Course Description
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Leveraging the use of the cloud for education is the focus of this course. Students will explore what cloud computing can offer, investigate the educational applications, consider pros and cons, have confidence with some of the tools, while understanding the legal and privacy protection issues surrounding cloud computing |
COURSE LEARNING OUTCOMES
- Become comfortable with cloud tools through hands on experimentation
- Identify appropriate use of cloud tools in an online course
- Identify appropriate use of cloud tools in a flipped classroom
- Develop an online unit or lesson using cloud tools effectively
- Discuss best practice for using the cloud considering BC FIPPA laws
eVIDENCE OF lEARNING #1: tOP TEN cLOUD TOOLS FOR EDUCAtIONAL USE & MY TOP THREE
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Cloud Tools
Learning Outcome(s) Addressed:
Overall, the major assignment worked well to scaffold each step in the learning experience, and added to a deeper understanding of what constitutes educational suitability of cloud-based tools. It was a useful experiment in bringing about awareness of the variety of cloud-based tools that are available and the project also helped to add to my confidence in using them for educational purposes.
- Become comfortable with cloud tools through hands on experimentation
- Identify appropriate use of cloud tools/apps in an online course
Overall, the major assignment worked well to scaffold each step in the learning experience, and added to a deeper understanding of what constitutes educational suitability of cloud-based tools. It was a useful experiment in bringing about awareness of the variety of cloud-based tools that are available and the project also helped to add to my confidence in using them for educational purposes.
eVIDENCE OF lEARNING #2: Build of online UNit/Module
Learning Outcomes Addressed:
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Psychology 12 Unit build
In this unit we were to build a lesson or module that could be used in either a synchronous or asynchronous learning environment. I felt that the format that suited my needs was the Standard Online Course Design practice as I prefer it for its simple, straight-forward and common design/structure that would be typical in a f2f classroom: "Get Started, Work On It, and Show It". In the classroom, this format would begin with the anticipatory set, where students' access prior knowledge and begins to make connections to the new material--this may begin with a hook, picture, video. Next, is the "Work On It" phase, where the teacher provides some instruction (reading, forums, videos, audio) and there may be some practice work or a quick formative assessment, question in the discussion area, etc. Finally, the "Show It" activity, is the point at which students demonstrate their new understanding of a concept--students should be able to articulate what they are doing, why they are doing it, and how they well be assessed (rubrics).
In completing this task, I was able to consider all the of fundamental aspects of what constitutes sound design of an online course. This project allowed me to fully consider the flow and organization of an online lesson--what works and what doesn't. As well, I was compelled by a desire to add creative elements in order to engage students in a the learning concepts, as they were missing the human element (the teacher), and this course is all about the human element.
Initially, I created the course for this assignment, but I continued to add/change/adapt the course and eventually, this became my Psychology 12 course, which I use in my f2f classroom. I continued to follow the same structure for all future lessons. The course is a work-in-progress, as I continue to edit and add to it. I found that this assignment was quite valuable as an exercise in how to create effective online lessons and modules, and it has allowed me to see the importance promoting engagement through the lesson design/structure, ease of navigation, use of collaboration tools, and providing a visually appealing format.
In completing this task, I was able to consider all the of fundamental aspects of what constitutes sound design of an online course. This project allowed me to fully consider the flow and organization of an online lesson--what works and what doesn't. As well, I was compelled by a desire to add creative elements in order to engage students in a the learning concepts, as they were missing the human element (the teacher), and this course is all about the human element.
Initially, I created the course for this assignment, but I continued to add/change/adapt the course and eventually, this became my Psychology 12 course, which I use in my f2f classroom. I continued to follow the same structure for all future lessons. The course is a work-in-progress, as I continue to edit and add to it. I found that this assignment was quite valuable as an exercise in how to create effective online lessons and modules, and it has allowed me to see the importance promoting engagement through the lesson design/structure, ease of navigation, use of collaboration tools, and providing a visually appealing format.
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