ETEC 524 Assignment 3

ETEC 524 Mike Fosyth

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ASSIGNMENT #3: A REFLECTION ON LEARNING

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Moving Forward

Course Experiences and Takeaways

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Goals from Flightpath

Course Experiences and Takeaways

Goals from Flightpath

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Click on Each Goal for a Reflection on Progress Towards Achieving it

Goals:

Based on Chickering & Ehrmann's Principles (1996) improve active learning, prompt feedback & emphasis student time on task

Better select and evaluate teachnologies and strategies

Currently at the Substitution and Augmentation stages of SAMR Model

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Goals from Flightpath

Have an open mind towards embracing new concepts and ideas to improve practice and learning experience for students

Shift to a more learner-centred learning environment, currently very teacher-centred

Look at how technology can help with assessment to reduce, not increase teacher workload while staying within FIPPA guidelines

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Goal: Currently at the Substitution and Augmentation stages of SAMR Model

Goals:

While I have not moved beyond the enhancement stages of Substitution and Augmentation during the course, I have come to understand that SAMR is not a progression model and that for some activities Substitution and Augmentation can be the best options (SAMR Model: A Practical Guide for K-12 Classroom Technology Integration, 2021).

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Goals from Flightpath - SAMR Model

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Image Courtesy of Teaching in a Digital Age - Second Edition

Goal: Gain a better sense of how to select and evaluate learning technologies and strategies that can be practically integrated into my practice while staying true to my values and teaching styles.

Goals:

Much like my group in Assignment #1, I think a combination of the SECTIONS model (Bates, 2014) and MIT CITE and IIM frameworks (Osterweil et al., 2015) is likely the best path forward as each on its on leaves gaps in important areas like privacy and security present in SECTIONS but missing from MIT CITE and IIM, or teacher buy-in and training present in the MIT CITE and IIM model but not addressed in SECTIONS (Bates, 2014; Osterweil et al., 2015). It is important when considering learning technologies to determine what it is you are looking for and establish a framework whether a checklist or rubric that can be utilized when investigating the technologies under consideration. During this process it is important to prioritize which of the criteria are more critical than others.

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Goals from Flightpath - Selection and Evaluation of Learning Technologies

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Moving forward I plan to implement the same questions with my students in September and generate comparable questions and activities for the rest of my Social Studies 10 course.

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I can not honestly say that I have improved time on task for my students, which is something that I will need to continue working on and may be solved by technology or through pedagogy. The discussions and extension questions that I built into my online Unit of Learning assignment should address active learning and being that the extension questions were self-marking they provide immediate formative feedback for students.

Image Courtesy of Learning In a Flat World

Goal: In terms of Chickering & Ehrmann’s (1996) principles I have room to improve with regards to active learning techniques, prompt feedback to students and emphasising time on task for students.

Goals:

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Goals from Flightpath - Implementing the Seven Principles for Good Practice

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Interestingly, this goal is very similar to to the topic of a discussion I had with another student during Week 11, specifically concerning AI and the possibility of it increasing, rather than decreasing teacher workload.

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Goal: Look at how technology can help with assessment to reduce, not increase teacher workload while staying within FIPPA guidelines

Goals:

I did apply self-marking formative assessment activities into my Unit of Learning, and plan on transferring the questions into MS Forms, a program supported and approved by my school district. I will need to investigate other options for summative assessment strategies. Unfortunately, many of the programs I have been introduced to through the MET program are not FIPPA compliant and can not be used with my high school students without an extra layer of work to anonymize identifiable student data – working against the purpose of reducing teacher workload.

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Goals from Flightpath - Technology Assisted Assessment

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Goals from Flightpath - Technology Assisted Assessment Example 1

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Art Education / 1st Quarter

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Goals from Flightpath - Technology Assisted Assessment Example 2

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Art Education / 1st Quarter

Though not attributed to ETEC 524, my assignments and unit planning as part of ETEC 565S, also showed progress towards a more learning-centred approach.

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Image Courtesy of Dambudzo (2015)

Goal: Shift to a more learner-centred learning environment, currently very teacher-centred

Goals:

Admittedly I need to move my practice away from being very teacher-centred, which is simple for me, but likely not the best for my students. I agree with Anderson (2008b) that the label of learner-centred gives unrealistic expectations and seemingly fails to reflect my own needs, a better label is learning-centred learning. With Assignment 2 I progressed in this transition by creating the activities and assessments designed to provide diagnostic information of my students so I can assess prior knowledge, knowledge acquisition and misconceptions before moving on to new material (Anderson, 2008b).

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Goals from Flightpath - From Teacher-Centered to Learner -Centred Learning

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I would like to believe that I have been open minded, that I haven't dismissed ideas, technologies or strategies out of hand because of their context, though I am sure I still have a ways to go.

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Goal: Have an open mind towards embracing new concepts and ideas to improve practice and learning experience for students

Goals:

This is a hard goal to assess, I would like to believe that I have been open minded in looking for new approaches and technologies and not just seeing what I can incorporate into my existing practice. It is challenging to embrace fully AI and other self-marking, technologies for example as it is hard to ignore FIPPA and district requirements and guidelines. The context of many ideas, technologies and strategies that were raised in the course also come from contexts outside of my own - I don't teach in an online environment, nor work in higher education so I do find myself looking for how I can apply elements of these strategies and technologies, not embracing them wholeheartedly.

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Goals from Flightpath - Open Minded

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Assignment #2 Part 2

Assignment #2 Part 1

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Weekly Discussions

Assignment #1

Course Experiences and Takeaways

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The weekly large and small group discussions served several functions.

• They were an effective way of building community amongst the class, especially in the beginning.

• They were also a way for students to assess their understanding of the course concepts and readings, we could see if we were in line with what others understood of the material.

• They allowed us to consider different points of view and extend our thinking through reading and responding to classmate's posts and responses.
• They, in conjunction with the resource sharing pages (assessment and communication tools), were an effective way to share what works and does not work and discover strategies and technologies that we were not aware of before.

It was for these reasons that I incorporated discussions in several areas of my Unit of Learning.

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Experiences

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While in public education we as teachers will not be selecting LMS software, the frameworks considered and used in this assignment, specifically the SECTIONS model (Bates, 2014) and MIT CITE and IIM frameworks (Osterweil et al., 2015) can easily be applied to other technologies and media that we are considering using with our students. While we did not consider the SAMR model to be applicable to selecting an LMS, it is certainly relevant when considering how technology can be implemented and utilized with students when designing curriculum (Instructional design/SAMR Model/What is the SAMR Model?, 2018).

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Looking at the evaluation and selection process of Learning Management Suites (LMS) was much easier as a group as the collaborative process necessitated a discussion of criteria and priorities. It also reduced the stress of working through the process for the first time by sharing the responsibility amongst four people. At the time it seemed very disjointed and abrupt, occurring in the opening weeks of the course and lasting only a week. Most group work I have conducted throughout the MET program has been longer and usually has involved multiple stages. Being only a week and comparatively small in the mark value it seemed like there should have been an extension of our process moving into a larger assignment. In a way there was, just not as a group, the process that we used to compare and decide on a LMS for our context, was applied, at least in part, towards the selection of the LMS platform we would use for Assignment 2.

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Experiences

Course Experiences and Takeaways

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Click the icon below to view my groups Assignment #1 selection rubric and my self-reflection

Assignment #1

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For the introductory module I leaned heavily on Anderson’s (2008a) work for establishing teacher, and hopefully teaching, presence in the course through introducing myself using different modalities as well as establishing the expectations for students, both in terms of behaviour and engagement, early in the course. As part of the introductory unit, pulling from Anderson (2008a) and my experience in the MET program I included the introductory discussion forum, so that students could begin to build and Community of Learning as early as possible.

The assignment was a great example of Constructionism, having us apply the concepts and pedagogy learned earlier in the course to produce an online course shell, rather than discussing them hypothetically. At this early stage of designing and constructing an online course shell it quickly became apparent how intentional one must be in all of the steps of the design process and in the selection of resources to reduce confusion, maximize student engagement and evaluate learning. It was also very important to anticipate as many student questions as possible with regards to course expectations, activities, timelines and assessment and to include that material ahead of time for students.

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Click the icon below to view my Assignment #2 - Part 1 Self-Reflection

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Assignment #2 - Part 1

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It is unlikely that I will be teaching a fully online course anytime in the near future, however the process of developing and selecting materials and activities to use for this assignment was helpful. It has given me a lens that I can now use to review my existing course materials and see how they can be redesigned to incorporate more and different modalities, how it can be supplemented with different resources and extension activities to promote active learning for my students and reduce the role of teacher as the centre of learning. In doing so, I might also be able to achieve Modification and Redefinition with elements of my practice according to the SAMR model (SAMR Model: A Practical Guide for K-12 Classroom Technology Integration, 2021).

For the second part of this assignment, building out a Unit of Learning within the shell created in Part 1, in keeping with my goal of moving away from a teacher-centric practice I built an asynchronous unit. I tried very hard to keep the segments of the unit short so that students could tackle as much or as little of the unit as they had the time, capability and capacity for; material was also presented in a scaffolded way with self-checks for students as they went (Denvers et al., 2018; Tobin, 2014). In preparing the unit, I reflected on what Mazur had to say about assessment – what was my goal for the assessment in the unit, how would I use the data, how could students use the data (Derek Bok Centre, Harvard University, 2013)? Because of this, as I mentioned in my assessment goal earlier, I focussed on formative assessment strategies and no/low-risk comprehension checks throughout the unit along with various discussion questions for students (Anderson, 2008a; Denvers et al., 2018). Examples can be found here.

Click the icon below to view my Assignment #2 - Part 2 Self-Reflection

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Assignment #2 - Part 2

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As the course comes to an end, I have set myself short term goals that will be implemented for and during the coming school year, and other goals are designed for a longer time frame as they require more research and evaluation before implementation.

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Goal 5

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Goal 4

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The process of designing and building and online Unit of Learning was useful, though I won’t likely need to construct a fully online course, unless we have another pandemic – so hopefully not. However, the process did make me consider the types of activities I would like my students to be able to do. The unit of learning that I designed was asynchronous and as such I designed activities that required students to take an active role in their own learning and did not require me to lead the activity or lesson. For September I plan to reuse the materials I created in my Unit of Learning and apply the same design principles to the remainder of the course, this will be a good path towards my goal of a less teacher-centred practice.

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Goal #1

Art Education / 1st Quarter

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My goal in the coming weeks and months is to bring more of the activity types I designed for my unit of learning into my in-person class, especially the ungraded and self-marking comprehension checks utilizing software like MS Forms, Kahoot, and Poll Everywhere for no/low-risk formative feedback implemented through the existing Microsoft Team for each class (Denvers et al., 2018). This will provide my students with timely feedback on their learning, but also reduce the amount of marking I need to do, freeing me up to provide more timely summative assessment.

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Goal #2

Art Education / 1st Quarter

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For the coming school year, in addition to the lesson materials (notes, PowerPoints, activities, etc.) that I already post to the class Team for each lesson, I will be adding more media as a supplement to my in-person lessons and activities for those students who benefit from alternate modes of presentation, or who want a review option (Yousman, 2016). In keeping with Tobin’s (2014) recommendations of Universal Design for Learning the media will be added in a format, likely YouTube for videos that can be accessed from all manner of devices without the need for specific software to view.

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Goal #3

Art Education / 1st Quarter

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To enhance the voice of those students who do not feel comfortable discussing their thoughts and opinions in-class, I would like to experiment with online discussions and synchronous electronic response questions (MS Forms, Kahoot, Poll Everywhere) both during class and as asynchronous extension activities.

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Goal #4

Art Education / 1st Quarter

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AI is an ever-increasing presence in our daily lives, I plan on investigating ways to integrate AI into my practice starting with the list of resources that Curtis shared in the Week 11 discussion forum. First, I would like to see how I can leverage AI’s capabilities to reduce teacher workload, either for planning lessons, developing course materials and activities, as well as an assessment tool. (Goal #5) Additionally, I would like investigate appropriate and safe ways of having students using the technology to support, but not replace their learning. (Goal #6) As always FIPPA will be a major deciding factor in what can and can not be implemented with students, especially if used for assessment.

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Goal #5 & 6

Art Education / 1st Quarter

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Derek Bok Centre, Harvard University. (2013, November 19). Assessment: The Silent Killer of Learning / Eric Mazur [Dudley Herschbach Teacher/Scientist Lecture] [Video]. YouTube. https://www.youtube.com/watch?v=CBzn9RAJG6Q Instructional design/SAMR Model/What is the SAMR Model?. (2018, May 31). In Wikiversity. https://en.wikiversity.org/w/index.php?title=Instructional_design/SAMR_Model/What_is_the_SAMR_Model%3F&oldid=1877822 Osterweil, S., Shah, P., Allen, S., Groff, J., & Sai Kodidala, P., & Schoenfeld, I. (2015). Summary report: A framework for evaluating appropriateness of educational technology use in global development programs. The Massachusetts Institute of Technology, Cambridge, Massachusetts & The Indian Institute of Management, Ahmedabad, India. https://dspace.mit.edu/bitstream/handle/1721.1/115340/Summary%20Report_A%20Framework%20for%20Evaluating%20Appropriateness%20of%20Educational%20Technology%20Use%20in%20Global%20Development%20Programs.pdf?sequence=2&isAllowed=y SAMR Model: A Practical Guide for K-12 Classroom Technology Integration. (2021, April 13). PowerSchool.Com. https://www.powerschool.com/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/ Tobin, T. J. (2014). Increase online student retention with universal design for learning. The Quarterly Review of Distance Education 15(3), 13-24. http://commons.hostos.cuny.edu/edtech/online-learning/wp-content/uploads/sites/68/2015/09/INCREASE-ONLINE-STUDENT-RETENTION-WITH-UNIVERSAL-DESIGN-FOR-LEARNING.pdf Yousman, B. (2016). The text and the image: Media literacy, pedagogy, and generational divides. In J. Frechette & R. Williams (Eds.), Media education for a digital generation (pp. 157-170). https://www.taylorfrancis.com/books/edit/10.4324/9781315682372/media-education-digital-generation-julie-frechette-rob-williams?refId=87ac0301-66eb-4e69-b5da-82ede85173e5&context=ubx

7 Principles of Good Practice in Online Teaching. (n.d.). Learning In a Flat World. Retrieved August 2, 2023, from https://bwatwood.edublogs.org/7-principles-of-good-practice-in-online-teaching/ Anderson, T. (2008a). Teaching in an online learning context. In Anderson, T. & Elloumi, F. Theory and practice of online learning (pp. 343-365). Athabasca University. http://www.aupress.ca/books/120146/ebook/14_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf Anderson, T. (2008b). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 45-74). Edmonton AB: Athabasca University. http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf Bates, T. (2014). Choosing and using media in education: The SECTIONS model. In Teaching in digital age. https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/ Bates, T. (2019, October 10). 9.1 Models for media selection. In Teaching In a Digital Age - Second Edition. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/9-1-models-for-media-selection/ 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/articles/sevenprinciples.htm Dambudzo, I. I. (2015). Curriculum Issues: Teaching and Learning for Sustainable Development in Developing Countries: Zimbabwe Case Study. Journal of Education and Learning, 4(1). https://doi.org/10.5539/JEL.V4N1P11 Devers, J. C., Devers, E. E., & Oke, L. D. (2018). Encouraging metacognition in digital learning environments. In D. Ifenthaler (Ed.), Digital workplace learning: Bridging formal and informal learning with digital technologies (pp. 9-22). Springer International Publishing AG. https://link.springer.com/book/10.1007%2F978-3-319-46215-8

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