To review my final portfolio assignment, please click here to access a Google Doc that I created to showcase the evidence of completing four optional course activities and my updated and revised blog post.
I am very thankful for what I have learned through this course and the resources I have gained! Thank you for sharing your knowledge and supporting us through this course!
Photo from Unsplash by Courtney Hedger
How can teachers find, build & share resources and content to support Develop an awareness of the potential of Human-Centered Learning in Online and Open K-12 Learning Contexts learners in K-12 online & open digital contexts? What did I already know, what do I know now based on the course readings and activities, what do I hope to learn?
Topic one of this course gave me a better understanding of what human-centered learning is and the importance of it. Verena takes some key points from our readings, which break down what human-centered learning is. I found this helpful, as I initially wasnât exactly sure what the term meant. For example, communication, relationship and connection building, extending definitions around âsuccessâ, creating relevancy to learning, etc. are all important aspects of human-centered learning. So, how can teachers find, build and share resources and content to support human-centered learning in an online and open context?
Photo retrieved from Unsplash by Markus Winkler
The readings from topic four provide examples and information related to open education resources and the importance of it. Kimmons (2015) defines open education resources (OER) as âeducational materials that are in the public domain or introduced with an open licenseâ (p. 40, 2018). Roberts and Nobleâs article (2020) indicated that from their research around OER that there was a lack of awareness around the concept, but that people do understand the importance of collaborating and sharing. In theory, OER sounds easy, but copyright and restrictions can potentially make OER somewhat limited. That is why Roberts and Noble (2020) suggest creating digital content on platforms that allow the option to have material open for learners to use. When creating your own material, you can ensure that it is relevant to the students. That would be an example of how to build and share OER. Another example in terms of building OER came from Wiley and Hiltonâs article (2018) and the example they gave was students in a course giving future students âdeeper explanations of concepts, study guides for exams, tutorial videos that provide scaffolding and support to learners who benefit from having the material presented from a different perspective or in a different mediumâ (p. 138, 2018). This example reminds me of the importance of UDL and how all students learn differently, so by receiving information from a different perspective this could potentially help students. It also is a way that promotes communication, as well as building connections and relationships. With this example, they also address the fact that students cannot be required to share their work, âhowever, faculty can espouse the benefits of openness and appropriately advocate for students to license their works under a Creative Commons Licenseâ (p. 144, Wiley and Hilton, 2018). This website helped me understand what Creative Commons License is.
In terms of teachers finding resources (open or not), I believe creating connections within your community will help with this. Connecting with others, using the library and the Internet are also good examples.
Roberts and Noble (2020) explain that to develop knowledge, people should be given the opportunity to have access to the âsame learning opportunities regardless to geography, culture or technologyâ (p. 7, 2020). OER can be created in a way that would achieve this and bring many other positives for learners and educators. I will continue to research OER as I continue on my pathway of becoming a teacher and look forward to see what will come out of it over time. I believe that by collaborating with others, using platforms (ex. Twitter) and the resources provided to us it will help support learning.
References:
Kimmons, R. (2015). OER quality and adaptation in K-12: Comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks. The International Review of Research in Open and Distance Learning. 16(5), 39â57. https://doi.org/10.19173/irrodl.v16i5.2341
Roberts, V. (2020). Topic 1. Retrieved from https://edtechuvic.ca/vroberts/2020/07/05/topic-1-july-6-9-introductions-privacy-and-human-centred-learning/
Roberts, V. & Noble, S. (2020). Developing a Creative Commons Mindset: The Practical Aspects of OER from a K-12 Alberta School District Perspective. [Weblog]. Retrieved from http://verenaroberts.ucalgaryblogs.ca/2020/06/25/deve loping-a-creative-commons-mindset-the-practical-aspe cts-of-oer-from-an-k-12-alberta-school-district-perspect ive/
Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4). http://dx.doi.org/10.19173/irrodl.v19i4.3601
Hi Stephanie! Thanks for sharing your blog post. The first point that you make about ensuring that students have access to the technologies needed is very valid and a huge step in making sure students have equal access to learning! I also made the connection in my blog about the Basham et al article explaining the barriers that students face who have disabilities, ELLS and are in poverty. Thankfully, I have heard of schools that have rented out technology to their students during the pandemic, otherwise I do feel that a lot of students would be at a disadvantage.
I liked the point that you made about creating different spaces for students, which will hopefully make them feel comfortable sharing their thoughts and ideas. I believe that this connects with our topic one and how important it is to build connections and not lose that in an online learning setting.
Overall, I really liked the connections you made to our readings and felt that you addressed the blog prompt well! I also hope to learn about teachers and their experiences with switching to an online setting due to the pandemic!
Hi Brittany! I really enjoyed reading your blog post! I agree that after reading our course readings I felt more educated and familiar with recognizing the needs of all students, particularly in an online setting. I also hope to learn about techniques on how to create an effective learning environment!
In your second paragraph I think you do a great job at answering the prompt provided for this topic. I agree that the design of a course/lesson is very important and will create meaningful, authentic and relevant learning environment for students.
I liked your connection to the Circle of Courage and to the ED-D 301 course, as I was also in that class and I hadnât thought about that connection! The models that you included provide as a great resource when thinking about student engagement and motivation!
In your final paragraph you bring up the following important topics:
These topics bring your blog post to a nice conclusion. Overall, I felt that you made great connections to our course readings (from other topics too) to other resources (FIPPA, models, other courses, articles, etc) and answered the prompt very clearly! Good job!
Thank you for sharing your blog post Amanda! It was interesting to hear about your experience on taking an inclusion specific course and its focus on UDL guidelines. I think I have only had one class prior to this course that discussed UDL guidelines, although inclusion is often talked about within the Elementary Education Program. I also hadnât really considered online learning environments at the time of hearing about UDL, as it wasnât something as relevant to us back then as it is now with COVID-19 in mind. I agree that our course readings have been a useful tool in learning more about inclusion, especially in an online environment.
In my blog post I also talked about how students who live in poverty, who have disabilities and who are ELL are impacted negatively from online learning. Â This is concerning information, but also not completely shocking to me. I feel that these students are faced with challenges no matter what type of learning environment they are in and feel passionate to ensure that UDL guidelines are incorporated into all learning environments to help make sure that students’ needs are being met no matter what their circumstances are.
The graphic that you included was super useful for giving ideas on how to ensure that learning is accessible for all students. I also agree that giving students choice is a key part to the UDL guidelines and will provide students with room to properly express themselves. I liked the connection you made in this paragraph about Indigenous students as well, as I think that is a very important component to be thinking about with online learning, as we want to ensure that cultural identity is recognized and that students feel that their learning environment is authentic, meaningful and relevant.
How can you ensure equitable access to authentic, meaningful & relevant learning environments for all learners in K-12 open and distributed learning contexts? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn?
Different learning styles and abilities may be harder to recognize in an open and distributed learning context than they would be in a traditional classroom setting. With that in mind, as educators, we need to ensure that we are giving each student the attention that they need and deserve to allow for growth and learning.
Bashman et al (2018) explain that âonline learning content developers, delivery system designers, education professionals, parents and even students themselves have become more knowledgeable of the importance of addressing the diversity in todayâs digital environmentsâ (p. 492, 2018).
In my view, it will require a joint and coordinated effort from all of the parties mentioned by Bashman et al to ensure that an authentic, meaningful & relevant learning environment is delivered for all learners in open and distributed learning contexts. Where in the traditional classroom environment, the teacher alone may have been able to assess and adapt the learning environment based on their in-person observations, however, in an open and distributed learning situation, this may not be as easy to observe and meaningfully assess.
That being said, we learned from our topic 1 course readings that pedagogical decisions are crucial and will impact learning and building relationships. I believe it also impacts authentic, meaningful and relevant learning. Selwyn (2020) expresses the viewpoint from teachers and students who feel that synchronous video classes and meetings are mentally tiring in a way that in person classes are not. From my own personal experience, I find that to be true and am even feeling nervous going into my next semester with a full-time course load and only synchronous learning being offered because of the Covid-19 pandemic. I believe educators need to be flexible with their learners, especially given the current pandemic, and understand that synchronous learning may be more difficult for some.
Prior to our Digital Equity and Perspective Project, I had a basic understanding of what UDL was and the framework. I knew that it consisted of three core principles and associated guidelines that focus on promoting education systems that can âimprove and optimize teaching and learning for all peopleâ (Cast, 2020). I never considered how to apply the UDL guidelines to an online learning setting, but after exploring this course further I feel that I have a better understanding of what to consider when looking at making online learning inclusive.
Photo from Unsplash by Tim Mossholder
The article written by Basham et al (2018) highlights some of the challenges within the evolving education system, particularly with online learning. For example, they highlight that âstudents with disabilities, ELLs, or students in povertyâ (p. 492, 2018) are more likely to experience a negative impact from online learning than âstudents in traditionally marginalized categoriesâ (p. 492, 2018). I believe this is an important factor to remember and learn about the ways to ensure that these groups of people are included in all learning environments.
References
Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.
CAST (2018). Universal Design for Learning Guidelines. Retrieved from http://udlguidelines.cast.org
Selwyn. N. (2020). Online learning: Rethinking teachersâ âdigital competenceâ in light of COVID-19. [Weblog]. Retrieved from https://lens.monash.edu/@education/2020/04/30/1380 217/online-learning-rethinking-teachers-digital-compet ence-in-light-of-covid-19
Hello! Linked below is our Digital Equity and Perspective pod project as well as our FlipGrid video. Our project focuses on a made up persona of a student named Ella. The assignment looks at the UDL guidelines and makes connections to online and open learning. We hope you enjoy looking at it!
Digital Equity and Perspective Project:
https://docs.google.com/document/d/105yLY2B-c1mKDM_vY6I0freG7Sbo0pCV4pl-M19HcGk/edit?usp=sharing
FlipGrid Video:
Hi Brittany!
Thank you for sharing your blog post! I also think it is interesting how each country has different polices and structures related to the education system and how it is important for us as educators to understand and consider the diversity of online programs.
I appreciated your paragraph outlining the different forms of online learning. I also found the definitions related to open learning in Robertsâ article to be useful and gave me better insight into the topic. I also really liked SAMR graphic that you included in your blog post. I thought it did a good job at breaking down the degrees of technology integration in the classroom. After further research on the SAMR model, I found this website to provide useful information that you may want to look into: https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
I thought that you did a good job at answering the blog prompt and discussing the historical and theoretical trends. I liked the connection that you made to the different approaches and theories presented in the readings (behaviorism, connectivism, etc.) and discuss how these have helped shaped teaching practices. In your blog, it is mentioned that including various elements of these theories will help create a diverse learning environment for students, which is important as we need to consider the needs of all our students!
Hi Stephanie!
I found that I made similar connections pointed out in your blog post to our topic readings. In particular, I was also surprised about the first correspondence school in Canada opening in 1919 and how much has changed since then! I am also interested in learning about the new technologies that will be emerging as more people are shifting towards online learning/working due to the current pandemic.
It was interesting to hear about your experience with technology growing up. I also started using desktop computers at school starting in middle school and high school, however the technology used was quite limited and Ipads or Smart Boards were not introduced. It wasnât until my post-secondary education when I really started using my computer for educational purposes.
I liked the quote that you used from Tony Bates in reference to instructors and teachers not being told how to teach. I believe it is up to us as educators to ensure that all our students needs are being met and creating an environment where students are able to learn. Â I know from my personal experience in education, I did not feel that I was reaching my potential and in some subjects falling far behind because I wasnât provided with the tools or opportunities to reach my potential. That being said, I do see the challenges that teachers may face to ensure that this happening and especially in an online setting I believe it could create more challenges. I think that you addressed an important point that human connection is vital when teaching students online. Without having this connection, I believe it would be extremely difficult to know where students need help and their learning styles.
Hi Amanda!
Thank you for sharing your blog post! After writing my own blog post, reviewing Stephanie and Brittanyâs posts, I believe we are all quite surprised to learn that distributed learning started evolving in Canada during the 1990âs. I think it surprises us, as it feels like we are only now really learning about distanced learning and its presence within Canada over 100 years later.
I enjoyed reading about the teaching machine in your blog post and how it highlights that the teaching machine was able to increase interactions between the two people using it. With schooling shifting towards being online due to the coronavirus, I think it important for educators to ensure that we are still building connections and interacting with students genuinely. Â So far, this course has highlighted that connections do not have to be lost in online settings. Hopefully we can continue to learn about different strategies to help ensure we are still building connections with students in any learning environment!
I also really liked your connection to Skinnerâs goal regarding the teaching machine results to what we are trying to achieve with online and open learning. I never considered those connections and I thought that that paragraph laid out the information very clearly! I also like that you pointed out that technology has evolved so much over time, but some of the core values of tech related learning are still present! It will be interesting to see how technology evolves even further than it has over our careers.
Overall, I really enjoyed reading your blog post and look forward to what comes from topic 3!
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