Analyzing
The skill of analyzing learning contexts and strategies for
learning and further development
learning and further development
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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. There was a lot of trial and error that occurred during the course of this project. Originally we had designed the rubric to include all three of our potential users, however, that method proved to be ineffective. We had originally attempted to organize our rubrics by Students, Teachers, and Administrators, but we quickly realized it is difficult to divide these users in such a separate way. We realized that there is a lot more overlap between users than we had originally thought. It was important that we came to this realization during our process, as we diligently worked to ensure that our collective final rubric factored in the needs of all the potential users to facilitate their varying needs (Spiro, 2014).
I could see an exercise like this (developing a rubric) being a useful exercise in real-world scenarios. While using pre-made rubrics and assessments is easy, I have learned that it is more effective to create rubrics with specific goals in mind.
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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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