Blog:
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VIU Course Description:
This course will explore the continuum of learning that can take place in online environments from supplementing face-to-face class teaching to mounting hybrid/blended or fully online courses. Topics include comparing pedagogical approaches, creating and selecting resources, building levels of interactivity for learning, Universal Design for Learning (UDL), and facilitating change. Instructor: Dr. Randy LaBonte
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EVIDENCE & REFLECTION OF LEARNING #1
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OLTD Program Learning Outcome:
Graphic from OLTD 502 Lesson Redesign (above)
Reflection to Support Evidence:
OLTD 502 e-Portfolio Reflection #1
By Fenella Olynick Dec. 22, 2014 The Topic for Week #3 of OLTD 502 was Designing for Learning, and the assignment required students to dig deeper into aspects of instructional design. Students researched UbD (Understanding by Design) and UDL (Universal Design for Learning), and for the Week 3 & 4 activity I chose to further explore UDL. I critiqued an existing lesson from a BCLN Science 10 course and redesigned it for the learning environment, learners, and learning outcomes. This required selecting appropriate strategies and resources to meet the UDL guidelines. As outlined in the OLTD 502 Lesson Critique and Lesson Redesign, “UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles.” (http://en.wikipedia.org/wiki/Universal_Design_for_Learning). UDL Guidelines provide:
My OLTD 502 Lesson Critique and Lesson Redesign focussed on analyzing and incorporating the above-noted guidelines and principles. OLTD 502 instructor Randy LaBonte provided many helpful resources on instructional design, and although it seemed overwhelming at first, the research into theory and the principles of universal design, accessibility, and adapting technology, was integral in guiding the critique of the learning activity and the subsequent redesign. I feel the ability to bridge theory and practice is fundamentally necessary to develop a rich, meaningful, and pedagogically sound learning environment for students. My belief is that by meeting the identified OLTD learning outcome - to develop and design intentional learning activities suitable for the learning environment and the learner - and through incorporation of the UDL principles, all students will benefit from course design that includes differentiated instruction. Furthermore, I feel that students from cultures with rich oral traditions, with a ‘show and tell’ approach to learning, will especially benefit from a course that is designed using the UDL framework. My hope is that by incorporating the Universal Design for Learning principles, thereby minimizing barriers, more students, and in particular First Nations students, will be successful in completing the Science 10 lessons and activities. |
EVIDENCE & REFLECTION OF LEARNING #2
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OLTD Program Learning Outcome:
Evidence to Support Outcome:
Reflection to Support Evidence: OLTD 502 e-Portfolio Reflection #2
By Fenella Olynick Dec. 22, 2014 The Week #1 discussion question for OLTD 502 was: Does learning take place differently in online and blended learning environments? This question led to much research and investigation (as evidenced by the bibliography at the end of the introduction slides), and even more dialogue and debate. Initially, the question seemed fairly straight forward, but the more I reflected on it, the more complex the question and dialogue became. As a result, I have chosen the discussion post for Week #1 and the introductory slides (OLTD 502- Online and Blended Education) to represent my reflections and learning. I will no doubt continue to ponder this question throughout the OLTD program! The most significant realization through involvement in the OLTD 502 D2L discussion forum, and through online and blended learning presentations, was that vocabulary, understandings, and personal experience and belief can create a wide range of views and feelings on the aforementioned question. This topic required a great deal of preliminary research on terms, vocabulary, models, and even cultural norms, in order to arrive at a foundational level necessary for more in-depth dialogue and debate. Indeed, blended and online learning needed to be defined in order to address the question, and some of the iNACOL publications were found to be extremely helpful in this regard (particularly presentations by Michael B. Horn of the Innosight Institute – see slides bibliography). Becoming familiar with common terms, definitions and elements related to blended and online learning environments has been extremely helpful in understanding that Blended Teaching is not Textbook Enhanced Teaching, Technology Enhanced Teaching, Web/Online Enhanced Teaching, nor Online Teaching. It is a pedagogical shift for a teacher, where students have more control over their learning (i.e, a shift to a student-centric model). Students have more control over how they learn, what and where they learn, and the time and pace of their learning. As I move forward in my teaching career, I hope these understandings will help me to contribute towards the successful implementation and navigation of new models of teaching within my school and district. |