OLTD 504 - Learning Systems
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Critical Challenge Question:
During this course, we were asked to keep our attention on the Critical Challenge Question, “How can Learning Management Systems (LMS and/or Non-LMS) help me develop courses where students learn in the best way for them (teacher-structured/personalized), while providing me with the tools I require for efficient and efficacious presentation, moderation, support, and assessment (for, as, and of learning)?”
Some of the leading questions I used to scaffold the development of my inquiry are:
During this course, we were asked to keep our attention on the Critical Challenge Question, “How can Learning Management Systems (LMS and/or Non-LMS) help me develop courses where students learn in the best way for them (teacher-structured/personalized), while providing me with the tools I require for efficient and efficacious presentation, moderation, support, and assessment (for, as, and of learning)?”
Some of the leading questions I used to scaffold the development of my inquiry are:
- What are some LMS and non-LMS services and how do they compare?
- Can I use other tools in conjunction with a LMS?
- How many different tools would I need to create a course if I did not use a LMS?
- How might student engagement look?
- How will my philosophy of education impact my course development?
Evidence and Reflection Learning #1 -
Screen-cast video tutorial on Canvas Quizzes and Surveys
OLTD Learning Outcomes Addressed:
Screen-cast video tutorial on Canvas Quizzes and Surveys
OLTD Learning Outcomes Addressed:
- Be familiar with common terms, definitions and elements related to Learning Management Systems (LMS) and non-LMS environments.
- Plan learning opportunities most suitable to the strengths and challenges of a variety of LMS and non-LMS environments.
- Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.
Reflection to support evidence:
The first piece of evidence I have chosen to demonstrate my competency with the above outcomes is the screen-cast tutorial describing how to create a quiz using the Canvas Learning Management System (LMS). In this activity we were required to master one aspect of our chosen LMS and teach it to our group through a screen-cast tutorial. The tool I chose to complete this activity is called screencast-o-matic. The goal of this exercise was to learn how to screen-cast, edit, become more comfortable navigating in Canvas with our chosen topic and to support each other in all aspects of Canvas which would lead to the creation of our own LMS course.
By the end of this activity, I felt confident in my ability to create a scripted and edited screen-cast and could see the value in using screen-casting in a variety of ways to connect and teach my students. To create a clear and concise tutorial, it was essential to learn how to navigate the Canvas quiz options in multiple ways. My intent was to showcase the various features of quiz and survey tools while thinking about student engagement and value level of the assessment information. To measure engagement, I enlisted the help of my daughter. The result was that I found using links and questions that required more than a multiple choice answer a more appealing and thought-provoking option. Although it was easy to create and perhaps a necessary component for some courses, I found creating a meaningful assessment piece challenging on an LMS and would prefer to use a more formative approach.
My takeaway from this process is that it is essential to understand the student’s learning styles and be cognizant of the limitations of an LMS before creating a quiz to demonstrate student learning. My preference would be using the survey tool to gather information from students or as a self-evaluation and reflection tool. Reviewing my inquiry questions, I feel confident concluding that, although I enjoyed learning Canvas and could see myself using an LMS, I would add a variety of other “for” and “as” learning assessment and evaluation techniques in place of a LMS quiz.
The first piece of evidence I have chosen to demonstrate my competency with the above outcomes is the screen-cast tutorial describing how to create a quiz using the Canvas Learning Management System (LMS). In this activity we were required to master one aspect of our chosen LMS and teach it to our group through a screen-cast tutorial. The tool I chose to complete this activity is called screencast-o-matic. The goal of this exercise was to learn how to screen-cast, edit, become more comfortable navigating in Canvas with our chosen topic and to support each other in all aspects of Canvas which would lead to the creation of our own LMS course.
By the end of this activity, I felt confident in my ability to create a scripted and edited screen-cast and could see the value in using screen-casting in a variety of ways to connect and teach my students. To create a clear and concise tutorial, it was essential to learn how to navigate the Canvas quiz options in multiple ways. My intent was to showcase the various features of quiz and survey tools while thinking about student engagement and value level of the assessment information. To measure engagement, I enlisted the help of my daughter. The result was that I found using links and questions that required more than a multiple choice answer a more appealing and thought-provoking option. Although it was easy to create and perhaps a necessary component for some courses, I found creating a meaningful assessment piece challenging on an LMS and would prefer to use a more formative approach.
My takeaway from this process is that it is essential to understand the student’s learning styles and be cognizant of the limitations of an LMS before creating a quiz to demonstrate student learning. My preference would be using the survey tool to gather information from students or as a self-evaluation and reflection tool. Reviewing my inquiry questions, I feel confident concluding that, although I enjoyed learning Canvas and could see myself using an LMS, I would add a variety of other “for” and “as” learning assessment and evaluation techniques in place of a LMS quiz.
Evidence and Reflection Learning #2 -
Synchronous meeting and Collaborative Google Doc creation
OLTD Learning Outcomes Addressed:
Synchronous meeting and Collaborative Google Doc creation
OLTD Learning Outcomes Addressed:
- Examine current research around best practices and emerging practices for both LMS and non-LMS environments.
- Develop skills to optimize learning experiences through personalization based on characteristics, needs, stages of development, current personalized learning mandates, misconceptions etc.
Reflection to support evidence:
My second piece of learning evidence is the optional synchronous class pertaining to the non-LMS tool build that my cohort member Brad Breitkreutz and I organized. Part of the learning process for this course was collaborating with cohort members to develop skills and understanding and participate in learning activities. The idea to meet as a class was conceived from my limited experience with online tools and my desire to learn within a community. Brad, as an experienced DL Vice-principal, was a perfect partner to help make my idea a reality. We devised a plan to meet synchronously on a Saturday morning and as a group create and discuss a google doc of possible non-LMS tools that we had either personally used or had researched.
Through this experience, my belief was strengthened that knowing your personal learning style is essential. Although our Instructor Avi Luxenburg provided many resources to read detailing a variety of non-LMS learning tools, after looking through the exemplars, I knew I needed connection and discussion to get a better comprehension. As with many students I teach, combining learning with interaction helps to cement ideas and understandings. I was pleased that all but one cohort member joined our synchronous session mentioning they had missed the weekly classes, supporting my philosophy that most us prefer to feel part of a learning community.
Some of the answers and highlights I acquired for my Critical Challenge Question during this activity were surrounding the tools that could work harmoniously with a LMS. I was surprised at how many options are available and that a whole course can be created with a variety of different tools. As one of my philosophies of education is directed toward students being engaged and interacting with their learning process, I was interested to see what tools I could utilize and have begun the process of creating a valuable list of resources/tool that I can use with a variety of age and ability levels.
My second piece of learning evidence is the optional synchronous class pertaining to the non-LMS tool build that my cohort member Brad Breitkreutz and I organized. Part of the learning process for this course was collaborating with cohort members to develop skills and understanding and participate in learning activities. The idea to meet as a class was conceived from my limited experience with online tools and my desire to learn within a community. Brad, as an experienced DL Vice-principal, was a perfect partner to help make my idea a reality. We devised a plan to meet synchronously on a Saturday morning and as a group create and discuss a google doc of possible non-LMS tools that we had either personally used or had researched.
Through this experience, my belief was strengthened that knowing your personal learning style is essential. Although our Instructor Avi Luxenburg provided many resources to read detailing a variety of non-LMS learning tools, after looking through the exemplars, I knew I needed connection and discussion to get a better comprehension. As with many students I teach, combining learning with interaction helps to cement ideas and understandings. I was pleased that all but one cohort member joined our synchronous session mentioning they had missed the weekly classes, supporting my philosophy that most us prefer to feel part of a learning community.
Some of the answers and highlights I acquired for my Critical Challenge Question during this activity were surrounding the tools that could work harmoniously with a LMS. I was surprised at how many options are available and that a whole course can be created with a variety of different tools. As one of my philosophies of education is directed toward students being engaged and interacting with their learning process, I was interested to see what tools I could utilize and have begun the process of creating a valuable list of resources/tool that I can use with a variety of age and ability levels.