White Water Rafting - Taking the Plunge
Equipped with little, but basic computer skills acquired through asynchronous online communication forums, I quickly had to adapt to the pace and work required in ETEC 510. Far from considering myself computer savvy, I plunged right into the world of designing technology supported, learning environments. I had never even heard of the word Wiki or Moodle and quickly had to learn to navigate these new waters or sink.
Designing a Course in Moodle
In order to design a technology supported, learning environment using Moodle, I worked with a crew who in a sense came to my rescue, having a bit more experience with this type of Learning Management System (LMS) than I did. I worked on this project with two other Colleagues, Paula Poodwan and Jonathan Lai. We each worked on two modules of the six-module course, I designed modules 3 and 6. This course was designed to help educators develop journaling skills that can be used to critically reflect on their teaching skills. My colleagues showed me how to design a basic course and how to use the Moodle tools to add and link information to other sites. But I also learned that working in a group presents challenges, such as trying to work synchronously when everyone has a different schedule. I learned that there were many steps to designing an online course based on constructivist principles.(Jonassen, 1999)
As a team, we had to design a project proposal for the course on the Art of Reflection for Adult Ed ESL Educators. This project allowed me to understand the value of a lesson overview, making me reflect on the type of platform that would be right for our audience. I came to understand the importance of perusing academic literature to guide our course design process. Based on research, I focused on project design that fosters experiential content, the integration of concepts, as well as the development of critical thinking skills while encouraging personal growth. (Wang & Sarbo, 2004;Torosyan, 2001; Cranton, 2002; and Baumgartner, 2001). The creation of this project proposal also introduced me to constructivism and the social learning theory, which I would delve into in ETEC 530. Our learning design was based on social cognition, where participants were encouraged to work together to collaboratively create new knowledge. Our design was also based on the idea that a learning community supports and challenges each other, which again leads to knowledge construction. I learned the importance of taking into consideration learner characteristics when designing a course: such as personal interest, level of experience with computers, and prior knowledge of subject. I would apply this knowledge when modifying a lesson plan in ETEC 512. I was already familiar with the ADDIE model of analysis (analyze, design, develop, implement and evaluate), and I was able to base myself on this model when designing the course with my peers.
The course: The Art of Reflection for Adult Ed ESL Educators, was designed to encourage ESL educators to engage and practice in self-observation and self-evaluation of their teaching practice.(Carrasquillo & Feng,1994) It was meant to guide participants in developing the necessary critical thinking skills through reflective practice. (Hubbs & Brand, 2005; Fenwick, 2001) The learning objectives for the project were for ESL educators to engage in a continuous cycle of self-observation and self-evaluation, in order to understand their own actions and the reactions they prompt in themselves and in learners. (Brookfield, 1995; Thiel, 1999) As a second-language teacher, I was fortunate enough to be able to make meaning of my learning directly with my professional experience. By the end of the course design I was able to use what I had learned to reflect on my own teaching practice. Working as a group required much reflection, and producing a rationale and analysis for our final project provided an excellent foundation for future collaborative work. Providing a rationale and analysis also made me realize to what point Moodle's interface was simple to navigate, and intuitive in nature.This being said, I also learned that although the course appeared simple, creating the learning environment had taken a lot of work. To achieve a shared sense of belonging, trust, and commitment to participate, we designed activities and provided catalysts, guiding and encouraging participants along. It was pretty exciting to note that with the creation of our course, we had developed theoretical insights and perspectives for adult ESL Educators.
Please visit the Moodle course: the Art of Reflection for Adult Ed ESL Educators, which can be accessed following these simple steps:
Please follow these instructions to view the full course:
Click the following:
http://moodle.met.ubc.ca/course/view.php?id=326 Be prepared for a short wait as you connect to the MET Moodle login.
Enter:
username: mariefrancehetu password: Brigitte1!
In the menu select:
ETEC 510 Design Project May 2011
Scroll down and select:
RPESL (Reflective practice for ESL educators)
This collaborative project proved to be a stepping stone for later improving part of the course using WEB 2.0 tools to further enhance the learner experience and facilitate learning. This is showcased under the section: where rivers meet.
As a team, we had to design a project proposal for the course on the Art of Reflection for Adult Ed ESL Educators. This project allowed me to understand the value of a lesson overview, making me reflect on the type of platform that would be right for our audience. I came to understand the importance of perusing academic literature to guide our course design process. Based on research, I focused on project design that fosters experiential content, the integration of concepts, as well as the development of critical thinking skills while encouraging personal growth. (Wang & Sarbo, 2004;Torosyan, 2001; Cranton, 2002; and Baumgartner, 2001). The creation of this project proposal also introduced me to constructivism and the social learning theory, which I would delve into in ETEC 530. Our learning design was based on social cognition, where participants were encouraged to work together to collaboratively create new knowledge. Our design was also based on the idea that a learning community supports and challenges each other, which again leads to knowledge construction. I learned the importance of taking into consideration learner characteristics when designing a course: such as personal interest, level of experience with computers, and prior knowledge of subject. I would apply this knowledge when modifying a lesson plan in ETEC 512. I was already familiar with the ADDIE model of analysis (analyze, design, develop, implement and evaluate), and I was able to base myself on this model when designing the course with my peers.
The course: The Art of Reflection for Adult Ed ESL Educators, was designed to encourage ESL educators to engage and practice in self-observation and self-evaluation of their teaching practice.(Carrasquillo & Feng,1994) It was meant to guide participants in developing the necessary critical thinking skills through reflective practice. (Hubbs & Brand, 2005; Fenwick, 2001) The learning objectives for the project were for ESL educators to engage in a continuous cycle of self-observation and self-evaluation, in order to understand their own actions and the reactions they prompt in themselves and in learners. (Brookfield, 1995; Thiel, 1999) As a second-language teacher, I was fortunate enough to be able to make meaning of my learning directly with my professional experience. By the end of the course design I was able to use what I had learned to reflect on my own teaching practice. Working as a group required much reflection, and producing a rationale and analysis for our final project provided an excellent foundation for future collaborative work. Providing a rationale and analysis also made me realize to what point Moodle's interface was simple to navigate, and intuitive in nature.This being said, I also learned that although the course appeared simple, creating the learning environment had taken a lot of work. To achieve a shared sense of belonging, trust, and commitment to participate, we designed activities and provided catalysts, guiding and encouraging participants along. It was pretty exciting to note that with the creation of our course, we had developed theoretical insights and perspectives for adult ESL Educators.
Please visit the Moodle course: the Art of Reflection for Adult Ed ESL Educators, which can be accessed following these simple steps:
Please follow these instructions to view the full course:
Click the following:
http://moodle.met.ubc.ca/course/view.php?id=326 Be prepared for a short wait as you connect to the MET Moodle login.
Enter:
username: mariefrancehetu password: Brigitte1!
In the menu select:
ETEC 510 Design Project May 2011
Scroll down and select:
RPESL (Reflective practice for ESL educators)
This collaborative project proved to be a stepping stone for later improving part of the course using WEB 2.0 tools to further enhance the learner experience and facilitate learning. This is showcased under the section: where rivers meet.
Designing a Wiki
Designing my own Wiki turned out to be quite an adventure. I was in 'survival' mode for many weeks on end, white-water rafting the rapids, spending hours designing a site through trial and error.There were many discouraging moments, but eventually I was quite pleased with the end results. I based my Wiki on: Integrating technology within a communicative approach to language teaching. Again, I was able to make meaning of my learning by relating it directly to my work experience as an educator. By researching for this Wiki I explored the idea of technology enhanced learning environments, fostering authentic learning, as well as considering the cultural context of multimedia. Little did I know at the time how significant this initial research would become, as it carried me along various channels where I would explore these same ideas in different contexts.