Analyzing
The skill of analyzing learning contexts and strategies for
learning and further development
learning and further development
This section of my ePortfolio focuses on the practice of theory based analysis.
Analyzing is an important aspect of Educational Technologist work, as our design, development, implementation, and analysis are founded in research and educational theory. I have spent a lot of time in the last year and a half researching and analyzing learning strategies and learning contexts. In many ways the practice of analyzing is creative in that it encourages careful consideration and can help redefine situations and help redesign learning through evaluation and inquiry. Artifacts include:
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Reflecting on the connection between Dudeism, Spirituality, and Technology
This project was completed in ETEC 511, Foundations of Educational Technology. For me, taking ETEC 511 in my first term was a good choice, as it truly laid the foundation of my understanding of Educational Technology. When I entered into the program, I understood technology as many people do, as science, computers, tablets, phones, etc. but now I see technology as a problem solver, as a "means to an end" (Heideggar, 1977). It is possible that technology, as we know it, will eventually cease to exist, but technology will still continue to be a means to an end. While, as I reflect, I will admit that it is usually comfortable to consider technology as things with wires, electricity, viewable screens, etc., (and I utilize these common technologies and terms in my educational solutions), but I still recognize that the understanding of technology's "essence" is critical to successful educational technology designs and solutions (Heidegger, 1977, p. 4). I realize that this view of technology may be unfamiliar to some of the viewers that may be viewing my ePortfolio, but it is important to first look at the definition of technology and the origin of the word in order to begin understanding what Heideggar was trying to explain. I thoroughly enjoyed this group project while exploring the connection between spirituality and technology. Prior to MET I completed a minor in Religious Studies - something I'm passionate about. The study of Religion and Spirituality is not only a study of texts and practices, it is largely a study of human nature. When I first went into MET, I did not see how I would be able to connect the two, but after this project I am able to recognize the similarities between technology and spirituality - as both can reveal and lead to discovery (Heidegger, 1977). Click on the image below to view our project website: blogs.ubc.ca/etec511spiritualityandtechnology Reflecting on the Formation of Digital Cultures This was one of the most interesting assignments that I completed during my time in MET. This assignment was completed in the course Culture and Communication in Virtual Learning Environments ETEC 565G. I had wanted to take this course because of my background in Communication, as well as my minor in Religious Studies, and I found that this course not only complimented my past experience but also offered a new perspective on how culture and communication plays a role in learning environments, both in classrooms and also in workplaces. Even before MET I had a fascination with how communication is changing through social media, and particularly through the use of memes. There were a couple of times in ETEC 565G that I explored this topic further - first with a synchronous collaborate discussion about meme use on 4Chan in creating a digital culture, and then again with this project where I explored the virtual ethnography of the virtual community (Subreddit on the site Reddit), TrollXChromosomes. I loved that I was given the opportunity to find and explore a digital culture, and that I was able to actively apply the theories I learned in ETEC 565G in evaluating the communication techniques that the culture used and how the culture evolved. Reflecting on Analyzing and Developing LMS Rubrics Learning Technologies: Selection, Design and Application (ETEC 565A) is one of my last courses in MET, and I am completing it at the same time that I am completing this ePortfolio for ETEC 590. The course primarily focuses on the selection, implementation, and design of Learning Management Systems (LMS). This was the first project that I completed in the course. It was a group project in which we were given a learning environment scenario, and we needed to work as a group to design a rubric that could be used in our specific scenario to select an appropriate LMS system to use for the learning environment. This is definitely a project that displays the clear overlap between analysis and design. While I could have easily placed this project under the Design page of my ePortfolio, I chose to place it under Analyzing to display the environmental and potential user analysis that is generally required to develop successful educational tools and resources. Reflecting on TPCK and iPads for learning
I wrote this paper in ETEC 511, Foundations of Educational Technology. It was important to me to include this paper into my ePortfolio. I wrote this paper in my first semester of MET when I was first introduced to the TPCK model, the basis for my ePortfolio. Writing this scholarly paper was critical in building my skill in analysis, as it was the first paper I wrote where I actively applied a learning/teaching theory to a real-world scenario involving technological tools. As well, this paper helped me articulate the connection between my prior experience in Information Design with Educational Technology, as TPCK looks at pedagogy, content, and learner needs, before implementing technology and/or learning solutions (Mishra and Koehler, 2006), and this practice is essential to Information Design as well. |
AnalyzingAnalyzing, in this context, is the practice of studying, researching, and applying theory to real-world contexts, scenarios, and ideas. This aspect of educational technology is important because it is critical that proper research and learning strategies are considered in the phases of design and implementation for sound formation of ideas, learning objectives, and the addition of technology into learning contexts. PCK "...also involves knowledge of teaching strategies that incorporate conceptual representations in order to address learner difficulties and misconceptions and foster meaningful understanding" (Mishra & Koehler, 2006, p. 1027). Click here for Page References
Chen, G.-M. & Dai, X. (2012). New media and asymmetry in cultural identity negotiation. In P. H. Cheong, J. N. Martin & L.P. Macfadyen (Eds.), New Media and Intercultural Communication: Identity, Community and Politics (pp. 123-137). New York: Peter Lang. Dezuanni, M., Dooley, K., Gattenhof, S., & Knight, L. (2015). IPads in the early years: Developing literacy and creativity. Routledge. Festinger, L. (1957). A Theory of cognitive dissonance. Stanford, CA: Stanford University Press. Hall, E.T. (1983). The dance of life. New York: Doubleday. Handford, A. (2017). ETEC 565G: Culture and Communication in Virtual Learning Envrionments, hands-on assignment 3 submission [Written PDF document]. Heidegger, M. (1953/1977). The question concerning technology. In M. Heidegger, The question concerning technology and other essays (trans. W. Lovitt) (pp. 3-35). New York, NY: Harper & Row. Hewling, A. (2005). Culture in the online class: Using message analysis to look beyond nationality-based frames of reference. Journal of Computer-Mediated Communication, 11(1), article 16. Hu, W. (2011, January 4). Math that moves: Schools embrace the iPad. The New York Times. Retrieved from http://www.nytimes.com Lapowsky, I. (2015, May 4). Inside the school Silicon Valley thinks will save education. Retrieved from https://www.wired.com/2015/05/altschool/ Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. Musti-Rao, S., Lo, Y., & Plati, E. (2015). Using an iPad app to improve sight word reading fluency for at-risk first graders. Remedial and Special Education, 36(3), 154. Spiro, K. (2014). 5 elearning trends leading to the end of the learning management systems. Retrieved from http://elearningindustry.com/5-elearning-trends-leading-to-the-end-of-the-learning-management-system Categories
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