Resources

Articles


Barker, Dr. K., 2002. Canadian Recommended E-­‐learning Guidelines (CanREGs). FuturEd and CACE (Canadian Association for Community Education). Vancouver, Canada.  
http://www.futured.com/pdf/CanREGs%20Eng.pdf

quality guidelines- http://er.educause.edu/~/media/files/article-downloads/eqm0635.pdf

Activities

Virtual icebreaker games- https://sites.google.com/site/onlineteachingstrategies/virtualicebreakers

Tools

https://sites.google.com/a/boisestate.edu/cooltools/assistive-technology

Free Storytelling link
https://elearningindustry.com/18-free-digital-storytelling-tools-for-teachers-and-students


Concept Maps Free tool link
http://www.educatorstechnology.com/2012/06/18-free-mind-mapping-tools-for-teachers.html

Websites

https://prezi.com

https://quizlet.com

https://www.wikispaces.com

Summarizing my online learning

The development of an effective online course

            The way to develop an effective online course is to understand the learner takes on more responsibility in their learning. The instructor becomes a mentor to the online learner. The online community built does take more effort as the instructor orchestrates this now. Conrad and Donaldson state “planning and utilizing activities that assist a learner in moving through the developmental phases of engaged learning ensures that learners are motivated and able to successfully interact and collaborate in an online learning environment and eventually engage in independent knowledge building (Conrad & Donaldson, 2011, p. 14). This is very encouraging because it shares the fundamental plan to help learners share and be involved in their learning.

My online learning experience

            The difference of being in class to online is a lot. As the students find ways to feel unattached to the people online then the content of the course. It is the drive and goals that help students understand the growth of change to an online student is at their reach. Or not if they choose to feel discouraged that they do not complete the course online. This frustration is and was a big issue for me, as I felt discouraged of myself. It took an understanding that it was up to me and all my excuses to get motivated. This internal lesson changed me to understand there is a way to be successful and that was to recognize my weaknesses and take hold of my time.

            I would like to address the issue of knowing how difficult it is to not feel discouraged. I think to acknowledge this in the online course and then resolve any issues that may occur will be another journey of trying to find activities that may help online learners. I think for now it would be to see if a personal email to students at the first quarter point might be beneficial to see how they are feeling with the workload.

            The workload of the online course will have to be thought out. If the course is not balanced with the amount of work needed to finish a course it feels like the little assignments become rationalized. Students will ‘gamble’ to themselves and ask ‘do I need to hand this in it is only 5%?’ That is one of my goals is to ensure students are getting the information and course objectives with the assigned activities and assignments.   

      

Insights about online learning experience

            I have gained the knowledge that an effective online course has to follow a quality guideline as you do for an in class course. The public gains so much access to information online that the importance of ensuring you are producing and executing an effective online course is the main goal of an online instructor.

            The learner needs to have various tech tools to help interpret information which acknowledges there is many ways a learner can receive information As this is the case for the way you deliver different methods of teaching for the different learners.

Application to the online course

            There are necessary phases needed to create an effective online course. The “Phases of Engagement 1 to 4” (Conrad & Donaldson, 2011, p. 9) are laid out such as the expectation of joining in on the online community, working in groups then moving ahead to the tasks at hand is now incorporated in the online format. They are active knowledge generators who assume responsibility for constructing and managing their own learning experience (Conrad & Donaldson, 2011, p. 5). The student’s role has changed in many ways and as instructors we have to access the growing pains of working in a new format. To ask the questions of comfort level and addressing different learners and generations to work through the information and course in order to have all students more involved in their online learning. The guidelines provided in this course have given me an understanding the necessary steps and tools needed to develop an effective online course.

References

Conrad, R. & Donaldson, (2011). Engaging the Online Learner: activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-­‐Bass.

10 best practices for eLearning

Best practice 1 

"Be present at the course site. I would like to be available to the students." This will be indicated with a recorded welcome video using 'Screen-O-Matic' and written information of my contact information and availability. 

Best practice 2 

"Create a supportive online course community." There would be an icebreaker activity. Also an area where fellow students can have discussions such as a 'water cooler' area. 

Best practice 3 

"Develop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time students should be working on the course each week." (Boettcher & Conrad, pg. 36, 2010) Having these quality guidelines will ensure the students to best reach you and their partners. Let the students set up meetings with each other and ensure they know the deadline of each assignment with a course outline assignment schedule.

Best practice 4 

"Use a variety of large group small group, and individual work experiences." (Boettcher & Conrad, pg. 36, 2010) Once the ice breaker(s) have been completed and the students know the process of communicating and interacting will be with partners and small group work. Can have partners work on a project using 'Wikispaces' or 'Prezi'. There would be an assignment rubric which indicates which tasks such as pre reading in textbooks, chapter available to read for the students. I would give examples of tech tools they may use in order for the students to know that their expectations are. 

Best practice 5 

"Use synchronous and asynchronous activities." (Boettcher & Conrad, pg. 36, 2010). 

This activity which students can participate in (different log in times) asynchronous activity is “IRA’s (Insights, Resource Sharing and Applications” (Conrad & Donaldson, 2011, pg. 88) Instructions for this activity are to; "Start this activity before a case scenario. Post an IRA in a discussion board. The Insight section you create bullet points from the reading (approx. one sentence each). This is your insight. Grab them during your readings and be prepared to summarize them briefly on the discussion board. Share one other resource that amplifies themes form the assigned reading. Cite your Resource using APA give one more than one or two sentences about how this resource is relevant to the assigned readings and discussion. Then for the Application provide a one-paragraph example form current clinical or past experience. This captures your thoughts about how the reading is related to something that is currently happening or something from your clinical past. Does the reading validate your insights about a particular event or situation help to clarify what a different approach may have looked like?" (Conrad & Donaldson, 2011, pg. 88) The activity enables students to learn and share material and their thoughts of the knowledge. “The ability to critically think, evaluate and share perception.” (Conrad & Donaldson, 2011, pg. 90) The students are actively learning and sharing insights for this activity.  

Best practice 6 

"Ask for informal feedback early in the term." (Boettcher & Conrad, pg. 36, 2010) A check in activity can be completed in a form of an email or multiple question style survey. 

Best practice 7 

"Prepare discussion posts that invite responses, questions, discussions and reflections." (Boettcher & Conrad, pg. 36, 2010) An activity "I didn't know that." (Conrad & Donaldson, 2011, pg.87) The instructors will get students to add to a "discussion thread where you post something new that you've learned this week, either from another student, from the text or from class discussions. Indicate how you will use the new information."(Conrad & Donaldson, 2011, pg.87) This brings the student to reflect on the course material but most importantly is the critical thought of what they will do with the information. 

Best practice 8 

"Search out and use content resources that are available in digital format if possible." (Boettcher & Conrad, pg. 36, 2010) Contact your library resources, as there may be online resources available to use in online courses. There are copyright guidelines to ensure there are no copyright infringements in your online course. Below is the Canadian government site, which give you the basics of copyright. 

http://www.cipo.ic.gc.ca/eic/site/cipoInternet-Internetopic.nsf/eng/h_wr02281.html 

Also here is an article about copyright in online courses; Copyright Issues in Online Courses: A moment in Time from Athabasca University written by Lori-Ann Claerhout. http://cde.athabascau.ca/online_book/ch9.html 

Best practice 9 

"Combine core concept learning with customized and personalized learning." (Boettcher & Conrad, pg. 36, 2010) A reflective paper on what was learned and how will you use the information in your life. 

Best practice 10 

"Plan a good closing and wrap activity for the course." (Boettcher & Conrad, pg. 36, 2010) Can ask the students what were the key highlights and frustrations with examples.


References

Boettcher, J. & Conrad, R. (2010). The online teaching survival guide: simple and 

practical pedagogical tips. San Francisco: Jossey-Bass.


Canadian Intellectual Property Office. (2015). A guide to copyright. Retrieved from http://www.cipo.ic.gc.ca/eic/site/cipoInternet-Internetopic.nsf/eng/h_wr02281.html 


Claerhout, Lori-Ann, (2004). Copyright Issues in Online Courses: A moment in Time. Athabasca University. Retrieved from http://cde.athabascau.ca/online_book/ch9.html

ePortfolio

A summary of ePortfolios

I think the use of an ePortfolio tool can showcase the learner’s reflections, help organize some research, projects and displays artefacts. Artefacts It can also be a place where you can store information. As ePortfolio’s have the capability of targeting your growth such as writing skills you see the writing getting stronger as time progresses. Goals can be identified then in later submissions the goals can be accomplished. “Learners are able to best engage with curriculum when they are able to record their own progress, self-assess against learning outcomes and reflect critically upon their development over time. This approach provides students with the opportunity to become stakeholders in their own progress and also provides an environment for deep learning to occur.” (Pelliccione & Dixone, 2008, pg. 751-752) There is a shift to learning as it is just as essential to reflect and take ownership of what student’s are learning. Such as what will they do with the information given? There is a depth to the content when they are asked how have you internally changed from reading the content of the curriculum. “ePortfolios shift the focus of the traditional higher education paradigm as students are encouraged to take responsibility for what and how they learn.” (Pelliccione & Dixone, 2008, pg. 752)

The ePortfolio can be created in tech tools such as PowerPoint. This digital display of a learner’s progression is an achievement in accessing discussions in a more active manner. “An ePortfolio approach that spans a course of study and beyond to a professional setting allows participants to originate and maintain ‘conversations’ about their learning and by doing so they become active in formative assessment rather than passive receivers of graded results.”(Pelliccione & Dixone, 2008, pg. 752) The students take ownership of what is written and shared on their ePortfolio so this ensures an active participation in their learning rather a static one-sided interaction of learning.

ePortfolios in curriculum

           

I think there is a use for ePortfolios as people are posting their status on social media this is a way of presenting student’s self/peer assessments, projects, multi media links and etc. This will allow student engagement using a digital forum. “Each activity builds upon other tasks so that over time a personal learning resource is achieved. The resource, such as a portfolio can be used to validate the extent of student engagement with the learning outcomes and it can also serve as a form of summative assessment prior to the completion of each unit of study, course, as a pathway to graduation and also as an ongoing professional tool once engaged in the workplace for the purposes of appraisals, assessments and revalidation/accreditation.” (Pelliccione & Dixone, 2008, pg. 752) The ePortfolio is a use of tracking student’s self-progression from school to that person who is striving for growth.

The value in creating a personal teaching ePortfolio

           

The ePortfolio offers the student to engage in their journey of learning. This is documented through the ePortfolio with the activities assigned by the instructor. “Each activity builds upon other tasks so that over time a personal learning resource is achieved. The resource, such as a portfolio can be used to validate the extent of student engagement with the learning outcomes and it can also serve as a form of summative assessment prior to the completion of each unit of study, course, as a pathway to graduation and also as an ongoing professional tool once engaged in the workplace for the purposes of appraisals, assessments and revalidation/accreditation.” (Pelliccione & Dixone, 2008, pg. 752) Therefore it is the student; who then continually prepares their ePortfolio. The Assessment Toolkit Assessing with ePortfolios article states, “ePortfolios are planned and compiled by the owner (students) rather than by the educator.” (2015, para. 1) Here the student may need to recognize this may take time to develop their personal teaching ePortfolio.
Remember to discuss/address the topic plagiarism with the students as addressed in Joanne Reid's rubric for the ePortfolio activity module for Vancouver Community College Certificate in Online/eLearning. My instructor states "discussing the implications of plagiarism and illustrating the importance with examples" (Reid, 2016, para. 2) There is a need to discuss this important topic especially when student's have so much access to information. 

The artifacts I would use in an ePortfolio

I like the idea of having a number of artefacts in the ePortfolio.  ePortfolio’s can have a “variety of media – text, video, digital stories, websites, animation.” (Pelliccione & Dixone, 2008, pg. 754) ‘Screencast-O-Matic’ and ‘YouTube’ would be good artefacts to record video. These easy to use and uploaded videos to an ePortfolio can be helpful in the learning process. It also brings a dynamic to the different learning styles. I would like to use ‘Prezi’ to showcase a way to express a concept that has been learned. The progression of the zoom feature adds an element to a project. The choice of so many tools available it is important to remember not to have artefacts that are distracting for the user to use and their audience. 

References

Pelliccione l., Dixone, K. (2008) Portfolios: Beyond assessment to empowerment in 
the learning landscape. Conference proceedings Ascilite 2008. Retrieved from 
http://www.ascilite.org/conferences/melbourne08/procs/pelliccione.pdf

Reid, Joanne. (2016) Complete ePortfolio activity. www.vcc.ca. Retrieved from 

http://moodle.vcc.ca/mod/page/view.php?id=319344&inpopup=1 

(2015) Assessment Toolkit Assessing with ePortfolios. unsw.edu.au. Retrieved from https://teaching.unsw.edu.au/printpdf/535