Synthesis: (ETEC 565)

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.
  • 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

Assessment tools: Moodle (ETEC 565)

ePortfolio assignment #4: Assessment Tools

A reflection upon my experience completing the assignment 

While creating the multiple choice questions; the matching questions; the short answer questions and the essay questions, many thoughts crossed my mind.

Technical support:

  • I realized that, despite the online book provided in the course (excellent, by the way) and web resources available, in the end I had to figure out how to create the quiz more or less on my own.
  • I tried to ask for some help in the student forum, but people were already overwhelmed with what they had to accomplish and one doesn’t want to inconvenience the community.
  • Although I managed to somehow create a quiz that met the basic parameters prescribed in the assignment, the process reminded me of many of colleagues’ reluctance to using new technological instrumentation.
    • The time and patience that it takes to create tools that may or may not be better than what already exists is something to ponder.
    • On the other hand, with all the technological experimentation that I have done in the MET program, I have come to realize that technological exploration often reaps excellent results in the end.

Exploration:

  • The Moodle quiz assessment provided me with an opportunity to explore the tools available in this LMS.
  • I realized that this quiz would be useful for practicing the linguistic skills and the interactivity would motivate the students.
  • The experience made be consider the assessment procedures that I would have to devise for the students’ oral presentations (daily new from the web) and the thematic projects (research projects presented on PowerPoint or other audio visual medium).

Presence: (Anderson, CCM)

  • Cognitive:
    • The quiz I devised allowed the students to demonstrate their knowledge of Spanish. The essay questions also provided an arena for them to use their own experience and display some critical thinking skills.
  • Social:
    • This type of quiz does not provide for much social interaction. I would like to explore these activities in relation to our daily oral presentations (chats) and thematic projects (forums).
  • Teaching:
    • The quiz is a way to engage students in an interactive environment that can be monitored by the teacher. It is useful to know if students completed the questions during the time allocated and if they had to do it only one or many times.
    • This type of “teaching presence” relates more to the organization of learning (Anderson, CCM) than to communication with the students.

Conclusion:

I am looking forward to further my exploration of the Moodle assessment options in the hope to enhance my students’ social presence and to optimize my presence as a learning facilitator.

Course site: Moodle for Spanish (ETEC 565)

Hi all,

  • I love movies! My specialty is “digital film communication” for high school girls.
  • This is my final course for the master’s program.
  • I am looking forward to reaching a goal that has taken two and a half years (and all the weekends in between).
  • But I will miss the great community of practice that I have learned to appreciate during this experience.

UBC Moodle site: drolet

http://moodle.met.ubc.ca/course/view.php?id=164

or: UBC Moodle: drolet

Proposal (ETEC 565)

Running head: MOODLE FOR AN ACCELERATED SPANISH PROGRAM

 

Creating a Moodle Course for an Accelerated Spanish Program:

A Proposal

(500 words / not including: preamble; cross-reference numbers)

Note: the numbers in the text are active cross-references and highlighted

By: Chantal Drolet

For: ETEC 565, John P. Egan

University of British Columbia

2010

Creating a Moodle Course for an Accelerated Spanish Program: A Proposal

 

Preamble

The following proposal is intended for the IT coordinator of an independent high school for girls. This educational institution, where I work, underwent major technological adjustments during the past few years and is encouraging teachers to find innovative ways to deliver their courses.

As the curriculum leader of a three year accelerated Spanish program, one of my responsibilities is to convince our IT team that a Learning Management System (LMS) would be ideal for our Spanish courses. To start the process the most advanced course, Grade 12 Advanced Placement Spanish, could be piloted online within a Moodle shell.

What is Moodle?

Any time, anywhere. Moodle, a Learning Management System (LMS), brings together resources and tools in one place and is accessible any time anywhere through a web browser. For our purpose, Moodle would be used as a blended learning strategy to supplement the face-to-face Spanish language learning experience. However, the LMS would be designed to accommodate a possible full online delivery in the future (1). Advantageous features include: course information; access to electronic readings; multimedia content including audio files, videos and wikis, just to name a few (2).

Creating a Moodle Course for an Accelerated Spanish Program:

A Proposal

Introduction

An important part of a 21st century skills’ approach to education is second language acquisition. Since this didactic perspective is also linked with technological advancement, I propose the creation of a pilot grade 12 Spanish Moodle course.

Why Moodle?

Interaction.  The communication approach in second language acquisition is one of Canada’s claims to fame in the educational realm. Communicative language teaching (CLT) emphasizes interaction as the main process, as well as the chief objective, of linguistic skills (3).

Technological environments using constructivist processes, like Moodle, are compatible with the CLT focus on interactivity. Such learning platforms develop communities of practice encouraging asynchronous and synchronous communication activities in the foreign language. As part of the linguistic experience, grouping students in discussion forums or chats facilitates collaboration and feedback (4, 7).

Safety and opportunities. Our school’s present Moodle site ensures the privacy of students by using a password protected access to the courses. It is also linked to our library to guarantee a safe connection to web 2.0 resources such as blogs and journals.

 

How to Evaluate Moodle’s Implementation

Low cost. The cost, for maintenance and technical support, is already part of the current infrastructure.

Ease of use, reliability, accessibility. The system, monitored by the school, is virtually crash free.  The course participants have computers at home and can also easily access computers at school. Furthermore, Moodle runs on systems supporting the widely used Hypertext Preprocessor (PHP), minimizing accessibility problems.

Organizational issues. Enrolment would be limited (for a pilot course given in combination with face-to-face interaction) and students already have access to technical support (5).

Teaching and learning. The impact of technology resides in the functions that educators allocate to it (Zhao, 2005). For Moodle, special linguistic functions may consist in: open forums or posts for students; online oral assessment practice, etc.

The arbitrariness of Web searches relieves students from the predictability inherent to artificially structured language learning environments (Warchauer, 2004; as cited in Lai & Kritsonis, 2006). In their presentation for the computer assisted language instruction consortium (6), Rheinhardt & Thorne (2009) list technology mediated activities such as: CMC (or LMS), blogs, texting and social networking. They see the need to bridge the gap between on-line communication tools and in-class linguistic activities, which is exactly the aim of this proposal.

Authentic material would provide relevant and current information, including links to Spanish news broadcast agencies, for research and oral comprehension. A variety of assessments, including audio-visual presentations would offer opportunities for practical application of the linguistic knowledge. Each student would build an E-portfolio, within the Moodle shell, in which selected artifacts could be displayed.

Speed and knowledge transfer considerations. One of the great advantages of Moodle is that the speed allows effective knowledge transfer.

Novelty. Moodle has already been tested successfully for other courses in our school.

Conclusion

As the first of his kind in the language department, this innovative Spanish Moodle pilot program would be easy to operate; appeal to learners and provide participants with access to educational opportunities otherwise not available.

 

References

  1. What is Moodle: http://www.open4yourbiz.com/docs/moodle.pdf
  2. Moodle features: http://clt.lse.ac.uk/Why-Use-VLE.php
  3. CLT: http://en.wikipedia.org/wiki/Communicative_language_teaching
  4. Constructivist environment: http://www.open4yourbiz.com/docs/moodle.pdf

http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

  1. System’s requirements: http://www.open4yourbiz.com/docs/moodle.pdf
  2. Calico: Computer assisted language instruction consortium

Recognized international clearinghouse and leader in computer assisted

learning and instruction. It is a premier global association dedicated to

computer-assisted language learning (https://calico.org/page.php?id=240)

  1. Chickering, A.W. & Ehrmann, S.C. (1996).  Implementing the Seven Principles: Technology as Lever. American Association for Higher Education Bulletin, 49(2), 3-6.
    http://www.aahea.org/bulletins/articles/sevenprinciples.htm

Also inspired by:

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.

 Communicative approach: (http://en.wikipedia.org/wiki/Communicative_language_teaching)

Constructionism: (http://en.wikipedia.org/wiki/Constructivism_(learning_theory))

Moodle – About, available at: http://docs.moodle.org/en/About_Moodle

Moodle Accessibility Standards, available at: http://docs.moodle.org/en/Moodle_Accessibility_Specification

Moodle Design Philosophy, available at: http://docs.moodle.org/en/Philosophy)

Moodle Features, available at: http://docs.moodle.org/en/Features

Moodle Support, available at: http://moodle.org/support/

Moodle Why? http://clt.lse.ac.uk/Why-Use-VLE.php  

http://www.open4yourbiz.com/docs/moodle.pdf

Panettieri, J. (2007). Addition by subtraction. University Business, August, 58-62.

Accessed online 11 March 2009. <http://www.universitybusiness.com
                  /viewarticle.aspx?articleid=845>

Reinhardt, J., & Thorne, S. (2009). Developing technology mediated language awareness through bridging activities [PowerPoint slides]. Retrieved from Calico 2009 web site: http://www.u.arizona.edu/~jonrein/presentations/TMLABA_CALICO09.pdf

Zhao, Y., (2005). Technology and Second Language Learning: Promises and Problems.

Michigan State University: Technology in Support of Young Second Language Learners

Project, University of California: William and Flora Hewlett Foundation. Retrieved June 22, 2009 from: http://www.ucop.edu/elltech/zhaopaper011505.pdf

 

Also posted here:

Assignment #2 (ePortfolio): LMS site proposal

Evaluation Rubric (ETEC 565)

The Members of Group 4:

Brian Barkhurst; Chantal Drolet; Claudia Jack; Christine Little; Vicki Schrader; Denise Stoney-James

 Click here to see the evaluation rubric: Final Group Rubric

PRÉCIS

Our group scenario was the following:

Interest in Royal Roads University’s MBA in Greater China has been huge!

1.      There’s no shortage of ambitious, qualified students;

  • University leadership has determined that the enrolment can be increased to up to 800 new students per cohort.
  • There are 3 cohorts each year: September, January, and May.

2.      But the increased student numbers has also seen an increase in server “issues,” i.e. crashes.

  • Current technology is used to support Royal Roads’ entire distance education requirements

RATIONALE

A rubric is an effective tool for conducting assessments. In choosing learning management systems, we need to ensure that it has the relevant characteristics which will make it suitable for the educational purpose and the context.  

According to Bates & Poole:

“…teachers or educational administrators making decisions about educational technology should have some theoretical model or framework that guides the choice of media and technology. If not, they will be constantly driven by the latest technology development, whether or not they are appropriate” (2003, p. 80).

A well defined rubric can increase the chances of choosing appropriate technologies.

 As a group, we discussed the selection of criteria for evaluating a Learning Management System (LMS) compatible with the scenario we were given. 

We based the choice of our criteria on:

  • Typical higher educational institution’s distance education requirements;
  • The prospect of an expanded Chinese clientele;
  • Possible demands /needs of this clientele;
  • Our own LMS functionality measure;
  • Relevant course literature;

The initial scenario suggests that Royal Roads University is concerned with server crashes. It follows that their most urgent concern would be with server requirements, reliability, and technical support. 

Additionally, the university’s Chinese enrollment increase suggests the need of special care given to multiple linguistic capabilities.

Bates & Poole’s SECTIONS model (2003), applicable to most educational contexts, inspired (some of) the categories selected in this rubric. We combined the characteristics of the SECTIONS MODEL (Bates & Poole, 2003) and the features of the LMS system to produce our final product.

This model assisted us in providing a holistic approach to evaluating the features of the product. It also allowed us to examine the LMS from different perspectives: that of the students who are the main users; that of the administrators who need to be convinced about its value and affordability; and that of the teacher. We also examine the interactivity and other relevant features.

We used a rating scale (0-1-2) to facilitate the measurement of each criterion so as to assess the overall quality of the rubric. Therefore, if required, a quantitative value may be determined. The possible scores range from 0-2 with 2 being the highest (and best) possible score per section, giving a total of 16 possible points. The result of the assessment can help determine the extent to which the important issues, relating to the technology from the perspective of different stakeholders, have been addressed.

 Our rubric is designed for this specific scenario, but could also be used for other educational institutions and learning environments. 

References

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.

Panettieri, J. (2007). Addition by subtraction. University Business, August, 58-62. Accessed online 11 March 2009. <http://www.universitybusiness.com     /viewarticle.aspx?articleid=845>

La tristeza del maya: Digital story

La tristeza del maya: Digital story

Summary of story for non-Spanish speakers:

A long time ago, there was a Mayan man who asked the animals to help him become happy. In order to be happy, he wanted the sight of the vulture; the strength of the jaguar; the knowledge of the snake, etc. At the end of the story, the wise owl says that human beings will never be happy unless they learn how to want less and give more.

La tristeza del maya

Alternatively:

ePortfolio assignment #5: Digital story

Reflection:

This story is worth telling because legends are an intrinsic part of the Mayan culture.

Spanish teachers are always looking for opportunities not only to make their students practice the grammar studied in class but also to learn more about the culture they are studying” (Rogríguez, M., 2004).

 A legend can be an excellent tool to achieve those goals.  As a language teacher, I constantly seek activities that will encourage my students to use the target language (Spanish). If these activities are also engaging and fun, students tend to remember the vocabulary and structure more easily.

The best types of language learning activities are the ones that possess cultural characteristics. Songs, for example, can be a wonderful way of presenting a country. Legends are also very useful. They are narratives, created a long time ago, and are very meaningful to the people of the regions they represent. Such stories can make it easier to understand certain nations and their traditions.

The tool I chose, “Slide”, was definitely appropriate to create this pedagogical activity.

  • Functionality:
    • The use of images was a most effective way to illustrate the story. I found many images available on Google (advanced search: labeled for reuse).
  • Requirements:
    • It was possible to add captions.
    • This is very important when trying to have the students use the target language.
    • The tool allowed for the use of music.
  • Strengths:
    • The tool is easy to use.
    • Images can be found in numerous places (Flickr, Picassa, etc.)
    • Music can be added.
    • Cations can be added.
    • Speed can be chosen (fast; medium; slow)
    • A wide variety of presentational themes are offered.
  • Limitations:
    • There isn’t a vast array of Latin music (which would be great for Spanish)
    • The development of the project can be a bit slow at times (when trying to change the place of a slide, for instance).

In a nutshell:

  • All images were taken from Google images; advanced search; strict; labeled as commercial reuse.
  • The music is from the “Slide” tool music choices.
  • The story is an ancient one re-written for simplification.
  • This slide show will be used to:
    • Present a Mayan legend
    • Learn the use of the subjunctive
    • Become familiar with images representing the Mayan culture (mayan statues, for example)

See my slide show here (created on Slide at  http://www.slide.com)

Assessment: Flight Path (ETEC 565)

E-portfolio activity #1:

Flight path during ETEC 565A

(500 words – not counting the references)

Chantal Drolet

Introduction

My professional career started as a regional reporter and then as a national correspondent (Radio Canada). Later, the journey intensified with my quest for active learning in education. I now work (at an independent high school for girls) as the digital film communication curriculum leader.  I am also responsible for the accelerated Spanish program.

Basically, in the film program, we make movies: public service announcements, short narratives, music videos, etc.  The language program (English, French & Spanish) offers the option of trips to various countries. For example, a few years ago students went to Ecuador, where they volunteered in a shelter for disadvantaged kids and where they also created a documentary about the program to help them get more funds.

All my courses focus on culture & communication. My research interests could be summarized by saying: Let’s put the “C” back in ICT- as opposed to IT only. “C” is for: communication; creativity; culture and cinema!

Learning Objectives for the ETEC 565 course

Learning Management Systems (LMS). I have created some courses on Moodle, but I still need to investigate the various interactive as well as assessment options, available on this platform.

Assessment: One of my goals is to investigate the assessment challenges created by computer technology and its connected resources (audio blogs, video streaming, online mediated communication, information retrieval tools such as the Internet, search engines). The intent is to explore procedural frameworks in which assessment devices (including technological tools) correspond to modern educational rationales.

Social software: Research on courses delivered on the web demonstrated that the general strength of e-learning education consists in: active student participation; communication between learner and teacher; and an integral respect for diversity. The researchers also found deficiencies that needed to be addressed. Among others: lack of cooperation between learners; need for timely comments; and problems with interface usability were noted (Graham, Cagiltay, Craner, Lim & Duffy, 2000). I would like to investigate the ways in which these deficiencies could be addressed.

Media studiesChildren 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). Can we harness the power of social media to provide students with a vehicle for exploring and creating original content?

Multimedia: I would like to continue investigating the validity of digital film communication literacy as an alternative form of media literacy well suited to support female youth’s interests in communication and socialization.

Resources:

  • It is my hope to use digital film equipment (camera; editing software; music creation software) to produce instructional films;
  • “Moodle” to create interactive activities and assessments;
  • UBC’s blog to further my expertise in the creation of e-portfolios.
  • Audacity to practice oral skills in Spanish courses;
  • Wimba: for spontaneous discussions / it is my intention to discover novel applications;
  • Storytelling: the ETEC 565 e-portfolio includes an educational story… this seems to be compatible with what I teach. I am eager to continue developing this type of learning strategy.

References

Graham, C., Cagiltay, K., Craner, J., Lim, B. – R. & Duffy, T. M. (2000). Teaching in a web based distance learning environment: an evaluation summary based on four courses. Centre for Research on Learning Technology, Indiana University. Technical report no. 13-00. Retrieved October 21, 2009 from http://crlt.indiana.edu/publications/crlt00-13.pdf

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.

Sanders, J. (2005). Gender and technology in education: a research Review. Retrieved October 8, 2008 from: http://www.josanders.com/pdf/gendertech0705.pdf

Reflection: (Discussion) Applying the frameworks (ETEC 565)

Discussion: Applying the frameworks

Framework from: Chickering, A. W. & U. Ehrmann, S. C. (1996). “Implementing the Seven Principles: Technology as Lever”:

Good Practice Uses Active Learning Techniques (p.4)

  • In the Digital Film Communication program that I have created in my institution, students produce films centered on the message that they want to convey.
  • This framework allows them to experience learning activities, which are very much “apprentice-like” (p. 4).
    • Some of these activities require the use of technology, while others do not.
      • Planning the script requires very little technology (other than word processing); the use of imagination is more important here.
      • Filming and editing, on the other hand, are technologically involved.
    • When students choose themes that are meaningful to them, and actively work with technology in a way that supports the accomplishment of their objectives, they develop insight (p. 4).
      • Example: BC Children Hospital documentary:
        • 3 film crews recently created a series of documentary for a campaign to create a new children hospital. They had to present their work in public venues.
        • Their insights range from realizing what families go through when children have cancer… to how to make a good interview, and what it means to have a real client.

Good Practice Emphasizes time on Task (p.5)

  • Briefly: scheduling is always a nightmare… and re-scheduling is a part of the process!!!
    • Things don’t usually go as expected; technical problems occur; etc. 

Reflection: NETS / Discussion: Digital Age Teaching Professionals (ETEC 565)

Reflections

NETS / Discussion: Digital Age Teaching Professionals

In your own teaching, in what ways do you:

  • facilitate and inspire student learning and creativity;
    • In the digital film communication program, I allow them to choose the themes that interest them.
  • design and develop digital-age learning experiences and assessments;
    • Students:
      • Research topics
      • Write scripts (on software)
      • Shoot their films
      • Edit their footage
      • Add titles & credits
      • Can create their own music
      • Assessment is: individual; peer; by the public and by myself
  • model digital-age work and learning;
    • I have my e-portfolio and encourage students to create their own
    • I work with Moodle
    • The film program is constantly expanding:
      • This year we added animation booths; a sound studio and many more features
  • promote and model digital citizenship and responsibility;
    • The types of productions that we do always have a message related to social change or awareness. Our slogan is “filming with the heart in mind”.
  • engage in professional growth and leadership?
    • I am finalizing my master’s degree!!

Step 2

Learning goals in ETEC 565, in light of the competencies listed in the NETS. 

  • What are the key skills and approaches that you feel you need to develop to meet your goals?
    • Learn more about interactive media.
  • What areas are most important to your own goals in becoming a digital-age teaching professional?
    • Ascertain theoretical frameworks;
    • discover new technologies or applications

My pet peeve: Having to use a “prescribed” technology that does not do what is needed for the learning outcomes that the students and myself have established.

What I love: Technologies, processes and pedagogical strategies that focus on the message, the content, the learning… rather than the technology.