Blog:
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Course Description:
Students will explore the underlying philosophy, possibilities, and challenges of the open movement and will identify quality open educational resources (OERs), including a variety of media, software, and platforms for use in their particular contexts. Participants will investigate platforms and methods for creating and collaborating on OER resource developments. Additionally, students will move toward becoming open educators: those who possess a great deal of knowledge around open/networked learning and who demonstrate emerging forms of sharing and collaboration. Instructor: Dr. Alec Couros
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EVIDENCE & REFLECTION OF LEARNING #1
OLTD Program Learning Outcome:
Evidence to Support Outcome:
Primary Evidence: A blog post, which includes my Summary of Learning |
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Evidence Embedded within Blog Post:
OLTD 505 Summary of Learning: Part 1 Above Button: PowerPoint Slide Presentation with live links (view in 'Present' mode)
OLTD 505 Summary of Learning: Part 2 Thinglink (Open Education: Thinking, Working & Learning in the Open) |
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Reflection to Support Evidence:
The evidence I have selected to demonstrate my competence with regard to the above-noted OLTD 505 learning outcome is my final blog and Summary of Learning, which was created and submitted at the end of OLTD505. This blog, also posted on the OLTD505 Wordpress blog site (http://oltd505.ca), contains a variety of media formats. For example, I used Google slides/PowerPoint, Screencast-O-Matic (screen recorder), YouTube, Thinglink, AudioBoom (voice recorder), and a variety of other tools for research, creation, curation, and social networking leading to this final artefact of learning. The creation of a Summary of Learning gave me an opportunity to re-examine areas and topics covered during the course, and I was able to spend more time critically examining copyright and the Creative Commons, and the pros and cons of the various licenses. I was also able to try some new media tools (such as Thinglink and AudioBoom), which were integrated into the final blog and Summary of Learning. This process helped me to identify key areas from the vast amount of information garnered throughout the course, and promoted a deeper understanding and appreciation of the importance of copyright and Open Educational Resources (OERs). As difficult as it was, creating the Summary of Learning was an extremely worthwhile exercise, and I feel my strength lies in the synthesis of information from OLTD505 and other OLTD courses, while integrating various tools to produce the multimedia online presentation. As an online educator/facilitator, creating my Summary of Learning has enabled me to better understand the Open Movement, Open Education, Open Educational Resources (OERs), and related areas such as the Creative Commons. These areas are supremely important to investigate, analyse, and understand, since we are now teaching 21st Century learners who are interacting, learning, and creating in the ‘open’. As an educator, I feel it is my responsibility to model and foster good digital citizenship (i.e., with respect to online interactions, copyright, etc.), while encouraging the use of appropriate online tools to contribute to our increasingly sophisticated digital world. I now feel I am better prepared to be a positive role model and a proactive educator with regard to Open Education. |
EVIDENCE & REFLECTION OF LEARNING #2
OLTD Program Learning Outcome:
Evidence to Support Outcome: Primary Evidence:
A blog post which highlights course-related learning and the power of a PLN |
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Evidence Embedded within Blog Post: A Digital Curation Summary Secondary Evidence: A Gliffy schematic of Digital Workflow |
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Reflection to Support Evidence:
The primary evidence I have selected to demonstrate my competence with regard to the above-noted OLTD 505 learning outcome is a metablog (ALONE ON THE WEB TOGETHER: Filtering and curating on a web of one?) I wrote towards the end of OLTD505, while reflecting on the networked interactions and the way they took place throughout OLTD505. I examined not only the OLTD505 community interactions, but also broader networks and their importance to our understanding and learning. The OLTD505 communities and networks included the use of Twitter, Google+, Weebly, and Wordpress (and to a lesser extent sites such as Diigo). While many pertinent areas were explored and discussed by the OLTD505 community with regard to Open Education and Open Educational Resources, one area seemed to emerge (during weeks 4-6) as a topic of great interest to our cohort members, and subsequently, much community interaction revolved around this topic… the topic of curation. Hence, my secondary piece of evidence is a Gliffy schematic of my Digital Workflow (here is the link for the Interactive Webpage). The schematic illustrates my interactions, connections, and use of online tools and environments that have resulted from teaching and learning online. The creation of this Gliffy helped me to understand the relationship and balance that needs to exist with regard to creation and curation, and the Gliffy was the impetus for further exploration and learning (and many course discussions) to better understand what curation truly means, and why it is important. The Digital Curation screencast (above) outlines some of my understandings on the topic of curation. My evidence pieces show that through blog posts, screencasts, schematics, and dialogue in the OLTD and broader communities, I have been able to not only share my course-related learning with members of the course and greater educational community, but I have also been able to learn with and via the networks and communities, thereby deepening my understandings and realizations. I feel this is a critical part of learning in the open and open education, and through practice, as educators, we can better understand the risks and rewards that may exist when/if we choose to encourage our students to engage in networked learning. Through engaging in online communities, I feel I have developed skills and growth that may not have been achieved otherwise, and I have pushed my boundaries of comfort in order to do so. The interactions have been invaluable to my learning.
In future, I hope I am able to apply my knowledge of networked learning to my teaching practice; however, at this time, fairly restrictive rules exist within my school district with regard to allowing students to engage in connected and networked learning. Yet, I feel networked learning and open education is important for its authenticity; a real world audience can offer unexpected insight and rewards. There is something very rewarding about knowing others appreciate your work within the greater educational community. I experienced this when the Digital Workflow graphic and blog (Too Much creation and not enough curation?) were retweeted multiple times, as noted above. I hope I will be able to help my students understand that everybody has something valuable to offer. In the words of Derek Sivers, “Obvious to you. Amazing to others.”
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