<a href="2012-04-25_1411” title=”Week 24: Summarize, assess and contribute (Jing)”>Week 24: Summarize, assess and contribute (Jing)
I have just completed my final Jing for the program. I have learned so much!
Thanks again for this wonderful learning experience!
Click here for my Jing<a href="2012-04-25_1411” title=”Week 24: Final JING”>
Week 1: Introduction
I obtained a copy of the text needed for the class, created and added my blog and feed to Word Press and Pedagogy First. Finally, I created a Diigo account and joined “mccpot.” I didn’t comment on a large number of my colleagues blogs.
Statement of Quality: I completed the requirements for creating a blog for the course. The blog is a essential part of the program as all assignments and collaboration is linked through the blog.
Week 2: Teaching and Learning Online
I completed readings, viewed the video posted, reviewed the links to teaching blogs listed on the syllabus, as well as the readings on RSS feeds. I completed my account for Google Reader and added RSS feeds of interest to my Google Reader.
Statement of Quality: All requirements were fulfilled, all links are working.
Week 3: Pedagogy and Course Design
For this week’s activity, I completed the readings, I stated my pedagogical goals/objectives for a possible class. I examined the POT Getting Started Chart.
Statement of Quality: My pedagogical goals/objectives were clearly defined for this week’s assignment.
Week 4: Materials for Online
I completed the readings from the textbook. I read Dave Raggett’s Introduction to HTML. I was very interested in Prezi so I created an account and uploaded a document to navigate the software. Finally, I answered the question regarding HTML Knowledge.
Statement of Quality: I realized that I didn’t load a Prezi for this assignment. I have since returned to this week’s assignment and posted a link to a Prezi that was created to find scholarly articles through the library’s website.
Week 5: The Online Syllabus
I didn’t fully complete my readings from Ko and Rossen Chapter 5. I viewed “The Interactive Syllabus and answered the questions associated with this week’s assignment.
Statement of Quality: I completed this week’s assignment by posting what I would implement in my class.
Week 6: Creating Presentations
I completed the readings from Ko and Rossen. I uploaded a PowerPoint to slideshare. I wasn’t able to add audio on my Slideshare presentation because I didn’t have a working mic.
Statement of Quality: I was able to upload my PowerPoint for this week’s assignment. I created the content but I hadn’t received a mic I had ordered to complete this assignment with narration.
Week 7: The Online Classroom
I completed the readings for Chapter 6, I logged on to my Facebook account and was able to connect with other POT members. I viewed “Building Community in your online class. Because of time constraints I was not able to interact with all colleagues via blog discussions.
Statement of Quality: I connected with POT members via blog discussions.
Week 8: Creating Community
I completed Chapter 6 from the textbook, Building an Online Classroom, I looked at the Blackboard application, I was interested to so what changes have been made to the program since I used it in graduate school. I left an audio comment on Pilar’s Thread. I also reciprocated a conversation with a couple of colleagues.
Statement of Quality: I really enjoyed completing this assignment I didn’t have any problems contributing to the voice thread.
Week 9: Student Activities
I was able to find a helpful unit at MERLOT that related to information literacy issues. I bookmarked Websites from MERLOT and viewed my selected information. I utilized “Second Life” and viewed how a virtual meeting would be structured using the software.
Statement of Quality: I was able to participate fully in this week’s assignment.
Week 10: Open Platforms for Teaching and Learning
I read Chapter 7, I viewed Lisa’s slidecast on Blogging and First Friday Elluminate Session. I viewed and set-up an account using Engrade and created a mini website at Google sites, I finally viewed Pilar’s tutorial and posted about the week’s topics.
Statement of Quality:I was able to complete this assignment objective for this assignment.
Week 11: Class Resources and Intellectual Property
I completed the readings for Chapter 8. I viewed “How Creativity is Being Strangled by the Law. I followed the links on intellectual property and accessibility issues. Finally, I posted what I learned.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 12: Resources Online / Mid-year Self-Assessment Check
I completed Chapter 8 readings, I explored ‘Project Gutenburg” and “Open Textbook. I browsed the Internet Archive, and viewed Mira Costa’s Library Resources.
I completed week 12 by completing the mid-year assessments and posted my activities for the week.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 13: Week 13: Creating Class Elements Part 1: Images and screenshots
I completed the readings for chapter 9: Creating Courseware and Using Web 2.0 Tools. I embedded a 1920s photo entitled “The Secret Sorrow” (motion picture), ca. 1920s, NYC Digital Collection Open Access via mbedr. I had to repost the picture twice into WordPress mainly because the tags for the photo didn’t show up in my first post.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 14: Creating Class Elements Part 2: Audio and video"
I completed the readings for Chapter 9, Creating Courseware and Using Web 2.0 Tools, pp 252-269. I explored “Youtube, blip.tv and Vimeo. I created a Powerpoint entitled “Blessed” I embedded an audioboo for the PowerPoint presentation.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week:15 Creating Class Elements Part 3: Screencasting and multimedia"
I completed the readings from the textbook, Ko & Rossen, Chapter 9: Creating Courseware and Using Web 2.0 Tools, page 269-end. I completed a mind map utilizing Mindmeister entitled: “Information/Literacy/Facilitated Learning. Finally, I created a short Jing which explained my mind map.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 16:Our Students Online
I completed the course readinds frim Ko & Rossen, Chapter 10: Preparing Students for online learning. I read:
• Jakob Nielson’s College Students on the Web, Growing up Digital,
• Wired for Distraction.
• Ecar Study of Undergraduate Students and Information Technology.
I concluded this week assignment by posting a 5 item FAQ for my information literacy course on my blog.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 17: Classroom Management
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Statement of Quality:I completed all of the requirement for this week’s assignment.
I read Ko & Rossen, Chapter 11: Classroom Management and Facilitation to p. 318. I viewed the recording: Ten Time Saving Tips for online Teaching. I reviewed Lisa’s blog, “Seven Things I’d Want to Know. Finally, I posted my discussion utilizing “phoneboo via Audiboo.
Week 18: The Course Management System
I read Ko & Rossen, Chapter 11: Classroom Management and Facilitation, pp. 318-end and Chapter 12: Special Issues. I read the article, “Insidious Pedagogy and reviewed Moodle Tool Guide. I explored the EduTools comparison site, and looked into a Course Management System in which I was not familiar. I utilized slideshare to post my views on using CMS Desire 2 Learn.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 19: Web-Enhanced, Hybrid and Open Classes
I read Ko & Rossen, Chapter 13: Teaching Web Enhanced and Blended Classes to page 371. I read R. Graham, J. Hilton, P. Rich, D. Wiley, “Using Online Technologies to extend a classroom to learners at a Distance. I perused Michael Wesch’s Digital Ethnography for this week and posted my observations to my blog.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 20: Introduction to Educational Technology and Instructional Design
I completed Ko & Rossen’s Chapter 13: Teaching Web Enhanced and Blended Classes, pp. 37-end. I read Wikipedia definitions for Instructional Design and Educational Technology. I viewed Rick Schwier, History of Educational Technology, and Does the Digital Classroom Enfeeble the Mind. I wrapped-up this week’s assignment by posting my views on educational technology and Instructional Design to my blog.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 21: Introduction to Online Education Theory
I viewed “Adventures in Online Pedagogy.” I read Larry Sanger’s, “Individual Knowledge in the Internet Age.” And George Siemen’s “Netwoks, Ecologies, and Curatorial Teaching. Finally I posted my views on Adventures in Online Pedagogy on my blog.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 22: Personal Learning Networks
I read Ko & Rossen’s “Taking Advantage of New Opportunities.” I viewed Dean Shareski’s “Sharing: The Moral Imperative,” I read Gardner Campbell’s ‘ A Personal Cyberstructure along with the video. Lastly, I reviewed Alec Couros’s “The Networked Teacher diagram and posted my views on my blog.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Week 23: Presentations
I completed my 5 minute presentation on my learning experiences in the Pedagogy First Program.
Statement of Quality:I completed all of the requirement for this week’s assignment.
Learning and Pedagogy First!
My experience with technology has broadened as a result of my participation in the Pedagogy First Online Learning Course. I have developed a curiosity and a confidence in approaching new technological platforms and applying social media to enhance my teaching as a information literacy instructor.
The program is well suited to any individual who is interested in learning the foundations of virtual teaching. The class is self paced and the learning objectives are relatively easy to obtain.
I applaud our online facilitators for taking time out of their busy teaching schedules to educate end- users virtually.
It is my goal to take what I’ve learned from this magnificent experience and build on my training.
I truly have enjoyed my time with Pedagogy First! and have enjoyed collaborating with all of my virtual colleagues.
This is my final presentation for Pedagogy First! I completed a five minute presentation that summarized my experiences completing the online course along with highlights from my learning experiences.
I encountered a problem embedding the presentation, so I decided to add a link to the content instead.
Link to Presentation
Pedagogy 2
I completed reading Ko & Rossen Chapter 14: Taking Advantage of New Opportunities. I was given a lot of insight regarding the importance of keeping my skills in online teaching current. I realize that technology is constantly evolving, so it will be beneficial in building my professional skills to register for online teaching classes, examine new technology that will benefit students, and bridge collaboration with other online teaching faculty to discuss the online environment.
Gardner Campbell, “A Personal Cyberinfrastructure” made some great points in terms of the facilitator creating a “totally new human environment” with technology. The statement “print is not advanced calligraphy” and the “Web is not advanced or more sophisticated telegraph,” places the Web in a class by itself in that the format and the type of content will vary. Technology gives facilitators different perspectives in exploring different technological formats to engage students with different learning styles.
This week’s readings amplified the fact that the online facilitator has a personal stake in evolving as a professionally as technology advances. It is fair to assume that technology is not one size fit all. The facilitator must identify the uses of technology and find a personal landscape to introduce the technology to students with ease of use.
For my 5-10 minute presentation I will try to incorporate a concept that I use in my profession as a librarian.
Comment on “Adventures in online Pedagogy”
This week my perspective broaden on facilitated online teaching. I am now embracing the theory which lays the foundation in the world of virtual learning in that the instructor builds a learning environment. As I watched “Adventures in online learning,” a lot of valuable advice stood out to me. I now understand that it takes more effort on the part of the facilitator to just post information. The online facilitator must be confident in his or her experience. To hear the words “The facilitator is the expert in the field” gave me a sense of liberation to incorporate my learning and teaching style in the virtual realm. I must not abandon my stance to create a comprehensive body of information that will “guide” the students understanding of my own teaching objectives.
Adventures in online learning also pointed out that the facilitator must possess “personality” and “charisma” these traits are needed in physical class to keep learners engaged and must come across virtually through lively discussion and appealing content.
It was also important to note that my entire thinking should not just be centered on teaching, I have to personally know what I would like to accomplish, what I do that could be measured as successful, and the technology needed to accomplish my teaching objective.
The information presented this week made me look at myself and not focus entirely on the technology.
I have been thinking overtime regarding Instructional Design and Educational Design. In my logical mind I have broken the terms instructional design and educational design into a fairly simple equation.
Instructional Design= How we design our class
Educational Design= Deciding what to incorporate in our class
John Lanier’s “Does the Digital Classroom Enfeeble the Mind,” raises a very pertinent rationale regarding the “human element.” Facilitators in the learning environment may have the tools needed to provide students with a plethora of information, but does the act of incorporating countless innovative technologies truly measure all of the student’s learning needs it terms of what we get from human interactions?
Should students be required to take blended courses to prepare them for an 80% or more online course?
Is there any anxiety from a face-to-face lecture to an online course?
What about the non-traditional student? Will non-traditional students feel comfortable taking online courses?
I have learned from this class that surveys given to students who are enrolled in a course will help the instructor fine tune a lot of unwanted obstacles. I am looking forward to designing an online course utilizing technology that will facilitate state learning.
<a href="
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Audio Boo on:
I looked over the readings for this week’s assignment. I perused Michael Wesch’s Digital Ethnography course and found that the students provided great feed-back in terms of collaboration.
The readings from Ko & Rossen, Chapter 13: Teaching Web Enhanced and Blended Classes, provided a lot of useful information that could be applied in connecting students who are enrolled in college courses to library resources and the presence of the embedded librarian.
The embedded librarian can be added to an online course as a TA, co-instructor, or co-designer in a course.
The role of an embedded librarian is as followed:
I do a lot of one-shot information literacy classes. The blended class approach would work great in that students could review the Powerpoint and also tutorials before attending the library session. The designated class period could be devoted to answering questions, and working on a developed hands-on assignment.
I think I will try the blended class approach to make the most out of one-shot sessions.
