Here are my reflections on Module 2 discussion topics to help you to conclude each discussion topics. It is important for us to conclude each discussion topics; therefore, we can make valuable reflections on what we learned.
M2-KEY-1-Legal/Ethical Issues-Instructor's Reflection: Checklist for Students
Now you have better understandings on the copyright and fair use of online materials. You created a checklist for yourself. Do you think your students should create a checklist for themselves as well? Rather than creating one for your students, shouldn't we ask them to create one for themselves as a learning activity? Agree?
M2-KEY-2-Evaluate Resources-Instructor's Reflection: For Students?!
Most of your analyses are relevant and logical. I hope this activity has been useful for your future teaching in integrating online resources. I wonder that the website evaluation checklist used here can be integrated for your classroom teaching. Do you think your students should have the same capability, ability, and knowledge to evaluate any online learning websites?
M2-KEY-3-DL-Instructor's Reflection: Designs Meet Diversity
We learn that DL can be as effective as FTF instructions. It is not the point to replace FTF with DL. Both DL and FTF have their strengths and weaknesses. Perhaps, we should see DL provides different learning channels to meet different needs. In other words, learning context is the key to determine when go with DL or FTF.
More importantly, as educators with technology integration knowledge, we should have knowledge and skills in how to design effective DL to meet diversified learners' needs.
M2-KEY-4-Blended learning: Instructor's Reflection: Wide Range of Skills/Knowledge
When it comes to learning and teaching delivery format, it is hard to determine which format is the most effective one, complete online, FTF, or blended.
Based on our discussion, there is no surprise that many of us in favor of blended learning because we can pick and choose different instructional designs and activities.
Often, we have to be practical because our design and teaching contexts may be predetermined. As the experts and leaders in educational technology, we need to prepare ourselves with different teaching and design knowledge and skills, even we have our own personal preferences
No one teaching/learning delivery format is better than the other.
For instance, many students couldn't complete a FTF degree, if colleges do not offer completely online programs. In this case, we must focus on how we can make online learning more effective.
Another example, international students are not allowed to take more than one online course each semester. In that case, we can consider FTF or blended learning.
Prepare ourselves with competent knowledge and skills in a wide range of different learning/teaching delivery formats. As a competent educational technology expert/leader, we need to learn each format's limitations, weakness, and strengths based on the teaching and learning context. Remember, frequently, we may not design for our own teaching.
If you did not have a chance to read the optional reading. Here is the further information for you.
Staker and Horn (2012) classify blended learning into four different models: the "Rotation model," "Flex model," "Self-Blend model," and the "Enriched-Virtual model." What are they? I highly encourage you to read it.
References
Staker, H., & Horn, M.B. (May, 2012). Classifying K-12 blended learning.
M2-KEY-5-Flipped-Instructor's Reflection: Supporting
It is great to see many of us demonstrated a great deal of interests in Flipped Classroom. I know it is relevant to your own teaching.
Here are more information for you.
Flipped classroom is one of the subsets of blended learning, not the equivalent
Hamdan et al (2013a; 2013b) identify four pillar characters that support flipped learning:
To support flipped learning, the learning environment must be flexible.
The classroom culture needs to shift from an instructor-centered culture to a student-centered culture, where in-class time is used for exploring topics in greater depth and creating creative learning opportunities.
Instructors need to carefully balance and evaluate what learning content should be taught directly and what content should be placed in the self-learning space.
Instructors are not replaced by flipped learning. On the contrary, professional instructors are even more crucial in this model than in the traditional face-to-face teaching model.
References
Staker, H., & Horn, M.B. (May, 2012). Classifying K-12 blended learning.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013a). The flipped learning model: A white paper based on the literature review. Retrieved from the Flipped LearningNetwork website http://researchnetwork.pearson.com/wp-content/uploads/WhitePaper_FlippedLearning.pdf.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013b). A review of flipped learning. Retrieved from the Flipped Learning Network website http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf.
M2-KEY-6-Wiki-Instructor's Reflection
I hope to this point that all of us have better ideas how we can integrate wiki to support online learning. It is critical to have effective strategies and guidelines to integrate twiki to support the culturally diversified students. Instructors should be familiar with the cultural backgrounds of their students to determine what strategies to integrate.
The power of wiki technology and Web 2.0 environments is rooted in social interaction by nature. In wiki learning environments, the social context and the network surround learners rather than just content. The educators' roles are to support learners in weaving their social networks through social interaction and to help learners apply Wiki to enhance their learning experiences.
M2-KEY-7-VT-Instructor's Reflection: Multimodality Representations (MMR)
When we think of online learning activities, what probably comes to mind first is using computers to participate in text-based online learning. In fact, online learning activities are not limited to text-based communication, to computers, nor to online discussions. Instead, they can be implemented as multimodality representations (MMR). The media can be text, audio, video, or all three. The devices can be computers, telephones, tablets, or smartphones. The tools can be VoiceThread, Vialogues, or Twitter.
Activities can involve online discussions, storytelling, language learning, drama, and more. With the features of multimodalities representation, open network learning can become more creative and diversified and move beyond desktop computers to meet learners' personal needs, as well as reflect social and cultural contexts. It is among your responsibilities to ensure that the integrated online instructions are interactive and to foster and facilitate learners' creativity and learning needs.
MMR is a powerful way to engage learners in active learning. Don't limit your MMR design to online discussion activities or the VoiceThread tool. Digital storytelling, language learning, or drama learning can also be used effectively. Vialogues, blogs, Twitter, or Facebook can help you achieve effective MMR instruction as well. Remember, many MMR tools allow students to comment by using multimedia formats and different devices, such as mobile devices.
M2-CHALG-GD Add-Ons: Instructor's Reflection
It is expected that we are surprised and amazed by the features of Google Docs' Add-Ons. As an expert of educational technology, I challenge us to see this tool in a deeper level. Embed one tool into another tool is an unique feature that an application afford. In fact, it is not uncommon that link two application tools. For example, we can link/embed MS Excel to MS Words.
So what's special about Google Docs' Add-ons?
What role does GD Add-ons play in ONLE?
How can we integrate ONLE/PLE instructional strategies to integrate GD Add-Ons?
Think deeper!!
M2-CHALG-Connectivism: Instructor's Reflection
Connectivism may be considered as a post-modern learning paradigm. It reflects modern learning in an effective way, particularly with network technology. Does it make other learning paradigms (Constructivism, Behaviorism etc.) obsolete? Perhaps not. Why do we need to learn about Connectivism? Because it is new and cool? I hope that is not your answer. As an expert in educational technology and instructional designers, we need to know the full range of learning paradigms. When you need to design technology-based instructions, you know what would be the most appropriate and relevant learning paradigm to apply to research your learning/teaching goals.
From Anderson
Behavioural/Cognitive models are useful for memory and conceptual knowledge acquisition.
Constructivist models develop group skills and negotiated knowledge.
Connectivist models and tools introduce networked learning and are foundational for lifelong learning.
21st Century Literacy's and skills demand effective use of all three pedagogies
I hope these reflections and summaries help you to prepare our upcoming instructions. If you need any assistance, please do not hesitate to contact me.
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