Blog:
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VIU Course Description:
Fundamental research, theories, design models and technologies applied to effective online teaching are introduced. Students review program expectations and outcomes and define the infrastructure of informed practice for digital learning environments. Learning supported objectives are investigated relative to a diversity of environments. Instructor: Mary O’Neill
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Evidence & reflection of learning #1
Schema for My Online Learning Design Model
My Online Learning Design Model Explained
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OLTD Program Learning Outcomes:
Evidence to Support Outcomes: OLTD 501 Online Learning Design Model
Reflection to Support Evidence: My Online Learning Design Model was created for OLTD 501 Topic 3: DL Theories & Design Models: Intentional Design for Online Learning. This model illustrates where I see the learner/student, teacher/facilitator, objectives/needs, learning outcomes and processes of/for learning, including evaluation and assessment. Creation of this model encouraged me to think about the theorists and schools of learning I most relate to in my role as a DL teacher. I reflected on the theories, philosophies of teaching, and learning design models that I use in my lessons and course design. A great deal of time was spent examining a number of prominent theorists’ learning design models. This examination required the understanding of terms, definitions and elements of online environments. After all, the derivation of many terms and elements seem to arise from the theorists and schools of learning. Furthermore, the study of learning theories and design models integrates current cognitive learning and brain-based learning theory. For this reason, I feel my Online Learning Design Model reflects the OLTD Learning Outcomes noted above. The design of my Online Learning Design Model Schema has helped me to recognize that a number of theoretical models (or parts thereof) weave their way through my course design and online teaching practice. For example, my DL courses, which have evolved significantly over the past few years, have included aspects of Otto Peters’ Industrialization theory, Borje Holmberg’s guided didactic conversation, BF Skinner’s behaviourist theory (for the ‘what’ questions – I teach science courses), Piaget’s cognitive constructivism (for the 'how' and 'why' questions), Charles Wedemeyer’s Independent Study theory (I teach many adults who often work in remote locations), and Garrison and Shale’s Transactional Learning theory (for the two-way communication via technology). At present, I am trying to explore ways to integrate George Seimens’ and Stephen Downes’ connectivist approaches to learning (there are many possibilities with social media these days). When constructing online learning environments, I feel it is important to always consider cognitive learning and brain-based learning theory. We want students to use higher order thinking skills to create and innovate. I also believe that an understanding of terms, definitions and elements related to online learning are necessary to make informed, thoughtful, reasoned decisions when designing materials for online teaching. Therefore, the chosen OLTD learning outcomes represented by My Online Learning Design Model are meaningful to my teaching practice. Without the fundamental understandings brought about by these learning outcomes, the “why” cannot be properly addressed … Why do we teach/facilitate/design the way we do? |
EVIDENCE & REFLECTION OF LEARNING #2
Click the link below to download my Pecha Kucha PowerPoint show (with audio).
PDF Version of OLTD 501 Pecha Kucha
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OLTD Program Learning Outcomes:
Reflection to Support Evidence:
I have chosen the Pecha Kucha created for OLTD 501 Topic 4: Supporting a Learning Journey as my second piece of evidence to document my learning. The Pecha Kucha: “I Imagine …” The ABCs of Teaching Online is a PowerPoint presentation which illustrates the variety of learning experiences and skills I deem important in developing inclusive, engaging, supportive and successful online learning environments. As indicated by the lead statement, “I Imagine …”, I have not yet reached where I would like to be with respect to this goal in course design. The creation of the OLTD 501 Pecha Kucha required the scaffolding of digital citizenship skills to ensure the appropriate use and attribution of Creative Commons images and music (Flickr CC images and a jamendo.com CC audio file were used). The project also required me to reflect upon 21st Century learning to think about the skills needed to optimize learning experiences through personalization. I have thought about my experience teaching online and chosen characteristics, needs and stages of development that I feel should be considered when personalizing learning in the 21st Century. Each slide represents one aspect of this:
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