OLTD 501 - Introduction to Online Learning
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Sept/Oct 2016
Evidence of Learning: DL Instructional Design Model
Learning Outcomes Demonstrated:
- Become familiar with common terms, definitions and elements related to online environments
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Integrate current cognitive learning and brain-based learning theory
- Become familiar with common terms, definitions and elements related to online environments
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Integrate current cognitive learning and brain-based learning theory
Reflection to Support Learning:
I have chosen my Online Learning Design Model from OLTD 501, Topic 3 :Learning Theories and Design Models as evidence to support the learning outcomes
listed above. This piece of evidence allowed me to explore my own philosophy of educational design, within the context of brain-based learning and educational theory. In particular, it helped me understand that I am a Social Constructivist, as I believe strongly that learning should be personalized, tied
to real-life applications, inquiry-based, and collaborative. I also recognize elements of Cognitivist Learning Theory in the way I lay out learning outcomes and develop learning plans with my students.
This model also illustrates the different ways that I see interaction happening in the online classroom, optimally with collaboration happening between teacher/student, student/student, and student/expert often and meaningfully. Having to create an image to demonstrate my own learning really stretched me out of my comfort zone. I have an English degree and have been teaching Humanities courses for a decade, so expressing my learning in written format comes very easily. Being required to translate my thoughts into images reinforced the importance of making learning achievable, meaningful, and
how important it is to have clear instructions and expectations. I feel proud of the project I created, and it helped me reflect on the types of assignments I give my students, who may be feeling out of their comfort zones when they take my classes.
As an online educator, strong design is crucial. We cannot just translate face-to-face classes into an online medium, and we have to be very intentional in the ways we lay out learner interactions, in a way that might be second nature face-to-face. The background learning we did for this assignment in relation to educational theory provides alternatives for face-to-face classroom learning. It emphasizes the types of interactions we need to design for, ways to format
assignments to maximize engagement, and how to use assessment to inform where we would direct student learning next, often taking us back to the design stage, or forward to a summative assessment in the form of “evidence of learning”. I may begin to design more learning that makes use online tools, such as Easel.ly or Piktochart, allowing for student diversity and individuality, especially now that I know an image can demonstrate learning that is just
as rich as a written assignment.
listed above. This piece of evidence allowed me to explore my own philosophy of educational design, within the context of brain-based learning and educational theory. In particular, it helped me understand that I am a Social Constructivist, as I believe strongly that learning should be personalized, tied
to real-life applications, inquiry-based, and collaborative. I also recognize elements of Cognitivist Learning Theory in the way I lay out learning outcomes and develop learning plans with my students.
This model also illustrates the different ways that I see interaction happening in the online classroom, optimally with collaboration happening between teacher/student, student/student, and student/expert often and meaningfully. Having to create an image to demonstrate my own learning really stretched me out of my comfort zone. I have an English degree and have been teaching Humanities courses for a decade, so expressing my learning in written format comes very easily. Being required to translate my thoughts into images reinforced the importance of making learning achievable, meaningful, and
how important it is to have clear instructions and expectations. I feel proud of the project I created, and it helped me reflect on the types of assignments I give my students, who may be feeling out of their comfort zones when they take my classes.
As an online educator, strong design is crucial. We cannot just translate face-to-face classes into an online medium, and we have to be very intentional in the ways we lay out learner interactions, in a way that might be second nature face-to-face. The background learning we did for this assignment in relation to educational theory provides alternatives for face-to-face classroom learning. It emphasizes the types of interactions we need to design for, ways to format
assignments to maximize engagement, and how to use assessment to inform where we would direct student learning next, often taking us back to the design stage, or forward to a summative assessment in the form of “evidence of learning”. I may begin to design more learning that makes use online tools, such as Easel.ly or Piktochart, allowing for student diversity and individuality, especially now that I know an image can demonstrate learning that is just
as rich as a written assignment.
Evidence of Learning: Online Teaching Pecha Kucha
Learning Outcomes Demonstrated:
- Consider responsibility, accountability, and civility in online environments
- Develop practical and technical skills in all phases of concept, development, design, implementation, etc.
- Demonstrate understanding of common terms, definitions and elements related to online environments
- Consider responsibility, accountability, and civility in online environments
- Develop practical and technical skills in all phases of concept, development, design, implementation, etc.
- Demonstrate understanding of common terms, definitions and elements related to online environments
Reflection to Support Learning:
The Pecha Kucha Presentation on attributes contributing to student success in an online environment was a meaningful and useful project for me. This presentation uses PowerPoint to put forth ten elements that I consider crucial for student success in online learning environments. We used Flickr to find photos appropriate for publishing online, reviewed the creative commons license, incorporated text, visuals, and audio into a presentation, teaching me more about the software , and we reviewed proper citation of image and audio sources, including a few great online applications that I am sure I will use again in my classroom and my personal studies.
The Pecha Kucha Presentation allowed me to deeply consider the elements I aim for in my online classroom, giving me insight into my values as an educator and what I strive to create for my students. I learned technical skills that I can apply to my daily teaching life right away, such as how to prepare a PowerPoint presentation to run through slides on a timer accompanied by music.
It also taught me a lot about proper online citation and licensing for images and music, which is a critical part of being responsible and accountable online. It was practical, enjoyable, and truly meaningful in the way that I hope my assignments are for my own students. My own presentation is visually pleasing and demonstrates all the skills that I was able to learn by completing it. Online teachers need to stay current with technology and the regulations and ethics involved in teaching online.
As with my previous reflection, I`m learning more and more that we cannot just transfer our face-to-face teaching methods into a Learning Management System and consider it an effective environment. We need the practical skills with online applications and software, such as was developed here with PowerPoint and Flickr. We need to know how to cite images, how to choose that that have the proper licensing for reproduction, and how to ethically implement these elements into projects and presentations. These are lifelong skills our students need to develop, and if we as educators are unsure of them, we will not know how to implement them into our online classrooms.
The Pecha Kucha Presentation allowed me to deeply consider the elements I aim for in my online classroom, giving me insight into my values as an educator and what I strive to create for my students. I learned technical skills that I can apply to my daily teaching life right away, such as how to prepare a PowerPoint presentation to run through slides on a timer accompanied by music.
It also taught me a lot about proper online citation and licensing for images and music, which is a critical part of being responsible and accountable online. It was practical, enjoyable, and truly meaningful in the way that I hope my assignments are for my own students. My own presentation is visually pleasing and demonstrates all the skills that I was able to learn by completing it. Online teachers need to stay current with technology and the regulations and ethics involved in teaching online.
As with my previous reflection, I`m learning more and more that we cannot just transfer our face-to-face teaching methods into a Learning Management System and consider it an effective environment. We need the practical skills with online applications and software, such as was developed here with PowerPoint and Flickr. We need to know how to cite images, how to choose that that have the proper licensing for reproduction, and how to ethically implement these elements into projects and presentations. These are lifelong skills our students need to develop, and if we as educators are unsure of them, we will not know how to implement them into our online classrooms.
Photo credit: Maria Keays http://tinyurl.com/h2md5xx