Designing
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. Joyce and I chose to create a Pecha Kucha style presentation. The Pecha Kucha medium was created by architects Astrid Klein and Mark Dytham in 2003. This is the second Pecha Kucha story that I have created within my MET courses. While Pecha Kucha presentations seem similar to PowerPoint presentations, they are more strategic in their use of imagery and the timing of voice overs. Pecha Kucha is a proven effective storytelling technique (Beyer, 2011), and they are typically six minutes long - with 20 images, each with 20 seconds of audio. The Pecha Kucha style of storytelling proved to be very effective for Joyce and I to complete from separate locations. Joyce lives in Vancouver, I live in Calgary, and we found that Pecha Kucha was a storytelling technique that we could fully collaborate on, while not being overly time consuming. We were effectively able to brainstorm over Google Hangouts as well as write our script and choose our images through collaboration on Google Documents. Then, we were able to synchronously record our audio together over Hangouts, and then piece the audio together with our images and soundtrack in iMovie. This project solidified my opinion of online collaborative work that I have built throughout MET - that is is not only possible, but it is also extremely rewarding. We have so many digital tools available now that distance collaboration is something we should continue to strive towards. This is why I chose to place this project under design, to highlight the fact that digital collaboration is not simply for analysis and discussion, it can generate creatively designed projects as well. As part of our class discussion and reflection in ETEC 565A about Digital Stories, Joyce and I also recorded a synchronous video reflection where we share our thoughts and challenges on generating this digital story. You can view it below: The image below is a screen capture of our Moodle course that we embedded our digital story into. Overall this Moodle project challenged Joyce and me to exhibit diverse and creative activities in an environment that can feel very limiting. We explored varying learning and communication applications including Padlet, Flipgrid, and Wiki pages, and we worked hard to implement technology that complimented the pedagogical theories we focused on in our course development. This project is a great example of TPCK in practice, as Joyce and I had to work diligently to harmonize the the connection between the course content and instructional goals with the technological activities we utilized. In general, 565A was a good course to take in concluding my MET journey, as it challenged me to put my understanding of TPCK into action. You can read more about our learning in our collective reflection below:
0 Comments
Leave a Reply. |
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.
Click here for Page References
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
All
Archives |