (much like a diary) along the way.  These notes would also be a form of assessment, as I as instructor, would ask to see the progress of their learning through a scheduled submission of these notes for my comments, questions, and encouragement.

By no means would this essay be the sole assessment piece asked for, however, it would serve as a cornerstone of understanding as we neared the end of our class.  Early on, students would be asked to formulate and publish definitions (in their own words) for biodiversity and sustainability.  Research into these topics with the published definitions would then become a launching pad for delving into the rest of the course as they are key to understanding everything else.

EDUC250--LMS Features

This week we were asked to describe our ideal LMS, research one LMS from a given list, then add the findings to a class spreadsheet comparing it to Blackboard.  My "stab in the dark" description of an ideal LMS, although elementarily represented, turned out to be quite similar to the one I researched (KEWL).  My description was posted before I did any research, so I was quite surprised at how they actually jibed!

With the LMS research in mind as well as having navigated around Blackboard for nearly six weeks now, I think I can say that all of the features of BB are useful, but the discussion portion, email and question lounge, the resource button, and the learning module buttons have been most useful to me.  What features might be missing?  I would like to see a built in video and audio system so that course participants could "face" one another while chatting, emailing, or discussing a post (provided the posts were happening in synchronous time).  I realize there are web tools (software) for doing just what I have described but they are not embedded within Blackboard for use in our Course.  I guess I'm just a hopeless extrovert who enjoys face-to-face connection with my classmates and instructors!

Module 5, EDUC251

After looking at the collaborative document of suggested portfolio activities our class is creating, I decided to add a photo gallery to my Course Framework (Biodiversity, Sustainability and the Galapagos Islands).  The uploaded photos are illustrative of the diverse flora and fauna I photographed on a trip to that marvelous outpost of biodiversity.  In so doing, I think they add to the interest and understanding of the outcomes I wish students to glean.

Using a still photo gallery or video gallery with an accompanying Voice Thread, would be an ideal way to showcase student learning in any online course.  It could be a collaborative gallery showing examples of student work or students themselves engaging in the learning tasks of the course.  Perhaps each would be asked to "teach" a concept to others in the online course and using video, stills, and/or voice threads, draw the learning community together through the power of these online tools.

According to Boettcher's Ten Best Practices for Teaching Online, BP 4, 5, and 9 (pg. 37) would be met simply by adding an activity with pictures as suggested above.  While in the Early Middle of a course, learning tips 8, and 10 (pg. 117) would also be satisfied using this strategy.  I'm excited to think ahead about structuring a course using these BP's and tips.  Hopefully, the CMS  I might be using would be a platform which easily supports the use of video and audio in the learning modules.

Trends in eLearning

This week in EDUC250, we did some reading about local and national trends in eLearing and how these affected us in our schools or communities.  We posted our comments to the class discussion board followed by some deeper thinking about which trend resonated most with us as individuals and why.  I got caught up in an OSPI website link about the increase in online learning among middle and high school students and how parents might understand what online learning is so that they could evaluate available programs for their students.  Apparently, there has been an enormous increase in the numbers of students selecting online learning, not only locally and nationally, but internationally as well.  Reasons for this trend range from being a boon for students who might be slower workers (they can work at their own pace without fear of falling further behind) to convenience for a variety of personal schedules, to offering an unlimited chance for gifted learners to study whatever they might be interested in at an accelerated pace.  Often, students don't live in proximity to the best teachers for their subject matter interests as in the case of language study--a school may offer only German and Spanish whereas the student might wish to become proficient in Swahili.  Finding an online class taught by a native speaker thousands of miles away from the student's home offers a convenient and low cost option not available in any other way.

As an online student for the first time in my long career as both student and teacher, I find this trend fascinating because it changes the world of teaching for me, opening new doors for a new career in a direction I had never imagined!

Biodiversity, Sustainability, and the Galapagos Islands

In thinking about a topic and framework for an online course, I feel compelled to create something that speaks to my primary learning love: Science.  My own trip to the Galapagos Islands will provide the setting for what I hope will be a set of lessons allowing students to problem solve as real-world scientists would.  Prior to engaging in any research or collaborative activities, students will need to explore some questions giving a focus to their thinking.  These are: 1) Is biodiversity key to sustainable conservation practices on Earth?  2) Do we as inhabitants of Planet Earth have a responsibility to ensure that biodiversity continues to flourish around the planet?  If so, how can sustainable living practices contribute to this responsibility?  3) What are the elements of biodiversity and sustainability?

When the lessons are complete, students should emerge with two enduring understandings or key ideas.  These are:

• Sustainability practices directly affect a culture, its economy, and its natural habitat.
• The extent of biodiversity in a given region directly affects the health of that region relative to its economy and natural habitat.

Needs of 21st Century Learners

The Age of Digital Learning--that is what the 21st Century IS.  No longer are students confined to "a" desk in "a" classroom with a blackboard and a teacher in front.  Instead, many classrooms have become living, breathing digital labs with students interacting online using Wikis, simulation software, collaborative document tools, video, and audio tools, and the occasional face to face discussion.  This exciting new world of education has opened multiple possibilities for engaging learners as never before.  In the "old days", students were often bored, unruly, slow to complete assignments, etc. but now are more tuned in because teachers are integrating digital tools into their assignments. How better to thoroughly engage in learning than using tools with which you are so familiar.  Today's students are known as "digital natives" because they are born into a world in which technology is the norm, not the exception.  Practically from birth,  kids are operating computers, cell phones, video games and the like!

As a teacher with a foot in both worlds (20th and 21st Centuries),  I find this new one to be ever more exciting, filled with endless possibilities for creativity, collaboration, real-world problem solving, and discovery; all tasks 21st Century learners need.  However, there are times when I long for the good old "hands-on" techniques for teaching a piece of literature or engaging in a collaborative science experiment with all of its sounds of clanking equipment, conversation, and lab smells!

If I am to meet the learning needs of my 21st Century students, I too, must become a 21st Century learner!  Engaging in my eLearning classwork has opened this world to me with a new set of "hands-on" techniques!  For these, I am truly grateful.

Collaborative Process and Google Presents

Collaborating online was an exciting learning experience for me, yet I entered into it with a bit of trepidation, mostly because the tool we were asked to use (Google Presents) was new to me.  Having made only a few Power Points in the past, I was eager to discover how this format compared.  It became apparent quite quickly that Google Presents was both similar and easier to use because the options were more limited than those of PP.  What made it truly unique, though, was the ability to work simultaneously with another to create a product reflecting both of our contributions!  

My partner and I used our cell phones and Google Presents simultaneously.  That way we were able to clearly communicate our ideas and editing suggestions.  I was enchanted with seeing new text appear on the screen  as my partner typed--it had the appearance of "magic"!  Likewise, I imagine she was enchanted with the "arrival" of images as I uploaded pictures from my Galapagos Islands trip that added both color and a "beach theme" we wanted to feature.  The give and take process of discussion and decision making regarding color scheme and wording was terrific.  Never before have I engaged in developing a  collaborative project without once making eye contact with my classmate!  What a perfect method to learn first hand how digital tools and learning have changed and expanded the world of education.  I'm thrilled to know that Google Presents is now part of my "teacher bag of tricks"--it will definitely become an integral  piece of future assignments with my students!

Completing our project took several collaborative hours as well as several solitary hours, yet what fun to  view the finished product, congratulating one another for our successful accomplishment!

Cognitive Presence

Past learning experiences and face-to-face interaction with colleagues and other peers had a "consciousness" about it--I/they was/were aware of my intellectual capabilities as well as what new ideas I was putting forth for the task at hand, yet I never considered this to be a "cognitive presence", it was simply MY presence and all that encompassed.  Now, I understand that this same type of "presence" exists in my virtual life online, although in a more concrete fashion, i.e, words and ideas on a page.  This is a brand new way of thinking for me as previously I only used a computer for email, research, and writing docs to be printed!

With the advent of my eLearning classes this Winter Quarter, I'm gaining skills that will assist me in attaining my twin goals of becoming an online instructor and writing curriculum for possible use by other instructors.  Definitely I need much more practice to develop these skills and the easy confidence I believe is necessary for actualizing these goals, yet I'm slowly inching forward.

Connecting with peers is easier for me in person but I am enjoying "meeting" my classmates on line through their words.  I hope/plan to increase my interaction with them as the Quarter progresses.  I'm not overly concerned about any of the academic or social expectations of the course, but thinking about my structuring my Google Profile did give me a bit of hesitation as I toyed with the idea of being so "available and visible" to people out there beyond the privacy settings I establish.

Social Bookmarking

Diigo, the new tool I'm using in both EDUC250/251 is spectacular.  It offers a way for me to connect with colleagues and classmates to share, discuss, and digest educational materials, articles, and ideas.  I have been moderately active on this site for my 251 class by sharing links, ideas, and comments regarding other peoples' posts and can readily see how it applies to the future design of courses I might teach.  A minor disadvantage to using this site is that sometimes the feedback from other readers is not speedy and sometimes others do not choose to comment, perhaps because they did not read an article that I posted.  In a classroom--traditional or online--it would be important to set some type of  time parameter so that interactive assignments dependent on exchange between students using Diigo would foster timely forward movement of the assignment.

In short, this program offers a wealth of opportunity as well as excellent tools that foster online sharing with colleagues and students!  I plan to continue exploring options for its use.

Ahhh. . .Learning. . . . !

I've been thinking about my thinking (meta-cognition) all week.  That stream of consciousness tells me the plethora of new learning I've been exposed to is beginning to make sense.  Reading and sharing posts on Diigo, especially those about 21st Century Skills and Imagination/Play have challenged me in new ways.  I am oh, so aware that in order to transition from my old classroom ways of teaching into new on-line classroom ways of teaching is going to take some hard work.  An ease and familiarity with new technological tools and methods is required.  My motivation is high as I seek to accomplish this goal by interacting with my classmates and instructors.  Their inspiration and leadership are definitely nudging me toward a new level of expertise, although increased time on task is required.  How wonderful to know there is a world of knowledge, new concepts, questions, and perhaps some answers as well, available "out there" through the borders of my computer screen.  It's odd to think that all of it is accessible with just a few clicks!  Yet from time to time, I feel the need to touch base face to face with colleagues, soliciting their perspectives on this 21st Century way of learning.  Such a meeting took place just the other day--it was refreshing to see the eyes and body language of my classmate as we discussed some of the reading each of us had been doing.  Now, when I log in to our discussion boards, it is easier to "hear" her voice as I read her words.  The "connection" has been made!

I look forward to discovering what my "voice" will "sound" like as I participate in the collaborative project module coming up.  I'm eager to see how well my current thinking and past successful classroom strategies will translate into the new on-line classroom format.

eLearning So Far. . . January 14

I have been enjoying all of the learning module tasks assigned by my teachers these past weeks but I have felt a bit frustrated when an assignment calls for group interaction and other students have not posted something to interact with in time to fully complete an assignment prior to its due date.

It's pretty exciting to know that I have Diigo, Blog, and Wiki accounts because just a few short weeks ago, I knew nothing about these.  Practicing with them over time will help me to feel more at ease using them.