Blog:
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Course Description:
Theories, models and strategies are applied to inform best-practice in online communication. Synchronous and asynchronous environments are examined. Tools, platforms and applications are explored to scaffold learning. Strategies for moderating and facilitating effective online learning are presented. Communities of practice are established and applied to student achievement. Instructor: Kim Lemieux
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EVIDENCE & REFLECTION OF LEARNING #1
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OLTD Program Learning Outcomes:
Reflection to Support Evidence: OLTD 503 e-Portfolio Reflection #1 I have chosen the Online Communication and Learning Piktochart as the first piece of evidence to reflect my learning journey in OLTD 503. This activity was completed as a requirement for Seminar 5’s Week of learning: Supporting Online Learning. Seminar 5 pulled together many of the individual topics from prior seminar weeks, thus allowing for a “cheat sheet” of important information to be created (hence, the Piktochart). I feel the Piktochart demonstrates the OLTD learning outcome of engaging with environments through online facilitation for effective learning. The research and information presented in the Piktochart offers ways in which online teachers can engage with environments to positively affect learning. Also, I feel that through helping to facilitate the activities for Seminar 5, I engaged with multiple online environments. I feel the Piktochart shares a number of engagement strategies and tips, which I hope others will find useful, should they access the blog. While creating the Piktochart, I realized I am becoming increasingly cognizant of how important it is for online teachers and course developers to demonstrate an understanding of the philosophies and theories of learning, including the various models and frameworks of learning that stem from these theories. Associated with these frameworks and models are tools and technologies. The Piktochart illustrates synchronous and asynchronous tools and technologies, of which using a mix is recommended for a more flexible learning environment. The chart also illustrates the importance of ‘social presence’. This is developed through student-teacher and student-student engagement, using communication tools and medium to promote affective responses and group cohesion. Social presence allows online communication to feel ‘real’. The Piktochart, in addition, illustrates potential benefits and problems of online learning communities. For example, benefits include convenience and flexibility, learning with others, and engagement and belonging. Meanwhile, examples of problems include information overload, low participation, and impersonality. A few examples are further illustrated and ideas for increasing benefits and reducing problems are offered. I hope this Piktochart will serve as a reminder of things I should consider in my teaching practice to support online learning. Often we get so wrapped up in ‘doing’ that we don’t take the time to adequately reflect on our practice or try new strategies and approaches This Piktochart will be a visual ‘trigger’ to remember that social presence, communication, and interaction should be a necessary focus in course design to build community and foster learning. It is how we use the tools, media and platforms that influences student learning! |
EVIDENCE & REFLECTION OF LEARNING #2
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OLTD Program Learning Outcome:
Evidence to Support Outcome:
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Reflection to Support Evidence:
OLTD 503 e-Portfolio Reflection #2 The second piece of evidence to demonstrate my learning in OLTD 503 is an essay: Online Communication and Learning: The Path to Shaping Virtual Communities, which was submitted for Assignment #3 in Unit 3. The essay is a reflective examination of literature relating to ‘best practices’ in facilitating learning in online environments. Through a critical examination of philosophies, beliefs, and current teaching practice, the research and writing of this essay has enabled me to identify strengths, weaknesses and areas of focus for personal growth. The literary research, and opportunity for discourse in the process, has allowed me to attain a broader perspective and depth of knowledge that I hope will facilitate meaningful and progressive change; change based on a theoretical framework. The study of philosophies and theorists’ models, learning design models, and interactions within online communities - including a look at the learner, teacher, technologies, benefits and problems - provides a springboard from which my teaching practice can be improved to facilitate learning. Perhaps the most significant point to be made through the creation of this artefact is the importance of ‘social presence’ in online learning. I believe the learning outcome to critically assess and evaluate resources for best practice in online learning is especially important, as it plays a key role in determining the choices educators make regarding their teaching practice. By carefully considering philosophies and theories of learning, and through reflective practice and the reevaluation of one’s beliefs, parts of theorists’ design models become consciously interwoven into one’s design theory, thereby addressing cognition, motivation, and human development. I feel the more insight one gains, the more one is able to make thoughtful, well-considered and effective choices regarding instruction, course design, and learning. |