The projects have been presented and assignments submitted. This blog entry marks the final post for the Using Technologies in Teaching and Training course (EDTC0560). The end of the course also signifies the completion of the Certificate in Adult and Continuing Education program for me. Rather than reflecting on EDTC0560, I find myself looking back over my CACE journey. It's interesting that my first CACE course was delivered in the traditional classroom format and the final course delivered online with a focus on hands-on exploration of educational technologies. Courses in between ran the gamut of eLearning experiences in an LMS environment. From those simply translated from teacher-centered, classroom "learning" (read a pile of assigned articles, write an assignment, submit to instructor, repeat) to the learner-centered, online delivery of EDTC0560 and its use of mini, project-based learning assignments that enabled me to find confidence exploring new technologies for teaching and training. A completely engaging experience. I had visions of having some profound insight to share at "the end". Submitting the final assignment was a relief, but I don't feel done. I've already been experiencing a transition to the phase of applying the tools to the trade. The CACE may be closed, but the learning continues. I'm looking forward to what comes next!
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Based on the Kanban methodology commonly used in agile development, Trello is a visual collaboration tool that organizes projects using boards, lists, and cards to enable prioritization of tasks. With little previous exposure to the tool, our group decided to use Trello as a project management tool for our course project. Having had some experience with Kanban boards using Microsoft’s Visual Studio Team Foundation Server, and as a life-long list maker, the concept of boards, lists, and cards was familiar. After registering with a free account, a short tutorial demonstrated setting up and using boards. It was simple to create a team board, invite members, and begin outlining project tasks. We decided to use To-Do, Doing, and Done lists to begin and added lists for Meetings, Discussions and Email Addresses (although we realized this was not required as Subscribing to lists allows automatic emails to be sent when updates are made). Populating lists with appropriate cards required collaboration and agreement on the desired level of detail to track tasks. The elegance of using the application is that each member can create and manage their own cards. However, it helps to have at least one member following the tasks from a high level perspective to ensure the tasks meet the overall requirements. To do that, cards can be created to hold checklists including requirements for a related group of tasks. (e.g. the project rubric, and “Build Presentation”). Checklist items in this "parent" card became individual task cards that could be assigned to team members.
The group quickly embraced the at-a-glance collaborative features of Trello. Once we discovered that we could easily connect by adding comments to cards and share resources, it became our main communication channel. Over the course of the project, the tool helped us stay on track and we were able to visibly see our progress as we watched the “Done” list lengthen while the “To-Do” list shortened – before the project deadline. In exploring topics for an EdTech assignment examining an emerging or future technology and its potential applications in teaching and training, our group selected a technology that has evolved from the dream of a 1950s psychologist into a leading contender for the most important ‘disruptor' in education of the future. Adaptive Learning – an educational method that uses computers and hand held devices to orchestrate resources according to the unique needs of each learner - is explored, demonstrated, and analyzed in the following presentation by examining its origins, evolution, current landscape, and future trends.
Google Drive is a file storage and synchronization service that allows users to store files in the cloud, synchronize files across devices, and share files. Google Docs, Sheets, and Slides are part of the free, web-based office suite of tools offered within the Google Drive service. Although I have been using the tools extensively for personal use, a recent group project allowed me to deepen my understanding of the system and its features. A powerful feature for group projects is the ability to collaborate online within any of the Google apps. Each group member is able to create and update documents simultaneously, making the applications ideal platforms for groups to plan, review, and edit content collectively. In addition, anyone can create a document and share it with whomever they choose, providing permissions to view or edit as required. The sharing feature was initially a pain point with the group. To share Google documents, the creator can share with specific individuals or anyone who has the link. Where individual sharing becomes difficult is adding each user separately. The process of finding the correct contact information and adding it for each document, each time can become cumbersome. Enter the magic of Google Drive. As the overarching service for the applications, shared folders can be created one time using each group member’s contact information. Any document, of any file type, created within the folder is shared with all folder members. This is not limited to Google applications. Uploading any file such images, audio, video, pdf, and even those built within Microsoft applications allows each member access to those files. A point worth mentioning about Microsoft files. Google Drive allows viewing of these documents within the related Google app. For example, Microsoft Word docs can be viewed within Google Docs. However, the some of the features of MS Word and Google Docs are different. For editing purposed, it is better to open the document within its original application, which takes away some of the freedom Google drive provides to open files anywhere on any device as not all devices are equipped with Microsoft applications. As a final note, file management is an important consideration when sharing documents. Until the end, the group didn’t realize that there is a version control feature within Google Drive. Files were managed using file names and sub folders for older versions. Unless it is well understood and agreed upon what the file management system is, finding documents can become confusing. In the next iteration of my experience using Google Drive, I’ll be sure to investigate the version control feature. Where are we going with educational technology? Twitter is awash with articles describing upcoming ed tech trends. If you have the patience to push through the click-bait, Rhea Kelly’s (2016) article 9 Trends to Watch in 2016 describes trends in higher ed such as Makerspaces, Competency Based Education, Virtual Reality (VR), Data Analytics and Machine Learning, Accessibility, Mobile First, Wearables, Video, and Wireless Infrastructure as up and coming. From a business perspective, the eLearning Industry describes eLearning Trends and Predictions for 2017. Many of these trends are related through the technology of data and analytics and, most notably, represent a shift in thinking about education delivery. Going back to the articles on Twitter, most articles about these trends describe their use in K-12 education with less focus on adult education. Interesting, though, that pedagogy for K-12 seems to be changing with ed tech. Throughout this EdTech course, and while working through the process of selecting ed tech, we've been cautious to avoid letting technology drive the pedagogy for our courses, but in the grand scheme of things, why wouldn't pedagogy change with the affordances that ed tech has to offer? We do what we can with what we have. So, when what we have changes, we can do more (and differently) with it. During my entire CACE experience, I have been thinking about the pedagogy I experienced in in my early education (Hooked on phonics worked for me!) and beyond. Things have changed significantly. I didn't even understand how to respond in a learner centered course at first! But it's not just the difference between pedagogy and andragogy. Delivery methods have changed, as evidenced not only by the articles on Twitter, but by Twitter itself. As we strive to effectively implement emerging technology in teaching and training, technology is also driving change in teaching and training. Module 11: Looking Forward
Looking back in summary of the educational technology selection process, there seems to be a logical and natural progression working through the elements. The elements as I've experienced them in this context: Define - The raison d'être. - What are the learning outcomes/learner needs? Explore - What is out there that could potentially meet the need? Evaluate - Match tools to pedagogy. - What are the best options (SECTIONS/CSAM analysis)? Engage - What are the impacts to learner engagement? - How can engagement be maximized? Maintain – What are the requirements to assess, update, maintain, replace? Propose – The right fit. – Why is it the best choice? This feels familiar to me; similar to the preliminary steps of project initiation or Mor’s (2013) Design Inquiry of Learning process outlined in his learning design studio framework for educational design. As such, there is still work to be done integrating the technology and ensuring its use and value for the learners. Each situation will bring its own challenges and restrictions. Working through the evaluation process from a position of inquiry ensures a multi-faceted approach to technology selection that increases the potential for maximizing the benefit of technology. For example, the elements of SECTIONS are a checklist to ensure key factors are not overlooked. Is anything missing from this list? Experience will facilitate the addition or subtraction of questions to be asked while evaluating technology and the impacts on learner engagement. Assessment and maintenance plans complete the iterative cycle to ensure best fit. From a stakeholder perspective, understanding aspects of perceived usefulness (cost, ease of implementation, likelihood of adoption, etc.) and a forward-thinking approach adds rigor to the solution proposal. Of course, this is a best case scenario, text book approach. An element of flexibility is imperative to address the previously mentioned challenges and restrictions. However, I would suggest, having a solid understanding of the selection process facilitates flexibility as well as confidence/justification in the investment of time and resources required to develop proposed enhancements. Module 5: Educational Technology Planning Canva is a graphic-design tool website that provides tools for both web and print media design and graphics. With an easy to use drag-and-drop interface and access to over a million photographs, graphics, and fonts, it can be used by non-designers as well as professionals. For this non-designer, the tool is simple to use and offers templates, graphics, fonts, and settings to manage them easily. There are a number of features available with a free account with more advanced features available with a paid plan. As a first time project in Canva, I selected an inspiring template as a starting point and personalized my design with uploaded images and adjustments to the colour scheme. Although the template provides it’s own colour palette, it can be customized using hex colour codes. Templates also provide font suggestions that can be interchanged with others available within the tool (uploading personal fonts is available with a paid plan). That being said, without using a template to begin, a variety of frames are available to begin with a blank document. There was a little negotiating with the tool to figure out how to make it do what I wanted at times. Canva doesn’t quite suit the purpose of creating the academic poster I required, but I was able to produce a reasonable facsimile (see post EdTech Enhancement Proposal). It took some time to learn how to use the images within the framed areas. Capturing and moving multiple elements around was a breeze if they are directly on the background, but if they are within other elements, it was a one-at-time process. However, the snap-to feature and guidelines were helpful in laying out elements. If all else fails, there tutorials and design tips are available within the tool. Sharing the finished product is easy. It can be shared within Canva and, once it is made “public”, there are options such as sharing with specific people, sharing with a link, sharing to Twitter or Facebook, code to embed within a site, or download options such as as a pdf or image. With more to explore, I’m sure there are other features I have to look forward to. Having used mainly Microsoft Publisher for this type of work, I may be a Canva convert for its sheer simplicity alone.
Learning outcomes, learner needs, and tool evaluations have been assessed. Based on systematic review of alternative educational technology resources, nQuire-it was selected as the recommended application for enhancement to delivery of the nutrition label reading course under review.
A briefing note will be submitted to stakeholders for consideration of the proposed enhancement. The following conference poster summarizes the brief. (PDF version available below)
PowToon is a web-based animation software program that allows users to create animated presentations by manipulating pre-created objects, imported images, provided music and user created voice-overs. Although an account is required to use the program, there are free and paid options, each of which offers different levels of use and resource availability. Once a PowToon creation is complete, it can be shared within PowToon itself or published to YouTube, Vimeo, Wistia or Slideshare (Slideshare is only available with a paid account). I chose PowToon because I was looking for an interesting way to create and deliver a presentation in a purely asynchronous environment. The presentation was to be posted to a discussion board within the LMS. Having already completed number of written submissions for the course, I was also looking for a unique way to synthesize and compile information. PowerPoint was an obvious option, but I wanted something the viewers could experience that was more unique; shake things up a little. Did I mention I had never used PowToon before? I found the tool fairly intuitive. It walked me through a series of steps to begin my presentation and I was able to manage without using the available tutorials. Given the option to use a template or blank presentation, I decided to start with a template. The program guided me through setting up an outline of my scenes before I started creating anything. It served as a storyboarding process before development and encouraged me to check my content to understand how I wanted to present it; good standard practice for development. My process was completely "learn as you go". I’ll admit, unexpected things happened and they forced me to sleuth my way through some elements. Once I figured out how to use the timeline to manage the animations, things moved along quickly. I had control of all elements of creating scenes with the help of the library and settings features. Also, along with templated scenes the program provides pre-built scenes that can be inserted and manipulated as required. I appreciated that the program automatically added a piece of royalty free music from its library to my presentation. Although, I didn’t realize until it was complete that the library existed, or that I could have changed the music. Regardless, I was happy with the result. From beginning to end, including writing and organizing my content, the process totaled four hours. Of that, about 2.5 hours was learning and building with PowToon. The final step was to publish my PowToon to YouTube and then embed it into the LMS for my peers to view. I think it was a hit: Loved, loved your presentation! I'm such a visual person that this was fun to watch and learn from! I enjoyed your presentation immensely This was awesome! Great idea! That was great information, think I need to go on one of those excursions soon Cognitive load (CL) refers to the amount of mental effort learners exert to process new information in their working memory. The amount of load affects the learner’s ability to transfer the information from working memory to long-term memory i.e. Store the material to be learned. We have been exploring how technology might enhance or detract from the overall educational experience. Cognitive Load Theory would suggest, when not used well, technology itself becomes part of the extraneous load learners must manage. Christopher Pappas (2014) does a nice job describing Cognitive Load Theory and Instructional Design. Beyond course design, I’ve been contemplating cognitive load from a holistic perspective; specifically whether CL has an impact outside one course. I'm thinking in the context of stress, resilience, and burnout now. Does CL affect aspects of mental capacity outside of one course? Resiliency is the ability to bounce back from a stressor. The number and intensity of stressors affect the ability to bounce back. Like stress, if learners experience an intense CL, does it extend into other areas of their learning? For example, a course I completed last term had an intense extraneous load. Not only was it distracting from that course, but it affected my ability to focus on another course I was taking at the same time. The time and mental effort I invested in Course A distracted me from other aspects of my life, and not just Course B. In addition, the effects seem to have seeped into this term. I am again taking two courses and I seem to have reached my capacity for cognitive load. It's not because either course has a particularly intense load, I think it's because my resilience to that load has decreased and I haven't fully bounced back from the previous term. Is balancing cognitive load important in broader sense? I fully admit that I may have "worked too hard" and extended myself beyond capacity. How much of the responsibility is on the learner to also manage the load by understanding the requirements and balancing the load for themselves as well? How does a learner acquire this skill? I'm not sure the instructional designer/facilitator can mitigate all of the load for learners' circumstances (how could they possibly know the big picture for every learner?). From a holistic perspective, it becomes even more important to consider CL when planning course delivery and technology selection. The design challenge becomes mitigating cognitive load while balancing autonomy, interaction and structure (see Maximizing Learner Engagement) to develop effective educational experiences. Module 4: Driving Engagement |
What's this about?Documenting my exploration of Ed Tech and how it applies to the field of Adult Education. These are my Ang-ventures. ...see more Archives
April 2017
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