Course Description
Fundamental research, theories, design models and technologies applied to effective online teaching are introduced. Students review program expectations and outcomes and define the infrastructure of informed practice for digital learning environments. Copyright, licensing and appropriate use of issues are considered. Learning supported objectives are investigated relative to a diversity of environments.
course Learning Outcomes
- Become familiar with common terms, definitions and elements related to online environments (Topic 5)
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools (Topic 6)
- Understand, design and commit to student success in online learning environments (Topics 2, 4 and 5)
- Undertake engagement with environments through online facilitation for effective learning (Topic 1 and Weekly DGs)
- Critically assess and evaluate resources for best practice in online learning (Topic 5)
- Scaffold digital citizenship from K-12 to professional level of educators (Topic 1)
- Integrate current cognitive learning and brain-based learning theory (Topic 3)
- Develop skills to optimize learning experiences through personalization (Topic 4)
Evidence of Learning #1: Pecha Kucha
Pecha Kucha
OLTD Learning Outcome(s) Addressed:
This piece of evidence is my Pecha Kucha Power Point presentation. The Petcha Kucha is a slideshow presentation where you show twenty images for twenty seconds each. The images are set up to advance automatically, and are enhanced with music embedded into the entire slide show. This format works to create a visual impact while narrowing the focus on the topic (written component). The topic for the slide show was “I Imagine…Teaching Online,” and every slide presented a personal inspirational message that related to teaching in an online environment. The focus of my presentation conveyed my idea of what is good teaching practice, in both an online and face-to-face environment.
I have worked with Power Point on several occasions, but not in this format. The Pecha Kucha forced me to deeply contemplate my values and beliefs about education through visuals and limited language—this was a challenge. But it was a fantastic opportunity to think creatively, concisely and practically. In a direct and immediate way, the Pecha Kucha would be an effective tool to get students hooked into a lesson. Not only would it work well as a teaching tool, but it is an engaging and exciting way for students to use technology and digital tools to show what they know. Every tool I have been presented with in this course sparks new ideas in my teaching practice, and although this project is somewhat time consuming, the idea is simple and quite effective.
As an online learning facilitator, I want to create meaningful and engaging activities that aid in students’ learning of the subject, and the Pecha Kucha is an activity that does just that. Students seem to respond best to activities that are compelling and offer new and interesting ways to present material. That is, any activity that positively impact students’ feelings of success. Additionally, my role as an online educator is to have solid repertoire of digital tools for effective teaching and learning. It is also essential to possess a clear understanding of how to use the tool, and for what means. I believe our role as educators is to provide physical models for our students, to model our own learning, and to share our personal experiences and frustrations with the tools that we present to them.
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools and to understand, design, and commit to student success in online learning environments.
This piece of evidence is my Pecha Kucha Power Point presentation. The Petcha Kucha is a slideshow presentation where you show twenty images for twenty seconds each. The images are set up to advance automatically, and are enhanced with music embedded into the entire slide show. This format works to create a visual impact while narrowing the focus on the topic (written component). The topic for the slide show was “I Imagine…Teaching Online,” and every slide presented a personal inspirational message that related to teaching in an online environment. The focus of my presentation conveyed my idea of what is good teaching practice, in both an online and face-to-face environment.
I have worked with Power Point on several occasions, but not in this format. The Pecha Kucha forced me to deeply contemplate my values and beliefs about education through visuals and limited language—this was a challenge. But it was a fantastic opportunity to think creatively, concisely and practically. In a direct and immediate way, the Pecha Kucha would be an effective tool to get students hooked into a lesson. Not only would it work well as a teaching tool, but it is an engaging and exciting way for students to use technology and digital tools to show what they know. Every tool I have been presented with in this course sparks new ideas in my teaching practice, and although this project is somewhat time consuming, the idea is simple and quite effective.
As an online learning facilitator, I want to create meaningful and engaging activities that aid in students’ learning of the subject, and the Pecha Kucha is an activity that does just that. Students seem to respond best to activities that are compelling and offer new and interesting ways to present material. That is, any activity that positively impact students’ feelings of success. Additionally, my role as an online educator is to have solid repertoire of digital tools for effective teaching and learning. It is also essential to possess a clear understanding of how to use the tool, and for what means. I believe our role as educators is to provide physical models for our students, to model our own learning, and to share our personal experiences and frustrations with the tools that we present to them.
Evidence of Learning #2: CONCEPT MAP & PHILOSOPHY OF TEACHING
Concept Map & PHilosophy of teaching
OLTD Learning Outcome(s) Addressed:
The piece of evidence that I chose was the Online Learning Concept Map and Philosophy of Teaching. For this assignment, we were asked to consider various learning theories and design a concept model for online learning that fits with our philosophy of teaching online. In the philosophy statement we were to articulate which theories/theorists best represents our vision on teaching in an online environment.
This evidence of learning challenged me to reflect on the process of teaching, and gave me the opportunity to explore the relationship between my applied teaching practice and current educational pedagogy in the area of DL. At the outset, I knew that I wanted the model to be cyclical in nature, as I believe learning and teaching follow this pattern, and it also represents the idea that there is no end, and learning is fluid and nonlinear. I knew that I wanted the information/knowledge base to be at a central point in the model. Rather than placing the learner in the centre of the model, I chose to remove the hierarchical structure and play with the idea that the learner becomes the collaborator in the process of learning. Also, this allows for the teacher and student to interact more actively than during traditional teaching. Meaningful learning is collaborative, and I believe that social connections are essential components of an online model. I also see that collaboration is essential for teachers, as working together allows the teachers to share their unique experiences and skills. In this model, formative assessment is a continuous and a fundamental element. Assessment is ongoing and reflective; both self-reflections and peer reflections are vital to learning. Through reflecting on the process, all learners can become comfortable with the nonlinear, collaborative and flexible nature of this learning approach. I struggled with crafting a model of a non-tangible idea--something that cannot be directly observed, and the actual process of applying educational theories in a physical representation is truly a challenge. But it forced me to reflect on the specific details of each theory and how to conceptualize the aspects that fit with my philosophy of teaching. The final revelation for me was how important it is to go back to the theories, and reflect on the direction we are taking as teachers.
The learning outcome for this project was to integrate current cognitive learning and brain-based learning theory. As on online educator it is important to keep up with the current learning theories and their implications for my teaching practice. Effective teachers never limit themselves to one activity, one solution, one practice—we are always exploring ways to improve student learning and to make our teaching practice relevant and meaningful. In looking at the current education theory, teachers are better able to conceptualize and implement these principles with consideration of the best practices for teaching and learning. Brain-based learning strategies help to emphasize differentiated learning and instruction, and as educators we need to respect the personal learning needs and abilities of each student, and to cultivate success.
- Integrate current cognitive learning and brain-based learning theory
The piece of evidence that I chose was the Online Learning Concept Map and Philosophy of Teaching. For this assignment, we were asked to consider various learning theories and design a concept model for online learning that fits with our philosophy of teaching online. In the philosophy statement we were to articulate which theories/theorists best represents our vision on teaching in an online environment.
This evidence of learning challenged me to reflect on the process of teaching, and gave me the opportunity to explore the relationship between my applied teaching practice and current educational pedagogy in the area of DL. At the outset, I knew that I wanted the model to be cyclical in nature, as I believe learning and teaching follow this pattern, and it also represents the idea that there is no end, and learning is fluid and nonlinear. I knew that I wanted the information/knowledge base to be at a central point in the model. Rather than placing the learner in the centre of the model, I chose to remove the hierarchical structure and play with the idea that the learner becomes the collaborator in the process of learning. Also, this allows for the teacher and student to interact more actively than during traditional teaching. Meaningful learning is collaborative, and I believe that social connections are essential components of an online model. I also see that collaboration is essential for teachers, as working together allows the teachers to share their unique experiences and skills. In this model, formative assessment is a continuous and a fundamental element. Assessment is ongoing and reflective; both self-reflections and peer reflections are vital to learning. Through reflecting on the process, all learners can become comfortable with the nonlinear, collaborative and flexible nature of this learning approach. I struggled with crafting a model of a non-tangible idea--something that cannot be directly observed, and the actual process of applying educational theories in a physical representation is truly a challenge. But it forced me to reflect on the specific details of each theory and how to conceptualize the aspects that fit with my philosophy of teaching. The final revelation for me was how important it is to go back to the theories, and reflect on the direction we are taking as teachers.
The learning outcome for this project was to integrate current cognitive learning and brain-based learning theory. As on online educator it is important to keep up with the current learning theories and their implications for my teaching practice. Effective teachers never limit themselves to one activity, one solution, one practice—we are always exploring ways to improve student learning and to make our teaching practice relevant and meaningful. In looking at the current education theory, teachers are better able to conceptualize and implement these principles with consideration of the best practices for teaching and learning. Brain-based learning strategies help to emphasize differentiated learning and instruction, and as educators we need to respect the personal learning needs and abilities of each student, and to cultivate success.