Designing a unit of study in moodle was a challenging exercise because I found myself questioning the value of every element and attribute that I introduced in the unit. Having started with a well-defined objective of making peer and community interaction the strongest element of the course provided me with a criterion for assessing the value of each element and attribute. However, the community and peer interaction that I wanted to build would remain a hypothetical construct until learners actually engaged with the course. The design and post-design reflection helped me re-evaluate some of my pre-conceived notions about online and face-to-face courses. The following reflection is an overview of the objectives I set out to achieve and how my perspective evolved over the process of design.
Many of you are probably familiar with VideoScribe – a popular whiteboard animation software developed and published by Sparkol. Since I am a big fan of this type of animation, I decided to create an instructional video using VideoScribe. I created my digital story using a free license of VideoScribe offered to UBC students (special thanks to my UBC MET colleagues who showed me that there was a UBC students’ license for free.) The digital story is available at the link below:
This week’s readings introduce us to some comprehensive frameworks for evaluating technology for use in teaching and learning. However, I think that there is room for introducing some more considerations and I was inspired by the readings (especially, Bates’ catchy acronym) to create a framework that incorporates the ideas from the various authors and also introduces a couple of new considerations. And of course, in order to make the framework memorable, I had to come up with a catchy acronym of my own – L.E.A.R.N.I.N.G. T.E.C.H.S.
De Castell and Jensen identify several factors that allow commercial video games to offer a more engaging learning experience for gamers than educational games. The most prominent feature that allows deeper engagement with commercial video games is immersion.
Both Gee and Turkle introduce some terms that really resonated. However, I found myself looking for common ground in the work of the two scholars and thought that Turkle’s concept of the physical real is a locus that can be used to connect arguments from Alone Together and What Video Games Have to Teach Us. The physical real is one of those concepts that is so rudimentary that it is hard to explain.
In this week’s reading there are many interesting innovations, cases and frameworks for assessment discussed by Nicol, Redecker & Johannessen. I found that there was one common theme that tied all of these frameworks together – a movement towards greater learner self-regulation .
In Vaughan et al’s (2013) discussion of blended learning and the planning and design modifications required to facilitate effective communities of inquiry they introduce an intriguing term – presence.
Transformative pedagogy encourages the learner to critically explore attitudes and perspectives, question them in the light of social issues and attain social agency through action. Mezirow, J. and Associates. (2000) identify the following three themes central to the transformative learning framework: