Designing
While the categories of Designing, Implementing, and Analyzing all essentially merge together, I wanted to make a space in my ePortfolio for creative projects, and also projects that pushed me to think outside of the box - whether in my delivery method, or in my project concepts.
It is challenging as an Instructional Designer to be innovative while also adhering to policy, user needs, as well as proven successful methods of instruction. However, it is important to challenge our ideas in order to become better educators. So while the projects displayed in this section still involved research and consideration for learning success, they are projects that challenged my way of thinking and executing ideas. Artifacts include:
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Reflecting on Mobile Education, Wearable Tech, and Forecasting the future!
This was, by far, the most memorable group project of my MET journey! When I first started the MET program, I was nervous and hesitant toward group projects, because I believed that distance communication can be challenging. However, group projects quickly became one of my favourite parts of MET, and when given the opportunity to either work alone or in a group, I generally selected a group. Throughout MET I have learned how to coordinate with people internationally through tools such as Google Hangouts, Google Documents, and website sites such as Wordpress, Google Sites, Weebly, Wix, and more! The Recon project was created by four of us, with our locations being Vancouver, Calgary, Taiwan, and Hong Kong! Reflecting on the potential for M-Learning in Rural Indigenous Communities
I wrote this paper while in the course Indigeneity, Technology, and Education (ETEC 521). This was one of the most important classes I took during my MET journey, as it really opened my eyes to the injustice that Indigenous people face in obtaining an education in Canada while also maintaining a connection to their land and cultures. I thought that it was important that I included this paper under the designing section of my ePortfolio because while it could easily fit under the other two categories, particularly analyzing. However, design is not always visual, design can be anything innovative, including learning solutions. Designs can be in many varying mediums, including the written word. Reflecting on the use of Podcasts for Learning
My team and I completed this project in the class Design of Technology-Supported Learning Environments (ETEC 510). This project spanned over 2/3 of ETEC 510, and I had the pleasure of working with my MET colleagues Katie Cox and Lynn Hickey to complete a proposal, a design project, and a curriculum guide. ETEC 510 focused on the implementation of learning technologies. Additionally, we spent time discussing assessment techniques, design spaces, instructional strategies, etc. This was one of my last three courses in the MET program. For this project we were required to propose and create a technology supported learning environment. We chose to focus on podcasting in corporate learning because of the affordances podcasting offers for learning on the go, as well as the affordances for active engagement and empowerment they offer which is important in adult learning (Goolnik, 2002, p. 12). Click the link to explore our learning hub: podcasts4learning.wixsite.com/podcasts Reflecting on Gifs changing communication and the place they could have in Education This is one my my favourite projects that I completed in MET, because of the freedom I had to explore any facet of mobility that I felt was interesting. This project was completed in ETEC 565M, Mobile & Open Education and the requirements were as follows: Individual students will author and publish an original media-based critical analysis of an emerging facet of mobility that is of special interest to the student. The subject may be a technology, application, cultural phenomenon, social trend, educational program or learning product. One focus of the analysis will concern educational potential, or lack thereof. (ETEC 565M project description, 2017). I focused my project on the digital looping images we know as gifs, and I created a video and website for my project deliverables. I find social media fascinating, and anyone that is a social media user will know of the prevalence gifs have had in our day-to-day digital interactions over the last two years - particularly since gifs are now readily available in mobile format thanks to applications like imessage and Giphy, as well as software like IOS 11. This project was very different from other course designs I have completed throughout MET. I worked with two other students to complete this project in the course Applications of Learning Theories to Instruction (ETEC 512). This course primarily focused on researching and implementing learning theories. This course helped me learn to better identify teaching strategies within learning environments and the benefits and downfalls of these various techniques.
The purpose of this project was to work as a team to teach a learning theory to our class. We chose to use Blendspace to create our project. You can click on the link below to view our project and also to check out the Blendspace resource: https://www.tes.com/lessons/SXD9ukZK43YmDA/information-processing-etec-512 Reflecting on Digital Stories and LMS course development This was one of the final projects I completed in MET. This project was created in the class Learning Technologies: Selection, Design and Application (ETEC 565A). The video below is part of a larger project that my partner, Joyce Kim, completed together. This digital story is part of a online course that we worked to develop in Moodle (LMS) titled: Introduction to Academic Research and Writing. |
DesigningDesigning is about creativity and about thinking outside of the box to create innovative tools and solutions for intended learners. Design is an important aspect of TPCK as "...design experiments narrow the gap between research and practice, between theory and application" (Mishra & Koehler, 2006, p. 1019). As well, as Mishra and Koehler (2006) discussed, when "...given opportunities to thoughtfully engage in the design of educational technology, teachers showed tremendous growth in their sensitivity to the complex interactions among content, pedagogy, and technology, thus developing their TPCK" (p. 1046). Designing is critical to understanding the connection between learners, teaching strategies, information, and technological tools.
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Atkinson, R. C., & Shiffrin, R. M. (1968). Chapter: Human memory: A proposed system and its control processes. In K. W. Spence, & J. T. Spence (Ed.), The psychology of learning and motivation (Volume 2). (pp. 89–195). New York: Academic Press. Beyer, A.M. (2011). Improving student presentations: Pecha kucha and just plain PowerPoint. Teaching of Psychology, 38 (2), 122-126.8 Brown, T. [TED]. (2009, September 30). Tim Brown urges designers to think big [Video File]. Retrieved from https://www.youtube.com/watch?v=UAinLaT42xY Bryant, J., & Bates, A. J. (2015). Creating a constructivist online instructional environment. TechTrends, 59(2), 17-22. Carter, T., Hardy, C. A., & Hardy, J. C. (2001). Latin vocabulary acquisition: An experiment using information-processing techniques of chunking and imagery. Journal of Instructional Psychology, 28(4), 225. CBC The National. (2017, November 13). First Nations families weigh children’s education vs. safety [Video file]. Retrieved from https://www.youtube.com/watch?v=x9iTBSPSE3U Cox, K., Handford, A., & Hickey, L. (2018). ETEC 510: Design of technology-supported learning environments, design project proposal submission [Written PDF document]. Goolnik, G (2006). Effective change management strategies for embedding online learning within higher education and enabling the effective continuing professional development of its academic staff. The Turkish online journal of distance education TOJDE (1302- 6488), 7(1), 9. Grace Collage. (2017, July 11). The past, present and future of wearable technology. Retrieved November 24, 2017, from https://online.grace.edu/news/business/the-past-present-future-of-wearable-technology/ Hare, J. (2011). Learning from Indigenous knowledge in education. In D. Long and O.P. Dickenson (Eds.), Visions of the Heart, 3rd Edition (pp. 91-112). Toronto, ON: Oxford University Press. Kidd, W. (2012). Utilising podcasts for learning and teaching: a review and ways forward for e- Learning cultures. Management in Education, 26(2), 52-57. Marker, M. (2006). After the Makah whale hunt: Indigenous knowledge and limits to multicultural discourse. Urban Education, 41(5), 482-505. doi:10.1177/0042085906291923 Miller, G. A. (1994). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 101(2), 343-352. 10.1037/0033-295X.101.2.343 Pulla, S. (2017). Mobile learning and Indigenous education in Canada: A synthesis of new ways of learning. International Journal of Mobile and Blended Learning (IJMBL), 9(2), 39-60. Salmon, G., & Nie, M. (2008). Doubling the life of iPods. In G. Salmon, & P. Edirisingha (Eds.), Podcasting for Learning in Universities (pp. 1-11). Maidenhead, UK: Open University Press Thinley, P., Geva, S., & Reye, J. (2014). Tablets (iPad) for M-learning in the context of social constructivism to institute an effective learning environment. International Journal of Interactive Mobile Technologies (iJIM), 8(1), 16. doi:10.3991/ijim.v8i1.3452 Categories
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