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!