OLTD 501 - Introduction to Online
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Evidence and Reflection Learning #1:
Pecha Kucha presentation
Pecha Kucha presentation
OLTD Learning Outcomes Addressed:
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Understand, design, and commit to student success in online learning environments.
Reflection to support evidence:
I have chosen my Pecha Kucha presentation for my first evidence of learning. To produce the slideshow we were instructed to use either PowerPoint, Keynote or Prezi to create a project containing 12 slides or frames. Each frame contained a picture with two words to describe our vision for the future of online or blended learning. To choose photos, we searched in the Flickr photo archive within in the Creative Commons to find inspirational images to compliment our key concepts. We were instructed to time the transitions to 15 seconds each and add an accompanying sound track.
I chose to use power point to create my presentation as I was familiar with this tool both using it for personal projects and teaching students how to use it. I was excited to learn about free music downloads from YouTube and appreciated the vast amount of "how to" videos to guide the process. Creating this project is supported by a connectivist learning theory. Student have an opportunity to connect information sources using their assimilated knowledge, graphics as a metaphor and audio to support the feeling level. I believe a variety learning styles such as visual, verbal, auditory, logical and kinesthetic would appreciate this learning activity.
I really enjoyed creating the Pecha Kucha presentation because it showed me the power of using two words to capture a complete idea. I feel the strength of this project highlights Bloom’s higher level cognitive thinking, using it as a reflective strategy to come up with those succinct words and then project that idea using a symbolic picture. I could see using this idea as an exciting capstone learning project for summative evaluation. While experimenting with power point, students would also be learning a new adaptable and flexible tool for presenting knowledge for many other online or blended courses.
I have chosen my Pecha Kucha presentation for my first evidence of learning. To produce the slideshow we were instructed to use either PowerPoint, Keynote or Prezi to create a project containing 12 slides or frames. Each frame contained a picture with two words to describe our vision for the future of online or blended learning. To choose photos, we searched in the Flickr photo archive within in the Creative Commons to find inspirational images to compliment our key concepts. We were instructed to time the transitions to 15 seconds each and add an accompanying sound track.
I chose to use power point to create my presentation as I was familiar with this tool both using it for personal projects and teaching students how to use it. I was excited to learn about free music downloads from YouTube and appreciated the vast amount of "how to" videos to guide the process. Creating this project is supported by a connectivist learning theory. Student have an opportunity to connect information sources using their assimilated knowledge, graphics as a metaphor and audio to support the feeling level. I believe a variety learning styles such as visual, verbal, auditory, logical and kinesthetic would appreciate this learning activity.
I really enjoyed creating the Pecha Kucha presentation because it showed me the power of using two words to capture a complete idea. I feel the strength of this project highlights Bloom’s higher level cognitive thinking, using it as a reflective strategy to come up with those succinct words and then project that idea using a symbolic picture. I could see using this idea as an exciting capstone learning project for summative evaluation. While experimenting with power point, students would also be learning a new adaptable and flexible tool for presenting knowledge for many other online or blended courses.
Evidence and Reflection Learning #2:
Philosophy of Learning and Design Model |
OLTD Learning Outcomes Addressed:
- Critically assess and evaluate resources for best practice in online learning
- Integrate current cognitive learning and brain-based learning theory
Reflection to support evidence:
The second evidence I have chosen is my philosophy of learning and teaching with an accompanying design model. This assignment was the culmination of researching various theorists, schools of learning and design models. We then had to reflect on our own teaching practice to determine which aspects best resonated with our own philosophy of teaching and learning describing our steps in the learning process as an aspiring online or blended learning instructor. My design is learner centred. Around the student I have a cycle of relevant relationships, personal learning plans designed with learning objectives, inquiry based learning and knowledge instruction, online integration and ending with varied assessment strategies
I first wrote about my teaching philosophy and designed a model for learning two years ago when I re-certified my teaching degree. I appreciated the opportunity to revisit my original work and compare it to an online and blended philosophy. Studying various theorists and learning approaches helped me define what I believe at this time in my career. I’m certain as my online experience grows so will my frame of reference. The theorists my current design most closely relates to are constructivist, connectivist, and cognitive. I chose to use smart art in Word to develop my design model as I was most familiar with it.
I believe defining my online philosophy will help me to design blended learning lessons that will better meet the needs of my students. Incorporating the online component into my original design allowed me to become more aware of some of the needs and possible obstacles such as pre-course knowledge and technical skills, forming connections and bonds with online students and creating networks and communities. Many of the suggested articles, books, and readings have supplied fantastic ideas and strategies to help teachers and students successfully overcome these obstacles.
The second evidence I have chosen is my philosophy of learning and teaching with an accompanying design model. This assignment was the culmination of researching various theorists, schools of learning and design models. We then had to reflect on our own teaching practice to determine which aspects best resonated with our own philosophy of teaching and learning describing our steps in the learning process as an aspiring online or blended learning instructor. My design is learner centred. Around the student I have a cycle of relevant relationships, personal learning plans designed with learning objectives, inquiry based learning and knowledge instruction, online integration and ending with varied assessment strategies
I first wrote about my teaching philosophy and designed a model for learning two years ago when I re-certified my teaching degree. I appreciated the opportunity to revisit my original work and compare it to an online and blended philosophy. Studying various theorists and learning approaches helped me define what I believe at this time in my career. I’m certain as my online experience grows so will my frame of reference. The theorists my current design most closely relates to are constructivist, connectivist, and cognitive. I chose to use smart art in Word to develop my design model as I was most familiar with it.
I believe defining my online philosophy will help me to design blended learning lessons that will better meet the needs of my students. Incorporating the online component into my original design allowed me to become more aware of some of the needs and possible obstacles such as pre-course knowledge and technical skills, forming connections and bonds with online students and creating networks and communities. Many of the suggested articles, books, and readings have supplied fantastic ideas and strategies to help teachers and students successfully overcome these obstacles.
Critical Challenge Question:
How do I create a learning community and make On-line learning engaging and interactive?