ETEC 510 Design of Technology Supported Learning Environments
Reflections
ETEC 510 was focused on the design and implementation of theory into technology supported learning environments. In this course, theory was put into practice by creating learning environments that related to my passions in education. I learned how students learn and how effective learning experiences are designed.
I loved that we had to use the technology from the very beginning - we were encouraged to introduce ourselves using a video. It allowed me to explore various video recording tools, design my first storyboard for a video and create my first iMovie trailer.
I loved that we had to use the technology from the very beginning - we were encouraged to introduce ourselves using a video. It allowed me to explore various video recording tools, design my first storyboard for a video and create my first iMovie trailer.
The key idea that resonated with me in this course was from Tim Brown, who argues that end products should not be designed for consumption, but rather for further questioning and creativity. According to Brown, design of learning environments should be taken out of the hands of the designers and placed in the hands of everyone. He believes that learners need to be in control of their own learning, and I strongly agree with him.
The key idea that resonated with me in this course was from Tim Brown, who argues that end products should not be designed for consumption, but rather for further questioning and creativity. According to Brown, design of learning environments should be taken out of the hands of the designers and placed in the hands of everyone. He believes that learners need to be in control of their own learning, and I strongly agree with him.
Artifacts
Artifact 1: Stop Motion Animation: Effective Discussion Prompts for Online Discussion Boards
The video explains why it is important to ask right, open-ended questions. It gives an overview of ineffective and effective question for online discussion boards, and some ideas of alternatives to the question-and-answer format. It is intended to help education professionals involved in eLearning to make their online discussions more effective. The ideas can also be used for classroom instruction.
This assignment allowed me to demonstrate the best practices I use for online discussions when designing online courses. It also showed my understanding of research in the topic. I created this video with VideoScribe, a tool used for creating whiteboard videos. Learning how to use the tool was fun! I still use this skill for creating animated videos at work.
I am happy to see that this video was watched by more that 5,000 viewers (last accessed on 11/12/2017).
Artifact 2: Flip One Lesson - Group Design Project
For this assignment, our group created a Flip One Lesson learning environment focusing on the flipped learning model and an accompanying Curriculum Guide. It intended to provide resources that serve the self-guided professional in their early attempts at a flipped lesson. Flip One Lesson was designed as a community of practice platform for flipped learning, where participants can interact and learn by sharing their knowledge and experiences. Our goal was to provide resources, examples of lessons, and a community of practice platform to allow teachers get started using the flipped learning model. We hoped that our learning environment would provide teachers with the opportunity to attempt the flipped approach for at least one lesson, even those who are generally reluctant technology users. Research shows that students find flipped lessons more enjoyable and inspiring, and less intimidating. Teachers report better performance both in class and on final exams (Herreid & Schiller, 2013). For this reason it is well worth it for teachers to try it out, and our Flip One Lesson should help to make this a less daunting experience.
I totally loved the experience and learned a lot from my team members. It was a great example of group collaboration and communication via Google docs, Google chat and email. This was my first time doing an online course and having such wonderful, ambitious and creative group members.
An indirect lesson I learned from this assignment was that if the website was started by your classmate and you were given collaborative editing rights, you may lose your access to it in future. Unfortunately, I lost access to the website we designed on WordPress platform (FlipOneLesson.com).
I totally loved the experience and learned a lot from my team members. It was a great example of group collaboration and communication via Google docs, Google chat and email. This was my first time doing an online course and having such wonderful, ambitious and creative group members.
An indirect lesson I learned from this assignment was that if the website was started by your classmate and you were given collaborative editing rights, you may lose your access to it in future. Unfortunately, I lost access to the website we designed on WordPress platform (FlipOneLesson.com).
The accompanying curriculum guide includes four units that will help an individual understand flipped learning from defining a flipped classroom to creating lesson plans for this learning model. As a former teacher and current eLearning designer I was very interested in using my classroom and online teaching experience to design a flipped lesson. I was engaged in working with my peers on the four units with a variety of activities for students to explore, learn and participate in the five sections of the learning environment. I have created a blueprint for teachers that want to try flipping their lessons using Google Slides. I learned that Google Slides can easily be embedded on a website page.
Resources
T. (2009, September 30). Tim Brown urges designers to think big. Retrieved August 09, 2017, from
https://www.youtube.com/watch?v=UAinLaT42xY
Herreid, C., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching. Retrieved from http://www.aacu.org/sites/default/files/files/PKAL_regional/CRWG-SPEE-REF-01.pdf