Week 4 Response #2 to Melissa

Reply to:  Melissa's blog

Hi Melissa,

Thanks for quoting our group presentation, it was cool to open your blog and see that :)

I love your insights - you're so right, technology maintenance time is extremely time-consuming!  The digital tools are always "updated" with new features, formats, and sometimes even entirely new tools/trends.  It's very, very time-consuming.

I literally just read an article about our college graduates missing important soft skills (time management and organization skills) immediately before I read your blog...talk about timing!  The article To Solve the Skills Gap in Hiring, Create Expectations in the Classroom discusses critical EESOs (essential employability skills and outcomes).

To learn more about EESOs, here's a checklist we have to complete for all course outlines and course proposals (this checklist comes from the Ontario Ministry of Training, Colleges and Universities):

Back to the article...we are trying to prepare college students for the workplace (hence the application of EESOs), so the article argues we need to establish some guidelines that are similar to the workplace, such as NO DO-OVERS!  If you're late you're marked ABSENT, and so on, the article is a good read.  Actually, it's a GREAT read, and so totally relevant to college professors.

The skills gaps identified in the article are personal accountability for work, self-motivation, strong work ethic, punctuality, time management, professionalism, and adaptability (Kent, 2016). I personally think of these as "get your act together" skills or "reality check". The article is absolutely correct:  college students are shocked every time I tell them there isn't a second chance. There isn't extra credit to make up for late or missing work, and as the article states "there are no extra credits" in real life.

Bottom line:  our college students, like ourselves, have to be able to show initiative, learn on their own, manage their time, their work, and their responsibilities, all by themselves.  That's a life lesson for an 18-yr-old who has only experienced endless do-overs and in some school districts no due dates whatsoever.  I'm happy I read your blog, because it helps me remember that we're all challenged too, and reinforces that we need to keep the reality check going, it's "tough love" in the classroom.

Week 4 Response #1 to Rachel's blog

Response to Rachel's blog


Hi Rachel, I totally agree, the new technology we already have available is really exciting. I'm not sure if I can even visualize what education might look like in 20 or even 30 years! 

I'm going to check out Google Cardboard and Google Expeditions, thanks for the tips. 

I'm also interested in how you use Twitter - it sounds like you use it as a research tool. I've started doing that as well. To build up content in my courses I follow people/accounts that are "in the know" - experts in the fields. Their tweets are so valuable - since their tweet content is already "vetted" it's an easy way to narrow my internet research into useful items...they've already found items that are good. I'm really interested about how people use the internet to research, what tools they are using, and how. Thanks for your post, I really enjoyed it.

Week 3 Blog - responses to Rob's week 3 blog questions

Week 3 EDUC5101G Blog

Responses to:  http://robpower74.blogspot.ca/2016/01/analyzing-and-categorizing-online.html

1.  What types of tools do you think are missing?

Student assistance tools (tutors, test prep, student study tools), digital textbooks, e-portfolios (career search and planning, resumes), digital marketplaces, financial tools (corporate, public, personal).  These are all specific examples that may fit into one of your listed categories.

2.  What types of tools from the list have you used as a teacher? As a student? (Can you provide examples?)

Honestly, there is an enormous list.  

From my blog, last week in two days I used the following tools:  Wikispaces, Weebly, Padlet, Word, Google Docs, Excel, Chrome, Explorer, Realtime Boards (MindMaps), Videoscribe, Adobe Connect and Adobe Connect plug-in for Word Clouds, Outlook, PowerPoint, Prezi, D2L, Camtasia, SnagIt, Blogger, YouTube, Socrative.

3.  Which of those tools have you found most (and least) useful as a teacher? As a student? Why?

BEST

Teacher:  SnagIt to screencast to YouTube for online lecture and demonstration recordings.  Providing the PowerPoint files and accompanying videos means the content is UDL compliant.  Plus for students with challenges (learning disabilities, ESL, other), they can re-watch as many times as they want.  It's an advantage within asynchronous teaching (I also post the videos for my face-to-face students who miss class, they can catch up).  My student feedback has been very positive about the screencast lectures.  Demos of software (tools, LMS), or explanations of assignment expectations with accompanying exemplars are exceptionally helpful for clarity in the asynchronous learning network.

Student:  I enjoy tools that engage my interactive participation, such as polling tools, and visual tools such as Word Clouds and Padlet (I love visuals).  I think the breakout rooms in Adobe Connect are excellent for collaborative work.

WORST

Teacher:  poorly designed textbook software (example:  to teach how to use Microsoft Office).  These are packaged with textbooks and students complete exercises within the platform which mimics the real Office products (and marks the students' work).  They are often far from intuitive and detract from the learning of the real software (MS Office), a lot of time is spent assisting students within the functionality and limitations of the textbook "mimic software"  i.e. how to advance to next instructions/exercise, save your work, fix an error you catch (and sometimes it grades them wrong).  Makes for a frustrating learning experience for everyone and wastes valuable time.

Student:  LMSs that are hard to navigate.  In some courses I feel like I'm always spending time trying to figure out where things are or what is expected of me.  The functionality of some LMSs (and organization) can be counter-intuitive, which is one reason why some teachers decide to use other tools of their own creation.  Although the self-made teacher LMS replacements are almost always better and my own preference too, the problem with using other tools such as wikis and websites - every teacher has their own system, so it's back to figuring out where things are.  My own student feedback when I was using a wiki was "Why aren't you using the LMS like my other teachers?" - college students don't like the variation.  They also don't like putting things in more than one location (I've taken courses myself where the teacher is using 3 different tools to house course content, work, etc.)  To combat this in my teaching I created a video that demos the LMS and where to find things, how to submit work, etc.

4.  Which types of tools from the list have you NOT personally used as a teacher or student? Why?

I don't use any of the K-12 tools (obviously), and I don't use curriculum specific tools (such as science or math sites designed to match up with curriculum).  For my courses there just isn't anything available that I'm aware of (but I would love to find one!)

5.  Find an example of that type of tool that might be useful in your personal teaching / learning context.

Personal (for something different):  I want a smartphone app that shows me pictures of recipes  based on what's on sale that week in multiple store flyers (or allows me to create/add and choose my own recipes), then I pick the ones I want for the week, it creates my grocery list, includes nutritional information, and matches up within the rewards point for my store.  LOL!  I have lots of ideas for apps, if only I ruled the world :)

Teaching/learning:  I want a tool that helps me teach critical thinking.  I'm not sure how this would work or look, but it's such an important skill...maybe there's one out there already I haven't been able to find yet.

6.  What would be your first questions / steps when evaluating how (or if) you would use such an online tool? (We’ll be looking at more formal assessment strategies for digital tools over the next few weeks!)

How hard is it to teach my students how to use it (perceived difficulty).

How much does it add to the learning experience (perceived value).


Here's an interesting video about the SAMR model for technology adoption, Introduction to the SAMR Model. The video length is 4:22 and provides real samples of applications of transforming your learning design using technology at a higher level (analyzing, evaluating and creating - there are linkages to Bloom's taxonomy).

Week 3 EDUC5101G Blog - responses to two other students

Response to Rachel:  http://racheleduc5101.blogspot.ca/

Hi Rachel, I really enjoyed your extensive list, and I've already checked out two new tools I've never heard of, so thank you :) I would love to see a demo of how you used classtools.net, and some of the other tools you've mentioned. The application of google apps suite is awesome too. I'm going to think about how I can take advantage of this more in my own asynchronous college classroom.



Response to Janet:  http://janetyg.blogspot.ca/2016/01/week-3-educ5101g-post-digital-tools-for.html?showComment=1454377044868#c5951596648395933738

Hi Janet,

I loved reading the trends, very interesting.

I also find it interesting to read about what the corporate world is doing for their training. 

Last year at the Advancing Learning Conference I saw Articulate Storyline and absolutely loved it. As you know, it is ideal for asynchronous course design and development. But on my return back to Durham I discovered it's not in our faculty laptop image - it's an expensive license. 

Some of the bigger colleges have separate departments that have people who do nothing but instructional design and the faculty are SMEs who simply provide their paper-based old-school content for adaptation into the online learning network (SMEs=subject matter expert). 

At Durham (and most other colleges) we are SMEs and we design our own online courses from the ground up, using our standard laptop image software platforms (nothing out of the ordinary) and free digital tools. While the academic freedom is unlimited (and of course I love that), at times standards can suffer. I believe a blend of freedom combined with some standards would be ideal (and a bagful of money to buy cool equipment and software too).

Week 2 EDUC5101G Post - Digital Tools

Here’s a list of digital tools (and software) I’ve used this week:  Wikispaces, Weebly, Padlet, Word, Google Docs, Excel, Chrome, Explorer, Realtime Boards (MindMaps), Videoscribe, Adobe Connect and Adobe Connect plug-in for Word Clouds, Outlook, PowerPoint, Prezi, D2L, Camtasia, SnagIt, Blogger, YouTube, Socrative.  How many of these tools do you recognize?  What does your list look like this week?  I’ve probably left a few off the list (and I’ve excluded smartphone apps).   A couple of these tools are brand-new to me, introduced by UOIT classmates, but most I’ve used at an intermediate or advanced level.  Like almost all of my colleagues, I’m self-taught with every one of these tools.

Sometimes keeping up with the latest digital tools is a fulltime job all by itself.  Having taken some time off from the UOIT MEd program and my studies, I’m surely feeling that right now (and playing catch up).  There’s a seemingly endless supply train of digital tools, what’s in, what’s out, steamrolling through our lives.  Do you remember the first time you saw YouTube?  A touch screen?  FaceTime?  Everyone has their favourites of the moment.  I know I’m in the business of online training, but I have to admit, I get truly excited when I find a new tool that really works for my needs.  This week, I’m excited about free extensions for Adobe Connect, Adobe has a doorbell (and a digital timer, and a word cloud generator)!  Take a look at this link too, the EdSurgeProduct Index for a few more digital tools (1500 or so).

But before you get carried away (and sidetracked), ask yourself the most important question:  WHY are you using the digital tool?  Let’s stop that steamrolling train for a moment and think…what exactly do these tools ADD to the learning experience?  WHY are we using them?

We need to be very aware of our motivation – in fact, the use of digital tools needs to be pedagogy-driven.  They need to add value.  That’s exactly the point of this article:  InSuccessful Edtech, Pedagogy Comes First--Devices Second.  Two ideas in this article resonate with me, firstly:  “when planning edtech initiatives, ensure that mastery of pedagogy is in place or in the works”.  This tool, My SmartHealthCare, is used at Durham College in our Paramedic program.  Its simulations are designed to allow students to practice techniques and decision making in a variety of life-threatening situations that replicate the real experience of the business of being a paramedic and saving lives.  Having mastered simulations, the next step is to bring these students into live practicum training.  Good pedagogy is illustrated here, this isn’t just a theoretical tool that’s definition based, it’s real-world simulations.  Another idea from the article that resonates is that we must “understand that technology is there to help teachers”.  The tool should assist the teacher, and add value in some meaningful way.  We have to be sure we’re not simply using technology for the sake of using technology (or due to some administrative requirement or other motivation).  Have you ever been asked to develop or deliver online teaching due to an administrative policy (such as, 20% of our training must be online by 2017)?

I love meeting with other online teachers and talking to them about what digital tools they’re using, how they use them in their classes, what works, and what doesn’t.  It saves me time and wasted effort.  That’s one of the things I have really enjoyed about taking UOIT courses, getting great ideas from my classmates!  I have a few assignments I share regularly (at DC and with UOIT folks too), such as creating a Padlet Internet Artifact, creating a course- and student-centered Wiki (similar to Dr Bill Hunter’s Principles of Learning Wiki), and smaller activities such as creating two Mind Maps as a reflective exercise on learning achieved (this one was created by a colleague).

What’s your favourite “cool” digital tool?  How do you use it?

Contact me...

michelle.rivers@durhamcollege.ca

Twitter:@profmichrivers

Week 2 Responses to Other Students

Week 2 Response to James Elsdon:
http://jameselsdon.weebly.com/blog/the-p-with-pbl#comments

Hi James,

Grading the PROCESS of PBL is an interesting challenge and one I can relate to. In my two courses my underlying main theme is critical thinking, and that itself is process PBL.

I teach students the step-by-step process of critical thinking and then we move on to applying this process to specific course topics (Stonehenge, ESP) and evaluate veracity and worth. I developed all of the course content from my brain, including all assignments (we have no curriculum designers at college, we are totally on our own - which is an interesting topic for another post I think!)

Anyways, I realized I wasn't doing a great job marking their critical thinking process when grading their assignments (I used to teach Accounting and Computers mostly, so teaching critical thinking was a huge change for me). I've had to re-think, and re-vamp my rubrics to fit in with my essential learning outcome - being able to think critically.

Designing a good assignment that applied critical thinking was my first challenge, then figuring out how to mark their process (their critical thinking) was my next challenge. Consider too, that these students are all online and asynchronous, so all my instructions have to be super-clear, and super-detailed. My rule of thumb: if two students ask the same question, my instructions are sub-par.

It took me a long time, and many edits to design an effective rubric that doesn't take me 3,000 hours to mark my 200 students' work. I'm still revising my rubric (I think I always will be!). The great thing about teaching, there's always room for improvement and growth.

Week 2 Response to Rob Power:

https://robpower74.blogspot.ca/2016/01/are-there-limits-to-distributed-learning.html?showComment=1453665274101#c8813707906021325453 

Hi Rob,

I find your insights around the changes (trends) in education over the last 10 years really interesting. My job has changed so much, it’s unbelievable, truly. Looking back to look forward, very thought-provoking. The first thing that came to mind was a lecture in one of my other UOIT classes – a discussion about tipping points. It’s funny how some things you learn stick with you…for some reason, the concept of a tipping point is absolutely fascinating to me (I still want to develop a General Education subject about significant tipping points in history, after I develop my next course, which is about Futurity). 

So to define a tipping point: "the point at which a series of small changes or incidents becomes significant enough to cause a larger, more important change." You can always read Malcolm Gladwell’s book "The Tipping Point" (http://gladwell.com/the-tipping-point/the-tipping-point-q-and-a/) for his take on “understanding why change so often happens as quickly and as unexpectedly as it does” and his stimulating ideas on the epidemic nature of change in our society. We are all experiencing tremendous technological advances right now, we may be in the middle of many tipping points that we aren’t even aware of, in the moment. 

In the UOIT lecture I remember we were presented with visuals of different tools, one image depicted advanced tools in medicine (thankfully we’ve come a long way since bloodletting). The lecture theorized that tipping points begin with the introduction of new innovative tools (example: an invention of an advanced medical tool). As the use of the new innovative tool spreads and catches on throughout the discipline, voila, suddenly there’s your tipping point! A whole new level has been reached! 

Of course this theory is especially applicable to education, right now. We have these advanced tools, software, capabilities, and their use and application is spreading. As our best efforts and practices spread and evolve, we are all a part of this tipping point in education. It’s about time too – how long has the chalkboard been around? :)

Michelle Rivers

Reply

Sample of Digital Tools in College Assignment: Mind Map Reflective Learning (DRAFT)

Mind Map – 5% of term

A mind map is a diagram used to visually outline information. A mind map is often created around a single word or text, placed in the centre, to which associated ideas, words and concepts are added. Major categories radiate from a central node, and lesser categories are sub-branches of larger branches.

The purpose of this activity is to determine what you currently know about the Canadian Criminal Justice System.  There are no right or wrong answers.  Googling the words in order to create the mind map is not the purpose of the activity.  At the conclusion of this course, you will create another mind map and the comparison between the two will indicate your learning throughout the course.

Mind Map Activity You will create a mind map with the words “Criminal Justice System” placed in the centre. 1.   Download the cmap tool at http://cmap.ihmc.us/download/ 2.   Create a new mind map with “Criminal Justice System” in the centre. 3.   Add at least 10 other words that represent what you currently know about the Criminal Justice System.  Be sure to create links between the words in the map. 4.   Once completed, save the map with your name in the document name.  Submit your completed map to the Mind Map Dropbox before Sunday at midnight.

Mind Map Conclusion – 5% of term

A mind map is a diagram used to visually outline information. A mind map is often created around a single word or text, placed in the centre, to which associated ideas, words and concepts are added. Major categories radiate from a central node, and lesser categories are sub-branches of larger branches.

The purpose of this activity is to visually show what you have learned about the Canadian Criminal Justice System.  There are no right or wrong answers.  Googling the words in order to create the mind map is not the purpose of the activity.  A comparison between the original mind map and this new conclusion map will indicate your learning throughout the course.

Mind Map Activity You will create a mind map with the words “Criminal Justice System” placed in the centre. 1.   Download the cmap tool at http://cmap.ihmc.us/download/ 2.   If you created a mind map at the beginning of the course, use it as a reference to create this new map.  You can still complete this assignment if you did not submit an original map. 3.   Create a new mind map with “Criminal Justice System” in the centre and save it as “Mind Map Conclusion – your name”. 4.   Add as many subcategories and words that represent what you now know about the Criminal Justice System.  Be sure to create links between the words in the map. 5.   Once completed, submit your completed map to the Mind Map Dropbox before Thursday, December 5, 2013 at midnight. 6.   Additionally, when submitting the mind map to the dropbox, create a paragraph explaining the differences between the two maps.  If you did not complete an original map, complete your paragraph on what you feel you have learned from this course.