Final Reflection

I have finished creating my learning object and will present a summary of my reflections in this post.

Personal Learning and Reflections

This project required me to use a variety of digital learning tools to teach a topic.  I chose Presentation Skills, which is a non-technical topic and built an online course on WordPress.

1. Project Plan

The project plan was the first requirement for the course and in it, I described my course content, the digital learning tools I would use and a prototype of the course site.  I felt that the plan is the most important part of the project as it provided me with an overview of what needed to be done and was a constant source of reference throughout the development of the project.

2. Course Content

As my topic of choice is one that is non-technical, I found it challenging to build a course that would offer a lot of interactivity as is normally expected from a digital learning course.  Right from the start, I was aware that a topic like this would require the learner to do a fair amount of reading to cover the course material and I attempted to keep the text content brief and concise.  Fortunately, with topics like body language and use of powerpoint, I was able to use videos and slideshare presentations to aid in teaching these topics.  

3. DLT Tools

Through this project, I learned to use a variety of digital tools, which at first glance I would have not thought could be used for teaching purposes.  Apart from Qzzr and Powerpoint, I found that using WordPress, Slideshare and Google Docs to deliver an online course is a novel idea, at least for me.

Overall, I would rate my learning experiences in this project as highly positive.  The knowledge that I gained would definitely benefit me in developing future projects or training courses of a similar nature.

Ethical and Accessibility Issues

As per the statement of authenticity, I acknowledged that the entire course is my own work and all sources will be referenced.

In addition to the statement of authenticity, I added a statement at the bottom of every page that should a visitor discover any copyright infringement, I should be notified and will remove the offending content immediately.

The course site is freely available to the public and I have made myself contactable through the site should the need arise.

Technology and Technical Learning

Here is a map of all digital technologies involved in the course and the assignments.

The entire course was built on the free version of Wordpress.  Although the free version of WordPress has many limitations, I was able to embed videos from Youtube and Powerpoint presentations uploaded onto Slideshare onto the course pages.  Assessments are in the form of quizes created in Qzzr. Due to WordPress's limitations, I had to create a link to the Qzzr quiz page where ideally, I would have preferred to embed the quiz into the course page itself so the learner need not navigate away from the course site.  I personally found Wordpress's interface not very user-friendly and would not suit those with little technical experience.

The final assessment required learners to video record their presentation, upload it to Youtube, insert a link to their video in a Google Docs page and comment on another course mate's video.  This assessment serves to reinforce one of the concepts taught in the course about being receptive to feedback and I feel, does make use of a variety of DLTs.

As mentioned in the first part, although the subject matter of the topic is highly non-technical and does not provide for much interactivity, I am quite satisfied that I was able to incorporate a variety of digital learning tools to assist in achieving the learning objectives.  

Where hosting course content and the assessments are concerned, the use of cloud tools like WordPress, Slideshare and Youtube and the quality of smartphone cameras improving each year, ensure some form of "future-proofing" for the course.   

Teaching and Learning Effectiveness

Where pedagogy is concerned, this course adopts a modular-based approach with mini quiz-based assessments in between and a final project-based assessment at the end.  The modular-based approach seeks to start the learner with foundational topics culminating in the final topic which incorporates all foundational elements.  The project-based pedagogical approach states that learners learn best by doing and it is with this in mind that I designed the final assessment for learners to create their own videoed presentations followed by giving feedback to their fellow learners' videos based on the concepts they learned in the course. This I believe, is an effective way to reinforce and put into practice what has been learnt in the course.

Project Proposal

In my proposal, I mentioned that I would cover five topics in the course.  I decided to remove one (Impromptu speaking) as I felt it should be taught as a separate topic on its own and I would not be able to incorporate it into the final topic as I could with the other three.

The site was created in WordPress with changes in the template shown in the proposal.  Instead of OnlineQuizCreator, I decided to use Qzzr for the multi-choice assessments.  The course followed the modular format and the format of the final assessment kept to the proposal.  

Possible Improvements and Future Extensions

I could probably make Technical Presentation Skills a sub topic of a main course "Presentation Skills for Students" and include more sub-topics into this bigger course.  The site could also be a free introductory course to promote a company which does corporate training.

Weekly Relflections 3

Finished creating my first quiz for the course!  This was done on QZZR. I was not able to embed the quiz onto the WordPress site due to limitations in the free version and had to add a link to the quiz at the end of my second topic, Visual Aids.  Questions in the first quiz will cover content from the first and second topics.

Weekly Reflections 2

I have changed the layout of my online course and reduced the number of topics to be covered.  This was done in the hope that the course will be more focused.

Weekly Reflections

I've been extremely busy completing assignments for other courses but fortunately have been able to acquire and consolidate material for my learning object.  The proposal has been completed and the site has been set up along with the proper outline.  I am deliberating on reducing the amount of content presented so as to keep the learning objectives focused.

Assessed Activity 8.2: Reflections on DLT

This is the final post for this blog where I will give my reflections on the course, what I learnt and liked about it and some thoughts on improvements that could be considered.

In my opinion, this was a highly practical course which will benefit me greatly in the future.  The course covered many useful digital tools which are helpful to create engaging online content and these tools are indispensable for any IT professional as he/she would have to generate some digital learning content at some point in his/her career.  The course also helps to bring someone out of his/her IT "shell" and to create an online presence through e-portfolios.  This too is crucial for careers in the 21st century where e-portfolios often lead to new business or career opportunities.  Also the course adopts a very "hands-on" approach to learning, where students are to put into practice what was taught by actually using the DLT tools.  One of the highlights for me was doing the course assessments via a blog (this one) and posting comments in my classmates blogs (example here).  It certainly was a unique way of designing an assessment!

 

I felt that the topics were well covered, content was relevant and current and I would definitely recommend this course to others.

 

Assessed Activity 8.1: Online Courseware

One of my favourite online courseware sites is that of MIT's Open Courseware. Currently ranked the top university in the world, the Massachusetts Institute of Technology has made available almost all of its courseware materials free on the web.  Topics range from business to engineering and the social sciences.  Courseware materials are available as video lectures, lecture notes and online assessments.  Check it out!

Assessed Activity 6.1: My E-Portfolio

E-portfolios often contains a person's professional background, education and might showcase some work samples that have been done.  Through an e-portfolio, one is able to connect to other professionals in similar areas of interest or research worldwide.  This could ideally lead to opportunities for work, business and the like.  It is becoming increasingly common for employers to request a prospective employee's LinkedIn profile and a modern job-seeker would do well to at least have one before applying for jobs.

And here is my LinkedIn profile and online CV:

• LinkedIn
• CV

Assessed Activity 5.1: Personal Learning Networks

The internet is chock-full of sources for information, but one must be mindful of the reliability of these sources.  With the ease of setting up websites and blogs, anyone can claim to be an expert in a particular area and dish out information that the masses lap up being none the wiser.

Bearing this in mind, I ensure that all information obtained from the internet come from reliable sources before deciding to act on them.  The credentials of the author, readership of the site and comments made by the public are important factors to consider.  Otherwise it'll just make for leisure reading.

There are some online sources that I use on a regular basis and have mapped these in my personal learning network:  

Facebook serves as my resident portal to note interesting things I have come across whilst on Wikipedia or Youtube and depending on the usefulness of the information, it might be shared with others on my Facebook list.  Otherwise I would just keep it private to be revisited later.

As per Joyce's recommendation, I am also exploring Evernote as a tool to store and share information.  On the cloud and available as a mobile app, it seems promising to consider using it for the long-term.

Assessed Activity 7.1: Instructional Design Model

This week, we visited a log cabin built on the hills behind EIT as a project to explore the concept of sustainable living.  The cabin was an ingenious design constructed entirely of recycled materials.

 

Front view of the log cabin

 

The interior

 

A greenhouse at the back

 



  These photos were taken on my mobile device which was unfortunately not equipped with 3G for wireless access to the internet.  However, feedback from others who used mobile devices like tablets and smartphones reported that wireless connection from the cabin was intermittent, but the video feed for our virtual class was still "watchable".  It is apparent that connectivity would not be good as the area is surrounded trees and one would have to move away from the area to get better connectivity.  A wireless repeater or access point in the cabin would be helpful here.

 

Assessed Activity 5.2: Cloud Tools - Delicious.com

Delicious.com is a "social bookmarking" site which allows a user to create a page of "bookmarks" to various sites on the web.  This page can then be shared with other users who can then view or access these links.

 

Watch a short tutorial on using the site here.

 

An educator could use Delicious.com to create a page with links to interesting sites relevant to the course material being taught and share this page with his/her students.  Students could also be encourage to add bookmarks to the page sites they may want to share as well.

 

See two examples here and here.

Assessed Activity 4.1: Socially Constructed Content

I have added Delicious.com as a DLT tool. Check it out here!

My First Wiki!

I'm now on WikiEducator! Edits are most welcome.

3.3 Skills for Teachers

What are the skills that a teacher who uses DLT in teaching should have?

Basic	Intermediate	Advanced
Using Powerpoint	Create and edit audio	Using blogs and Wikis
Google	Editing digital images	Creating mobile learning apps
Social media (Facebook & Twitter)	Using online sticky notes
Using a smart board	Using note-taking tools
Using Adobe Connect	Creating digital assessments
Group text messaging tools for collaboration (eg.Whatsapp)	Compiling a digital e-portfolio
Online security knowledge	Creating a screencast lecture
Use mobile devices like tablets	Using computer games for pedagogical purposes
Using plagiarism tools (Turnitin)
Evaluating web content
Using file sharing tools

References

[1] Kharbach, M. (2012) The 21st Century skills teachers should have. Educational Technology and Mobile Learning. Retrieved from http://educationaltech-med.blogspot.co.nz/2011/01/21st-century-skills-teachers-should.html

[2] Young, Clive. (2012). 33 Digital Skills for 21st Century Teachers. Retrieved from https://blogs.ucl.ac.uk/digital-education/2012/06/15/33-digital-skills-for-21st-century-teachers/

3.2 Implications of DLTs in Organisations

So many DLT tools around. How are they connected?

3.1 Implications of DLT in Organisations

The use of DLT for learning and sharing knowledge is now commonplace in many educational institutions and organisations is set to become a "must-have" in any modern organisation.  

It is an unwritten rule in the School of Computing that familiarity with EITOnline, as well as Michael's Wiki page is a must for students as it will greatly facilitate and enhance the learning experience (and help with the grades too!).

In this post, I would like to share the use of three DLTs in another learning institution using my previous university, the National University of Singapore (NUS) as an example.

NUS's LMS is called the Integrated Virtual Learning Environment or IVLE for short is a course management system to facilitate collaborative and independent learning and teaching.  IVLE was developed and designed by the institution in 1998 and has undergone several re-designs.  Providing a suite of online tools like class management rosters, chat rooms, forums, lecture webcast, assignment dropboxes etc., it is also "integrated" with the university's other academic, library and administrative systems, making it a one stop portal to access all university resources [1].  

NUS also utilises a Wiki for collaborative learning NUS wiki, where students and lecturers can create their own pages and edit those of their peers.

Another DLT utilised by NUS is the Internet2 videoconferencing system which enables state-of-the art distance learning with the Massachusetts Institute of Technology in the USA.  Specialised lecture halls transmit classes between MIT and Singapore students through advanced recording and delivery systems, while lesson materials are simultaneously shared through a separate data stream [2].

With so much technology permeating through our educational system, threatening to do away with the traditional methods of teaching and learning for good, are we ready to embrace these changes fully?

[1] https://ivle.nus.edu.sg/v1/public/about.aspx

[2] http://web.mit.edu/sma/about/universities/facilities.htm

2.3 Challenges in DLT

Challenges (Personal Opinion)

Although DLT opens up a world of opportunity in education, it is not without its challenges.  Let's talk about three of them:

1. Quality of Material

Anyone with access to a computer and the internet can develop online content.  This calls into question whether the developer is qualfied to teach the content or merely teaching with made-up credentials.  In addition to doing due diligence to verify the so-called "expert's" credentials and experience, one should also ensure that the materials taught are from reliable sources.

2. Lack of "Personal Touch"

Learning through a video feed on a monitor screen and listening to a voice on the speaker which can become distorted from time-to-time does not equal that of the personal touch a good teacher brings to the classroom.

3. Always "On 24/7"

Although positive for students, ubiquitous learning which keeps students learning 24/7, may require teachers to also be on 24/7.  However this issue could be circumvented by setting clear boundaries on time from at the very start (eg. "Questions on the Online Forum will only be responded to from 3-5pm")

2.2 Digital Learning Technologies (DLT)

Project-Based Learning (Personal Experience)

Last semester, I was tasked to develop an online marketing plan for a local Hawkes Bay company using various online tools like Facebook, Twitter and Google Analytics as part of course assessment requirements.  My company of choice was a small Fijian eatery in Hastings which recently opened its doors for business and was in dire need of some good marketing.

As the course itself (E-Business Strategies) was on online marketing, what better way than to actually put theories about marketing using social media like Facebook and Twitter into practice by testing them on a real, live company?

Initial challenges faced were of course, to convince the owner of the eatery to integrate technology into his marketing plan (convincing the non-tech savvy to the merits of technology can pose a challenge), and to teach him to use the technology.  However once we were past that, it became clear that the outreach of the eatery increased with a presence in the online world.  Naturally business improved and till today, the online marketing plan is still an active element of the business.

2.1 Pegagogies

Pedagogy. The very first subject that a trainee teacher would be taught when enrolled in teaching college. Pedagogy is the theory and practice of teaching and in this post, we will discuss some approaches to pedagogy and how technology could be integrated into these approaches.

Case-based learning

Case-based learning can be observed in law courses where legal principles are taught through decided cases. A case on point is the classic English case Donoghue v Stevenson or the Snail and Ginger Beer case which laid the foundation for modern law of negligence and is the starting point for teaching the principle of negligence.

Legal cases are easily searchable on online databases through its name, and if the database does not have the feature already, perhaps cases could be made searchable through the legal principle that it seeks to convey (eg. input "negligence" into an online case database search and it will return "Donoghue v Stevenson").

Inquiry-based learning

Inquiry-based learning (IBL) seeks to depart from the traditional mode of classroom teaching where the teacher "spoonfeeds" his/her students with content to pass a year-end examination.  In IBL, the role of the teacher becomes that of a "facilitator" and will guide the class to take ownership of their own learning.  For a facilitator, it's a case of "tell me what you want to know and I will guide you to where you can find it".  Students are encouraged to question everything that have been taught. 

IBL is more suitable for adult learners and is the approach taken in professional workshops. However, organisations like the International Baccalaurate brings an inquiry-based pedagogical approach to classrooms and claims that it is more effective than the traditional mode of teaching.  An online education management system like Moodle will definitely be the tool of choice for IBL.

Games-based learning

This is the idea of getting students to play a game in order to teach a concept.  An example and a personal favourite of mine is the classic "Monopoly".  A great learning tool which teaches that to "win" at the financial game of life one has to buy up as many green houses and red hotels as possible is largely true when it come to real life!

Monopoly has now been digitised and is available on Android and Apple smartphones.  A handy game for students to learn the basics of financial literacy. 

Project-based learning

Creating a blog as a course assignment to learn the nuances of blogging as a tool for online learning, developing a Facebook page for a real-world business to learn the concepts of E-business strategies, these are some examples of effectively applying project-based learning.  There is no better way to learn a theory than to actually test it out in the real world.  This is an approach which is not only benefits a student's learning, but also adds value to society at large (provided that the project is one that is beneficial to society of course!)  

1.2 Learning Styles

VAKOG 

We experience the world through our senses - through five of them to be exact (claims of a sixth have yet to be scientifically verified).  It is hence a natural process for learning to occur through these five senses - Visual, Auditory, Kinesthetic, Olfactory and Gustatory (VAKOG).  A high tech-sounding acronym, VAKOG simply means that we learn by seeing, hearing, touching, smelling and tasting the environment around us.  It implies that there are more ways to learn something than just reading about it in a book (Visual).

Image courtesy of coach2change.files.wordpress.com

NLP

NLP or Neuro-Linguistic Programming was developed by Richard Bandler and John Grinder as a psychological tool to "upgrade" our brain's "mental software". Bandler and Grinder in their book, The Structure of Magic, claim that NLP enables the abilities of high achievers to be acquired by anyone simply by "modelling" them [1].  NLP is also claimed to be able to cure fears and phobias.

NLP does bear some relation to VAKOG in particular as the "Neuro" in NLP refers our the nervous system which is stimulated through our five senses, "Linguistic", our silent language of gestures, beliefs and habits that reveal how we think and "Programming", which is a borrowed term from computing to show that the brain's "software" can be "upgraded [2]. 

A personal favourite of mine is Andreas and Faulkner's book, NLP: The New Technology of Achievement as an excellent starter for those of us interested in putting NLP theories to practice.

The Learning Styles Debate in a Nutshell 

The Learning Styles debate centers around the claim that different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode [3].  

There is consensus among proponents of the debate that teaching and learning should be tailored to meet not only learners' VAKOG profiles, but should also account for other differences like interests, abilities and background knowledge.  

They agree that although some learners learn better by doing, some by observing, some by hearing, but that among those who learn better by observing, two or three out of the group might have advanced knowledge in calculus, while the rest only have elementary knowledge.

Hence by taking into account all of these factors and having an indication as to learners preferred styles, interests, abilities etc. perhaps through a survey before a course, an educator could tailor the delivery of content through certain media to meet the needs of the learners.  Here, it is certain that the use of IT could meet this need.

References

[1] Bandler, Richard; John (1975). The Structure of Magic I: A Book about Language and Therapy. Science and Behavior Books Inc.

[2] Andreas, S., & Faulkner, C. (1994), NLP: The New Technology of Achievement, New York, Harper.

[3] Riener, C. & Willingham, D., (2010). The Myth of Learning Styles. Change Magazine. Sep-Oct Issue

1.1 Learning Theories

DLT (Digital Learning Technology) has revolutionized the way information is taught and learned.  The chalkboard classroom system is now a relic in the museum of ancient educational history and is likely to remain there for good.  The proliferation of the use of technology in all areas of our lives, in no small part due to the advancement in mobile technology has made learning accessible "on-the-go" to anyone with a simple smartphone.

Individualised learning is a traditional method of acquiring information where educational materials are tailored to meet the needs of the individual learner based on his/her interests and abilities. Individualised learning is centered around the teacher who would plan the lesson according to the needs of students  As individualised learning is "traditional", a "traditional" DLT like Microsoft Powerpoint slideshows rich with graphical and multimedia content is often the tool of choice for classroom teachers.

"Ubiquitous learning", as it's name implies strives to make learning an on-going process, by making content accessible anytime and anywhere.  With technology, this can be done with relative ease.  A teacher can simply put content (instructional videos, links to resources, assignment requirements etc.) into a learning management system (eg. Wiki) and the students work through the content step-by-step [1].  Content is readily accessible through workstations and mobile devices.  

Although ubiquitous learning offers great flexibility and will likely be the de facto standard of learning in the years to come, it remains to be seen if students will fully embrace this mode of learning as reading off a monitor or smartphone screen, or putting on VR glasses to experience a virtual reality tour cannot fully replace a real-life educational experience on campus [2].

References

[1]Cope, B., & Kalantzis, M., (2008). Ubiquitous Learning: An Agenda for Personal Transformation. Proceedings of the 6th International Conference on Networked Learning

[2] Dongsong Zhang, J. Leon Zhao, Lina Zhou, and Jay F. Nunamaker, Jr., (2004) Can E-Learning Replace Classroom Learning? Communications of the ACM, 47 (5), 78-79.

Statement of Authenticity

All posts made in this blog are entirely my own and references will be made to sources when appropriate. I am happy to allow the use of this blog for research purposes.

Mihimihi

As this blog is to be used for educational assessment purposes, no further personal information will be disclosed other than the above for the protection of privacy and to prevent misuse of this information.