In reality, learning content and skills development will often be integrated in any learning process. Nevertheless, when deciding on technology use, it is useful to make a distinction between content and skills. –Teaching in a Digital Age, Tony Bates
As I pondered this weeks readings along side my impending group project as well as my final reflection, there are many questions swirling around in my head about what the most appropriate tool for the jobs are. Additionally, it is important to consider the things I am trying to convey, and what I will need to learn to effectively utilize the tool(s) I choose and to develop the content I require.
Some other things I had to consider when I was choosing the tool this week, was what would I do if I was creating an online course in a low bandwidth situation? I did some reading, and I found this article, which seemed to indicate that an audio file requires less bandwidth than video. This was something I hadn’t previously thought about but does seem like a good option if there are issues (I’m thinking for rural areas) with the bandwidth availability.
I found Audacity and assumed it was for creating pod-casts. Pod-casts have never appealed to me before, I understand the concept, but I guess for me as a listener, radio has always been sufficient. As a creator, I’ve always thought “Why make a recording, when I could make a video?” Now I see that there are logical applications for pod-casts. That being said, Audacity can be used for so much more… it is a audio editing platform that has applications in education, music, as well as pod casts (and probably many more things I haven’t considered).
For this reason, deeper understanding of a concept or an idea is often the result of the integration of content derived from a variety of media sources (Mayer, 2009). Teaching in a Digital Age, Tony Bates
Although I used to turn my back on Audio creation formats, I can now see that for course creation, there is definitely a place to include such things. As well, if we are considering this from a student-developed thing, it would be user friendly, and give them another outlet to create and learn within.
As I mentioned in my recording, there are countless how to videos available online to teach all of the specific ranges of this tool (and I would argue their production quality is much better than mine!) Have a watch, and see how easy this tool is to use:
Ok, I confess, I am *slightly* side-stepping the blog prompt, but in fairness, the readings this week worked to have me question the direction we were running with this project!
The Learning Management System. The LMS. Or in the UK, the VLE. The Virtual Learning Environment.
Even though the latter sounds much less foreboding and controlling than the former, I confess: it makes no difference. I am not a fan. –Audrey Waters
I was somewhat relieved to discover that classmates Logan and Stephanie were also questioning the role of LMS because of the Waters post, as well as their own experiences with classes that utilized LMSes.
As someone who has taken MOOCs, online classes through LMS, and online classes without an LMS, I reflected about this passage from Audrey. I came to realize…as a student, I do not enjoy courses run through LMS. For me, courses run on LMS at times felt contrived, limiting, and inauthentic. Word limitations, forced amount of responses, it can came across as dutiful and a work load to be ‘checked off’.
How education worked offline translated into how courses would work online. What a course looked like. How a course, and the knowledge that was generated and shared therein, began and ended in conjunction with the academic calendar. How each course is a separate entity — one instructor and a roster — hermetically sealed in a walled off online space, much like a walled off classroom. –Audrey Waters
After reading this portion of what Audrey had to say, it had me considering…is this why I dislike learning through LMSes? Do young learners feel this way when faced with an LMS space? Lastly, if we use an LMS does that mean we our limiting ourselves to ‘Substitution’ level tasks?
So, where does that leave my group on this prototype project? Well, our ‘starting point’ is considering our learners (Grade 2 students). As much as I dislike LMS as a motivated, adult learner, and even though I prefer learning in an Open Ed format, I tend to think it is more successful with motivated learners who can maneuver the internet (and alternative facts) independently.
There is something to be said for Gradual release of responsibility in this instance, and I don’t know that I can immediately and confidently unleash grade 2s into the vast world wide web. Nicole and I have perhaps found a ‘loop-hole’ and would like to try and work with what we are calling a pseudo-LMS system, Weebly (if you are interested, you can find out more on Nicole’s thoughts about the program here).
After consultation with our PLN last week, we spent time playing with a few platforms and discovered Weebly is user-friendly (read: easy to set up and organize), has an option to add student accounts (which would allow for a blog/page option) AND does not require student users (in the teachers accounts) to be 13 or over in their terms and conditions. This service also gives us the ability to have students accounts public or private, it will allow us to embed items from 3rd party sites, additionally, if you are comfortable with the themes available, this can be done for free!
Have you used Weebly before? What grade(s) have you tried it with? Any tips/tricks you can share?
To me, learning about how to develop an online/blended course is an essential skill for educators these days. However, as an Elementary specialist, how does this fit? How do we merge the need to present authentic technology learning tasks to our students, while overcoming and bypassing the road blocks that exist?
When signing up for this course, I knew it was out of my comfort zone. I mean not MY comfort zone – 70% of my Master’s classes have been done in an online or blended format. Then I read the following:
This suggests that fully online courses are more suitable for more experienced students with a strong motivation to take such courses because of the impact they have on their quality of life. In general, online students need more self-discipline in studying and a greater motivation to study to succeed. Tony Bates chapter (Teaching in a Digital Age)
This had me thinking: As an adult, the online format is easier for me to balance my life, and it also works for me because I’m a motivated learner – does the same hold true for our ‘youngest’ learners?
Additionally, I have to say, taking an online course and creating an online course are NOT the same thing. So this task, in my K-8 realm is goes beyond of my current skill set and my personal comfort zone (it’s all new to me)!
Thankfully, this is where the wonderful and capable Nicole Reeve comes in! She has got ideas, and is keeping me focused (I’ve been known to ‘see a squirrel or two’ when it comes to planning – in my defense I work with upwards of 400 kids and staff members in a day… I digress).
Nicole and I have decided to work together on this project and we are going to try focusing our module ‘where we are’. That led us to Grade 2 Science: Liquids and Solids . We are currently considering this a blended learning experience. I am happier about this project now that we have an idea guiding us.
Liquids and solids was an ideal place to start in my mind because we are able to execute experiments within this unit. In my opinion, this can allow for a balance of online/technology experiences as well as hands on experiences that our students can share using some (potentially) new technology skills. Working to essentially ‘get our feet wet’ through blended learning in Grade 2.
Additionally, Nicole and I have begun researching Learning Management Systems. There are many things to consider when teaching online such as: does it offer public and private settings? What are the costs associated with the LMS and is it feasible to purchase one? How will the assessment occur within the LMS? Additionally in choosing an LMS we need to consider if it is a platform a grade 2 student can access independently. After searching some LMS programs that geared toward K-12 learning, we have a few names, but haven’t chosen a ‘winner’. What are some user friendly Learning Management systems you have tried?
That’s it for my tangible progress this week, now Nicole and I have got platforms to explore, and a lot of things to consider before we are able to move forward!
One more piece from the readings this week that had me thinking this week, and I just wanted to finish up on this note as something that I’ve been considering alongside blended learning:
Personal learning is like shopping at a grocery store. You need to assemble the ingredients yourself and create your own meals. It’s harder, but it’s a lot cheaper, and you can have an endless variety of meals. Sure, you might not get the best meals possible, but you control the experience, and you control the outcome.
Ultimately, if people are to become effective learners, they need to be able to learn on their own. They need to be able to find the resources they need, assemble their own curriculum, and forge their own learning path. They will not be able to rely on education providers, because their needs are too many and too varied. Stephen Downes post
Hi! My name is Amy Singh, I am a Teacher-Librarian in Regina, and have been for about 7 years now. As a teacher, I’m passionate about reading, literacy and of course, technology!
Three goals that I have for myself in this class are:
Gain a better understanding of what goes into developing online courses
Connect with and learn from new people within our class (aka grow my PLN especially on Twitter)
(and I’m sorry, cause I have to say it) Finish the class and finish my Masters!
As far as what I will be spending my time on when I have completed my program…
I will definitely be spending some more time with these folks! The smallest in this picture starts kindergarten in the fall and his sister will be in grade 4 at that time, so I’m going to relish in spending some more serious quality time with them before I blink and they are literally all grown up! I’ve been hanging out with the other guy in the picture for about 17 years now (right now I hope you’re thinking, “I didn’t think she was that old”… we met in high school), but I think I’d also like to make some more time for the person who helped me manage it all!
Very excited to get this semester going with some wonderful people!
Well, that seems to be another semester in the books! Although there has not been another semester quite like it for me – I can now say that I survived a full time job, parenting /family-ing, and two classes! (A feat, that I am quite sure I never would have accomplished without the support and understanding of my family, friends and colleagues)!
As in previous semesters, I challenged myself to complete a Summary of Learning outside of my comfort zone, and therefore I found a new tool to test out!
Puppet Pals is a digital storytelling tool that is quite user friendly (both of my children 4 & 8, were able to create stories). I liked the concept of creating a puppet show – and was able to purchase “full access” to the app for $8. I was slightly disappointed because I thought I would be able to insert other objects into the show (pictures of items I was discussing), but I was limited to characters and vehicles. There was some flexibility and customization available for the characters (which was fun to play with), but the types of scenes immediately available were also limited. Over all – great tool that could be implemented in a classroom! I digress…
Please have a look at what I was able to create!
In the video I mentioned The Animal School by George Reavis – this is one place I wished Puppet Pals allowed for multi-media interaction (or at least would allow me to add outside objects into the platform). If you have not heard of this story, I encourage you to watch the video version of it below. I first heard this story in my Undergrad classes, and it greatly impacted my personal teaching beliefs – and it still holds true!
Finally, I wanted to provide an update on the Maker-spaces/coding project I am working on for my school. I will be starting a Technology club this week, which will involve pre-coding and beginning coding tasks. Following the winter break, I plan to implement a couple of ‘Maker’ afternoons with stations ranging from Lego building, cardboard design, hour of code activities, a knitting station, and sphero courses. Additionally, I made a connection through a colleague, and may have an ‘expert’ (someone who codes, and develops apps for a living) who may be coming to our school to assist me in this endeavor!
I plan to start coding activities using Incredibox, once students are comfortable in that space, Daisy the Dinosaur is a great app to start with, Lightbot is another free site students can practice on, there is also Code which has countless variety of coding opportunities!
If you have any experience teaching students coding, I would love any input or feedback you have to offer! If nothing else, I will try, I will learn from this, and I will do better next time!
Thanks for a great semester everyone – I’ve enjoyed learning from and with you.
How does one virtually augment their students reality in education?
This week, the ‘two man show'(Logan and Bill) did a fantastic job presenting and getting me to consider Augmented Reality and Virtual Reality, something that’s been on the outermost edge of my peripherals (I mean, I knew it was there -who hasn’t seen Back to the Future?)
While reading Reede and Baliff‘s article this week, I found myself questioning, if virtual reality has been around and a possibility since about the 1950s, why has it just stayed on the ‘outskirts’ of the technology world? Why is it just now starting to make strides in the Ed tech world? And what are the implications of bringing this type of technology into the classroom?
One of the biggest things that concerns me, echoes Erin’s worry this week: Who is being left behind when we move toward implementing these technological advances? We know that a digital divide exists – so how can we effectively pursue these advances, if we do nothing to address the gap that exists?
One of the promising aspects of incorporating AR and VR within classrooms, is that there is potential for real-life problem solving to occur:
One of the major criticisms of instruction today is the low rate of far-transfer generated by presentational instruction. Even students who excel in educational settings often are unable to apply what they have learned to similar real-world contexts. The potential advantage of immersive interfaces for situated learning is that their simulation of real-world problems and contexts means that students must attain only near-transfer to achieve preparation for future learning –Dunleavy and Dede
That being said, I still question (and have been struggling with) how to appropriately scaffold the skills necessary to utilize this technology (including things like maker-spaces and coding), because, if I am implementing these things, my students are going to come with a wide skill set (from those who need to learn how to appropriately log into various devices, to those who are already able to execute these skills independently)?
Finally, after looking into VR and AR a little further, even though I’m questioning why it has taken so long to become prevalent, I found this TedTalk, which had me thinking a little more globally, and positively about the potential for growth in these tools.
It was this video, and the following quote from our readings this week, that have me thinking that perhaps we can aspire teach some higher level things with these tools after all.
Knowledge is embedded in the setting in which it is used; learning involves mastering authentic tasks in meaningful, realistic situations (Lave & Wenger, 1991). Learners build personal interpretations of reality based on experiences and interactions with others, creating novel and situation specific understandings. Dunleavy and Dede