E-Portfolio assignment #6: Synthesis reflection

From my flight path

As I contemplate what I learned since the beginning of this course, I realize that although my flight plan has been slightly altered during the process, my destination has remained unchanged: to discover pertinent technological applications in the field of digital communication. The difference is that, instead of exploring the digital film realm, I took a new route and redirected my course of studies towards the field of foreign language education.

What I originally put forward in my flight plan:

• On Moodle: Investigate the various interactive and assessment options, available on this platform.
• Harness the power of social media to provide students with a vehicle for exploring and creating original content.

“Children and teenagers are the main target of the powerful mass media and their messages. We act, think, live and dream depending on what others think about us, so we create this imaginary world where we present ourselves as the reflection of a media constructed image” (Christensen, 2000).

 I tried tackled the concept of identity when I selected a tool for my digital story. I found an appropriate type of content, a Mayan legend, and devised a project allowing the use of imagination as well as the exploration of Hispanic cultural settings.

What I explored:

• At first, I thought that I was going to create a digital film for this course, and use it to enhance what I do in the digital film communication classes. However after further reflection, and after more information about what this course had to offer, I decided to experiment with the various tools at our disposal and opted to create effective Spanish communication tools.

Reflection on the eLearning toolkit experience overall

• The design of a UBC blog:
  • The activity confirmed my interest in this powerful tool. Not only does it allow the presentation of student research and accomplishments; it is also available for future references and for collaborative work.
• DVD authoring:
  • A favorite of mine, as the digital film communication leader in my institution. I tend to believe that, despite the level of difficulty involved in the more complex filmmaking tools, this form of storytelling is one of the most inclusive ways of presenting knowledge. It comprises audio and visual components, which allow for artistic expression; linguistic abilities (for scripts); communicative and collaborative skills (for screening); and research & technological know-how. In brief, it satisfies many, if not all the ISTE standards (2007).
• Assessment on Moodle:
  • The production of a quiz in Moodle was a new experience for me. I found the possibilities worthy of note and intend to continue experimenting with these tools in the future.
• Wiki activity:
  • Wikipedia has become such an important web-based tool that it seems justifiable to explore the way it is collectively shaped.  
  • On the one hand, cooperation with this type of medium can be complex due to the quantity of information that it can store and the number of people that can participate.
  • On the other hand, HTML authoring is an essential part of digital literacy. The wiki activity allowed students to further practice this useful code.
• Web-based storytelling (Slide; Picasa; Flickr; …):
  • After exploring a great number of the suggested applications:
    • Animoto; motionbox;
    • VCASMO;
    • Kerpoof;
    • Voice Thread
  • I am pleased with the discovery of “Slide”. This tool is easy to use; offers many options; includes the use of music with the proper licensing; and can be tailored to a number of linguistic activities. It is a very good alternative to filmmaking, which, as mentioned before, can be a complex endeavor for less experienced students and teachers
  • Using the SECTIONS model (Bates & Poole, 2003) to analyze this social medium:
    • it will appeal to students;
    • it is easy of use;
    • there are no costs involved for the students (the structure is paid by the school: web access);
    • the teacher becomes a facilitator and the students becomes in charge of their own learning;
    • it is interactive;
    • organizing the activity is simple and relates well to the course objectives;
    • the novelty is enticing and can be linked with other social media tools such as Flickr, etc.;
    • the speed of production and delivery is adequate.
• E-Learning toolkit: Web design and HTML authoring:
  • Useful tips:
    • Avoid too much information; not too little either
    • Be consistent in the way it is structured; designed
    • Use relevant images
    • Clear print
    • Easy to follow numbering system
    • Good overall design
• Social media:
  • With the recent changes on Facebook, it has been a challenge to decide whether or not to keep the account. I am aware of the fact that some schools do not allow teachers to use Facebook with their students. In my case, it is the main reason why I use Facebook: to be able to easily contact my family, friends and old students.
    • http://www.reclaimprivacy.org/facebook will scan your Facebook page and alert you to improper privacy settings
    • http://www3.untangle.com/saveface will set your Facebook privacy to Friends Only (automatically)
• Weblogs:
  • It is one of the invaluable technological tools that I have learned to use in my classes. In the film class, all my students have e-portfolios and we use wikis and blogs to embed their films and archive them for university applications. In Spanish, I intend to do the same.
• Wikis:
  • This kind of platform allows me to store my students’ films without having to worry about the price or the storage space. I can embed the films if they have been uploaded on my student’s e-portfolio, on YouTube (most have, except for the ones who were too long or experienced some uploading complications).
• Adaptive technologies:
  • It’s important to realize that while many people with disabilities have access to these technologies, in my school very few do. Therefore, I usually build my online resources with a minimal need for such technologies.
  • I think that the most important technological adaptation would be auditory. It may not be due to a disability, but rather because some people learn better by hearing rather than visually. This is often the case with language students (and teachers too!).
• M-learning:
  • Accessible to all and less expensive than say, cameras and microphones.
  • Behaviorist – activities that promote learning as a change in learners’ observable actions
  • Constructivist – activities in which learners actively construct new ideas or concepts based on both their previous and current knowledge
  • Situated – activities that promote learning within an authentic context and culture
  • Collaborative – activities that promote learning through social interaction
  • Informal and lifelong – activities that support learning outside a dedicated learning environment and formal curriculum
  • Learning and teaching support – activities that assist in the coordination of learners and resources for learning activities

 Reflection on the overall ETEC 565 experience

Selecting appropriate technological tools

• To start with, it has become clear that selecting appropriate technological tools is a sine qua non for teachers. Rather than trying to follow trends, educators benefit from making judicious choices about the technology they use by considering the ways in which it supports their programs’ learning outcomes (Bates & Poole, 2003).

Assessment Strategies

• Starting with the end in mind is always a good place to initiate an adventure. In this light, the creation of an evaluation rubric for an LMS system was a worthwhile experience. It also combined the “communication and collaboration”; “critical thinking, problem solving and decision making”; as well as “technology operations and concepts” prescribed in the ISTE standards.
  • Collaboratively recognizing key attributes of a LMS, as well as weighing the infrastructure needed for successful delivery, made it possible to come to an agreement on the choice of an appropriate platform.
  • Investigating the characteristics of synchronous and asynchronous communication gave me an unambiguous idea of the manner in which time and space can be allocated in learning environments.
  • Real –time has taken a new meaning and is linked with the ability to connect at any time, in a chosen location. For this reason, technology assisted assessment can be very practical and motivating for students, who seek to have immediate feedback on their achievements. Peer assessment as well as critical thinking, triggered by discussion forums, are also valuable opportunities offered online.

Digital Storytelling

• By using “slide” as a tool to illustrate a Spanish legend, I realized the potential of this type of online experience in relations to exploring new cultures and collaborating in the creation of projects in a foreign language.

The next steps in terms of my practice in educational technology

• In my flight plan I considered the use of “Audacity”, a software program for the production of audio elements. I explored the tool in this course, but chose not to include it in my digital story assignment. A PowerPoint presentation is incorporated in the Spanish Moodle course (created for ETEC 565, UBC) and involves audio recording. With the audio already covered in my LMS’ second module, I decided to investigate other tools. Now that I have experimented with Audacity, it will be an exciting challenge to find other relevant ways to apply this tool in the Spanish courses.
• Thanks to the Moodle course created as an assignment for ETEC 565, I have finally discovered an LMS course design that I can reproduce for both my digital film communication classes and the Spanish program. I have already started to mentor other teachers in that regard. In Spanish, all our courses will be structured in a similar way on Moodle. This will facilitate the navigation for students. Some of the online activities are also included in the assessment procedures, which will encourage active participation and collaboration.
• My next endeavor is to create a pilot course for a full online digital film communication program for my institution. It will include the creation of an international media studies and digital storytelling curriculum. I plan to use the SECTIONS model to design the course: students; ease of use; cost structure; teaching and learning; interactivity; organization; novelty; and speed (Bates & Poole, 2003). While keeping in mind the “7 Principles of Good Practice” (Chickering & Ehrmann, 1996), I also plan to continue my exploration of online learning theoretical frameworks (Anderson, 2008).

Conclusion

To close, a review of the 2007 ISTE standards clearly shows that innovative educational strategies were taken in consideration for this course: Creativity and innovation (digital story); communication and collaboration (assessment rubric); research and information fluency (social media); critical thinking, problem solving, and decision making (wiki activity); digital citizenship (copyright infringement laws); technology operations and concepts (e-learning toolkit: LMS; web design; communication tools; social software; weblogs; wikis; and multimedia tools).

It is with both regret and satisfaction that I complete my last course in the Master of Educational Technology program at UBC. It has been a fabulous didactic quest that I will bring with me as long as I teach. This online experience has changed the way I look at education. Thanks to the possibilities offered on the web, I will always look forward to my next learning adventure.

References:

Anderson, T. (2008). Towards a theory of online learning. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca Unversity. Accessed Online 9, June, 2009 http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-Online_Learning.pdf

Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.

Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 39(7), 3-7. Accessed Online 15, May, 2009 from http://www.aahea.org/bulletins/articles/sevenprinciples.htm

Christensen, L. (2000). Unlearning the Myths that bind us: Critiquing Cartoons and Society. In reading, writing and rising up: Teaching about social justice and the power of the written word (pp. 40-47) A Rethinking Schools Publication.

The ISTE (2007), National Educational Technology Standards (NETS•S) and Performance Indicators for Students: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Slide: http://www.slide.com/

Educause: http://www.educause.edu/ELI/Archives/MobilityandMobileLearning/5527

The Hidden Dangers of Social Networks: You can log-on but you cannot hide: http://www.slideshare.net/lisbk/the-hidden-dangers-of-social-networks-you-can-logon-but-you-cannot-hide

Literature Review in Mobile Technologies and Learning: http://www.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf