OLTD 501- Introduction To Online Learning
Evidence #1
OLTD Program Learning Outcome:
Understand, design and commit to student success in online learning environments
Evidence to Support Outcome:
Personal Online Course Design Model
When thinking about online course design there are many factors to be considered about the interactions between student, teacher and content. The teacher must balance the course learning outcomes, students’ needs, expectations and goals as well as the available resources to deliver the course. None of this factors remain steady from course to course or from student to student which is probably the greatest challenge. The model then should be simple enough to be easily adaptable and complex enough to be meaningful.
Building a course design model is a lifetime project. There is not a model or even a school of thought that can address the complexities associated with the learning process, therefore establishing a commitment to any particular perspective is out of the question, at least for me. A course design model is a living document that must change with time in order to reflect professional growth, research innovation, life experiences and, above anything, each individual student's expectations, passions, needs and goals.
Although I recognize the importance of content/learning outcomes, learning management systems, and all other "practical" elements related to the learning process, I strongly believe that the most important aspect of any learning process is a meaningful connection between all those involved: students, teachers, administrators and community. The student is of course at the center of this process.
The theoretical framework that I feel more congruent to my teaching philosophy is the George Siemens Connectivist Theory as it emphasizes the importance of establishing links between those with similar interest (communities of practice) and that "learning and knowledge rest in a diversity of opinions" (Siemens). We tend to connect learning to institutionalized settings when in fact the most incredible learning opportunities often happen "outside the box".
The opportunities to acquire knowledge have grown exponentially with the development of informational technology. Learning is no longer the transfer of content from teacher to pupil, from parents/adults to children, from master to apprentice. The role of the teacher and the role of the content have changed substantially during the past 30 years.
The teacher went from being at the center of the stage to a more "behind the scenes" role with occasional appearances at key moments. Teachers have now the opportunity to "...supply the students with the basic framework for the course and then lead from behind..."(Siemens). Content is simply is a vehicle to provide students the opportunity to develop personalized learning outcomes like higher level thinking, life skills, overcome personal challenges, awakening curiosity, inquiry and passion. Within this context learning happens in a variety of ways, traditional, non-traditional, within institutions and in our homes, face to face, online, etc.
The accessibility and variety of information that we have access to makes the learning process much more dynamic. Course materials are suggestions that can be easily modified and personalized by the teacher and / or the learner to suit individual needs. Giving the student the opportunity to have an active role in the selections of course materials increases engagement and attachment to learning and therefore have a significant impact on the assessment portion of the course.
Assessment for, as and of learning should be an ongoing process. Since the learner is an active participant of the course design process he/she should also play a crucial role when it comes to assessment. The students should be provided with choices to demonstrate their learning as it is a personal journey.
Sources:
http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf
http://chronicle.com/article/George-Siemens-Gets-Connected/143959/
Understand, design and commit to student success in online learning environments
- Design inclusive learning environments
Evidence to Support Outcome:
Personal Online Course Design Model
When thinking about online course design there are many factors to be considered about the interactions between student, teacher and content. The teacher must balance the course learning outcomes, students’ needs, expectations and goals as well as the available resources to deliver the course. None of this factors remain steady from course to course or from student to student which is probably the greatest challenge. The model then should be simple enough to be easily adaptable and complex enough to be meaningful.
Building a course design model is a lifetime project. There is not a model or even a school of thought that can address the complexities associated with the learning process, therefore establishing a commitment to any particular perspective is out of the question, at least for me. A course design model is a living document that must change with time in order to reflect professional growth, research innovation, life experiences and, above anything, each individual student's expectations, passions, needs and goals.
Although I recognize the importance of content/learning outcomes, learning management systems, and all other "practical" elements related to the learning process, I strongly believe that the most important aspect of any learning process is a meaningful connection between all those involved: students, teachers, administrators and community. The student is of course at the center of this process.
The theoretical framework that I feel more congruent to my teaching philosophy is the George Siemens Connectivist Theory as it emphasizes the importance of establishing links between those with similar interest (communities of practice) and that "learning and knowledge rest in a diversity of opinions" (Siemens). We tend to connect learning to institutionalized settings when in fact the most incredible learning opportunities often happen "outside the box".
The opportunities to acquire knowledge have grown exponentially with the development of informational technology. Learning is no longer the transfer of content from teacher to pupil, from parents/adults to children, from master to apprentice. The role of the teacher and the role of the content have changed substantially during the past 30 years.
The teacher went from being at the center of the stage to a more "behind the scenes" role with occasional appearances at key moments. Teachers have now the opportunity to "...supply the students with the basic framework for the course and then lead from behind..."(Siemens). Content is simply is a vehicle to provide students the opportunity to develop personalized learning outcomes like higher level thinking, life skills, overcome personal challenges, awakening curiosity, inquiry and passion. Within this context learning happens in a variety of ways, traditional, non-traditional, within institutions and in our homes, face to face, online, etc.
The accessibility and variety of information that we have access to makes the learning process much more dynamic. Course materials are suggestions that can be easily modified and personalized by the teacher and / or the learner to suit individual needs. Giving the student the opportunity to have an active role in the selections of course materials increases engagement and attachment to learning and therefore have a significant impact on the assessment portion of the course.
Assessment for, as and of learning should be an ongoing process. Since the learner is an active participant of the course design process he/she should also play a crucial role when it comes to assessment. The students should be provided with choices to demonstrate their learning as it is a personal journey.
Sources:
http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf
http://chronicle.com/article/George-Siemens-Gets-Connected/143959/
Personal Online Course Design Model, September, 2014
I created this Course Design Model diagram to illustrate the elements and connections needed to develop courses that provide meaningful learning experiences while meeting students needs and building connections between teachers, students, administrators and community.
Evidence #2
OLTD Program Learning Outcome:
Scaffold digital citizenship from K-12 to professional level of educators:
Evidence to Support Outcome:
Annotated Bibliography about Connectivism
Reflection to Support Evidence #2
Scaffold digital citizenship from K-12 to professional level of educators:
- Examine current research around best practices and emerging practices
Evidence to Support Outcome:
Annotated Bibliography about Connectivism
Reflection to Support Evidence #2
Annotated Bibliography about Connectivism. October, 2014.
I compiled and reviewed 5 current scholarly - peer reviewed sources to gain a better understanding of George Siemens Connectivist theory.
I compiled and reviewed 5 current scholarly - peer reviewed sources to gain a better understanding of George Siemens Connectivist theory.