We have finished Lesson 2, 3 and 4 instructions. I hope it gave you better ideas on how our class works.
Here are my reflections to help you to enhance your further learning. Please do continue your good work in the upcoming lessons.
· Lesson Discussions
o What did right?
§ We shared very solid and robust postings. Many had strong references to support our arguments.
o What is your interconnectivity level based on Social Network Analysis (SNA)?
§ See: our class discussion community development.
o What can we improve?
§ Go beyond your experiences in online technology and OCL. As graduate students, we need to be able to apply learning theories, learning paradigms, learning psychology, theoretical framework, literature etc. to support our argument in addition to our own experiences. This is how it distinguishes us from others.
§ Frequently, we are required to apply different learning theories, theoretical frameworks, or models to examine our discussion topics. Remember to do so. Yes, it is very challenging to do so in comparing discussing our own personal experiences in the discussion topics. Remember we are graduate students and we should be able to apply theory and framework to support our knowledge not just personal experiences.
§ Q: Do we need to read more than just the required readings to respond to the discussion questions?
· A: Dependents on your knowledge in the discussion questions. It is always good to read more to challenge yourselves and to learn more.
§ Respond to the questions raised by others to your postings.
o Online Collaborative Learning is very vital to online learning. Without it, online learning may look like correspondence learning which lacks learning interaction, learning identity, and learning collaboration.
o Remember certainly online technology may have potential to support OCL. It doesn't mean if we use certain online technology, it integrates OCL automatically. So how? We need to know what OCL theory and pedagogy that we can align to. In other words, "online instructional strategies and activities" are what we need to integrate with online technologies. This is the reason why effective "online instructional strategies and activities' make online instructors and instructional designers valuable because we have to design and to implement them into our online teaching and learning. Online technology alone doesn't work. So, Assignment 3 is a great opportunity to test our knowledge and creativities in online instructional strategies.
· Assignment 3
o Your designs and ideas for Assignment 3 can be applied to your group final professional development if you and your group members coordinate them.
o If your group has discussed potential final online PD, this assignment could be like a proposal for your final PD.
o This is an "Individual" assignment. Each of you should come up with your own ideas and design. It is NOT the whole group that completes one design.
o Some of you may find Assignment 3 is more challenging. You should start preparing this assignment as early as possible.
o Be sure to read Harasim's Chapter 9. You will have a better understanding of the terminologies used in the template.
o Q: How can I assess #9: Assessing Technological Indicators?
o A: In this section, how do we know XXX is an effective technology for your unit. Ask yourself, how we can find the answer for this question?
Are the targeted audiences capable to assess the delivered technology? If not, who else? Could it be other fellow teachers and/or instructional designers who have knowledge in online technology?
After identifying the evaluators, we can decide what assessment methods, survey, interview, rubrics, or others?
Sometimes we can have both the targeted audiences and other teachers/designers etc. to help us to evaluate the integrated technologies.
One key question to ask ourselves is: How do I know the integrated technology is effective? Does XXX work well? Or should I consider other technologies?
· Group work
o Continue coordinating your group work.
o Coordinate Assignment 3 to support your group final professional development project.
Lesson 4 Discussions: Instructor's Reflections
KEY-1-OCL: Instructor's Reflections on Lesson Discussions
- Online Collaborative Learning is very critical to online learning. Without it, online learning may look like correspondence learning which lacks learning interaction, learning identity, and learning collaboration.
- Remember certainly online technology may have potential to support OCL. It doesn't mean if we use certain online technology, it integrates OCL automatically. So how? We need to know what OCL theory and pedagogy that we can align to. In other words, "online instructional strategies and activities" are what we need to integrate with online technologies. This is the reason why effective "online instructional strategies and activities' make online instructors and instructional designers valuable because we have to design and to implement them into our online teaching and learning. Online technology alone doesn't work. So Assignment 3 is a great opportunity to test our knowledge and creativities in online instructional strategies.
Cloud Computing: More than Teaching
- Cloud computing is a unique technology to support creativity and collaboration. Clouding computing technology is not limited to Google Drives or Dropbox. I encourage you to research more if you see the potential to support your design, teaching and learning. Remember, learning technology integration is more than just for teaching. You can apply the integration for your instructional design, your own learning, classroom management, and professional development etc. I encourage you to integrate cloud computing with mobile learning (ubiquitous learning); therefore, learning can be anywhere and anytime. Shouldn't learning be always mobile and ubiquitous?
Social Tagging: Tag to Build Community
- Social tagging linkage/architecture is a new way of contributing, organizing, and sharing collaboratively the mass of information and resources available on network environments. To build effective collaborative and sharing communities demands that students be equipped with social tagging skills. The ability of learners to maneuver within social media does not necessarily mean they are capable of engaging in social collaboration through social media. You must teach learners new digital literacy skills in social tagging to apply social media in constructing effective learning community and community learning. It is your responsibility as an educator to prepare and engage learners to "tag to share," "tag to organize," and "tag to collaborate" by ensuring they possess competent social tagging linkage skills and allowing them to ascertain what to tag for sharing with different community learners collaboratively.
- I think social tagging linkage/architecture is not just for teachers, or classroom only. In fact, any educational organization, institutions, learning community, network community should have their own Social tagging linkage/architecture to support them to strengthen their community resources, knowledge, and skills sharing and collaboration. Agree?!
KEY-2-Control-Instructor's Reflection: Learning/Teaching Psychology
- I really enjoy reading many of your postings. Many of you were able to apply your critical thinking skills to challenge yourself with this question. This is not an easy question at all.
- It is more just than technology. In fact, it is highly related to learning/teaching psychology. Regardless you teach, design, or learn the instructions, we need to be able to reflect learning psychology.
- More control. It is easier for learners and teachers to follow but it may not result in more personalized and meaningful learning.
- More open. It is more personalized and meaningful for learners and teachers but the learners may be lost and the teachers may have concerns on learning outcomes not reached.
- Could it be dynamic when it comes to control and open?
- If we agree dynamic is the key, what drives our dynamic design to reflect ideal levels of control/open?
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