6.1.2 Personal Learning Network - 6.1.3 Reflection

My PLN is not complete but a work in progress

For personal, work and educational purposes I have a set of sites, apps, tools, rules and habits that make my online experience as simplified as possible. Privacy and security concerns has always been my reason not to embrace an ecosystem online however since DLT my thinking has changed.  

• The Google Ecosystem sync's devices with application services under a joint login, so the range of expanding google tools, widgets and service features will become a focal point for contributions to my teaching and learning development.  
• Channels of information are streamed into various Google+ services which can be tagged, filtered and managed for reference, development and future sharing.  
• Blogger is a great source for categories of interest which will encourage me to express my online voice.  
• Online content can be filtered and shared within Google Circles where points of interest can be explored as a collaborative effort in a limited access area.  
• Google Drive is fast becoming necessary for documents, presentations etc for anywhere, anytime access.  This would eliminate the feeling of 'information overload' when attempting to remember what storage device I saved the most recent version of a file.
• I'm also keen to use more creative web 2.0 tools like Cacoo which is a great online drawing tool that I used to create my PLN.  
• Finally, EIT's Moodle will be accessed for work and study.  I'd also like a wiki space for my own teaching content and a Wordpress site for my portfolio in the future. 

4.3 Reflective Blog Post

Adobe Connect sessions are my window from Gisborne into the Digital Learning Technologies class, held in Taradale. 

I have found that the online/blended learning environment requires a remote student to adapt and find new ways to process information in general to effectively manage their own learning. I'm not sure if I have mastered that yet.  

In my experience, a large part of the learning remotely is actually about how to observe, communicate and participate using tools and features available in a connect session before the learning outcome can be addressed.   For example, a lecturer can be well prepared with a number of moodle or wiki pages loaded into tabs ready for explanation, demonstration or viewing during a class.  In a  recording however, if a remote student can't see the file path on the screen, hear of its location or keep up with the navigation between url's then "understanding the learning outcome" in that session can be affected and become less of a priority at that moment.  This could be detrimental to a remote student if they are being assessed in that session.

When comparing delivery from a lecturer and a guest speaker, I discovered that in some instances, dependent on the proximity of the presenter to the microphone, the quality of sound and vision could be impaired through the Adobe Connect application.  So, if a presenter is standing facing away from the microphone, or walking as they speak the quality of learning at that moment could be impaired.  

Towards the end of a session I asked the presenter a question in private chat then waited, watched and listened for a reply, but the recording was stopped. I could hear the dialogue between those in the classroom and wondered if the presenter would eventually see my message or if it would be logged for review later.  There is a difference between questions pitched by a remote student and a student in class, one is a flashing IM dialogue box and the other physically face-to-face. There may be  another way to attract the presenters attention, so it maybe a feature I am yet to discover.

Sometimes, a remote student can feel like they are sitting on a fence, people watching or listening with a glass up against the wall. 

This has made me think about my own teaching delivery when I use blended tools, so I need to be conscious of what is effective communication for online/blended learning and how it varies from a face-to-face delivery.  Any communication tools or approaches used will always form the basis of a how a student receives and interprets what is being taught.

6.2 Exploring Cloud Tools

Findings on my chosen Cloud Tools

Wordle in my Teaching

5.1 Reflection, Instructional Design Model

Stephanie’s presentation was very interesting as it highlighted the importance of the learning technologist now in education where the role is to work across faculties, developing online/blended courses with lecturers who often have limited knowledge of IT.  I can only imagine this to be a busy and challenging role now and probably even more so in the future, as education embraces digital learning pedagogies.

She spoke of the two main differences between face-to-face and online/blended delivery: 

1. how you structure the course 
2. how you put the communication out there

Note:
I wasn't present for the Instructional Design Activity so I have chosen to evaluate Group Four who used the OTARA methodolgy.


1. Evaluate the learning experience 

• Learning objective wasn't specific enough 

The 1 hour workshop would include 10 minutes of prior learning where students watch a youtube video about MS Word ribbon features and then spend 1-30 minutes during the workshop using a tool to complete the learning activities which is included as part of MS Office 2010. It is assumed that the features will include all activity instructions and assessment. 

MS Word version should be included to ensure learners have the correct application to carry out the learning. MS Word 2010 is very different to 2007.

The resource that will instruct is a tool called MS Word Starter that accompanies Office 2010.  I couldn't open to view or test it, was not available in the startup menu (on EIT network) like the Microsoft link explained.  

Lesson learned from this exercise

• Check out software, test and ensure compatibility issues are accounted for in the planning.
• Ensure assessment is aligned with objectives and learning outcome
• Define delivery online or blended

2. Evaluate suitability of the design model

The OTARA model is suitable for the learning experience, the template just needed to be fleshed out in more detail.

3. Evaluate usefulness of this exercise

The exercise reveals how much work goes into online courses where instructional design carries a lot of weight for the teaching, which means a lot of details need to be covered prior to delivery.  It is a lot of work creating online and blended course structures, from the learning content development and testing to the assessment methods and capturing evidence.  Finally, mediums for communication must be well managed, clearly understood and tested on different platforms and within applications.

4.2.2 Wordpress Activity

4.2.2
Add a RSS feed to connecting to virtualmv user and my wordpress blog

Wordle Blog: Wordle Miscellany

Wordle Blog: Wordle Miscellany

6.1.1 Joyce Seitzinger

I thoroughly enjoyed Joyce's presentation even more so the second time, it was very informative and helpful, she put things into perspective and I gained a lot of insight to how I can manage the digital information challenges.  

How am I dealing with information bloat, with getting the right information streams for me, with filter bubble?

In recent years I started to feel the bloat and confusion from having so much information to digest with life, a teaching role, studies, personal interests and communities. Since starting the DLT paper I have felt totally overwhelmed from information overload. 

Am I covering all aspects of my PLN, the conversation and the information streams, as well as having an appropriate place to file things and to show my portfolio?

The PLN has helped me to step back from the confusion and set some structure to manage and filter the content.  Being aware of information bloat, I am now slowly and carefully deciding what categories of information streams will be most beneficial to my work and studies. I think over time, through practice and familiarity my personal learning network will develop and be refined to what social networks, feeds, communities I want to share with and gather knowledge from.  I would definitely use Google Drive more and eventually explore Delicious for bookmarks.

How do I balance the use of my PLN with actually getting things done?

I separate the important from the ephemeral.

The shift away from traditional education is inevitable when we are living in exponential times.  Be flexible and open to change, to remain current is to flow. 

4.2.1 Media Wiki - User Page

Link to my User page in virtualmv wiki to view the following components:

1. APA reference for Wikipedia
2. Pedagogical template
3. Syntax highlighter

4.1 Developing Course Content

This Post-It note image was sourced from WIKIMEDIA COMMONS 
Search words "crowd sourcing" 

Links to Michael's wiki virtualmv where it appears as an edit in Digital Learning Technologies/Social/Home under 3. Activity 
Links also username Tina Blumenthal in the above mentioned wiki

By Binksternet (Own work) [CC-BY-SA-3.0], via Wikimedia Commons

Social technologies - a web conferencing tool on  virtualmv ~ Panopto

3.3 IT Skills for Teachers

BASIC 
~ Web navigation/search skills
~ Knowledge of productivity applications (MS Office, GoogleDocs)
~ Knowledge of virtual/e-learning environments   
~ Knowledge of educational copyright (Creative Commons License) 
~ Knowledge of online safety and security
~ Exploit digital images for classroom use
~ Use video content to engage students
~ Use infographics to visually stimulate students
~ Use social networking sites to share resources with and between learners
~ Use social networking site to connect with colleagues
~ Exploit games or simulations for pedagogical purposes
~ Use mobile devices like tablets and smartphones
~ Identify suitable web resources safe for browsing in content area
~ Create and deliver asynchronous presentations
~ Knowledge of Web 2.0 or Classroom 2.0 tools  
~ Knowledge of storage devices (USB, CD/DVD, server, online, cloud) 
 
INTERMEDIATE
~ Use Wiki's and blog's to create online platforms for learners
~ Use online sticky notes to capture class brain storming ideas 
~ Use collaborative tools for text construction and editing between learners
~ Use screen capture tools for video tutorials
~ Use polling software to create and deliver real-time surveys to learners
~ Find and evaluate authentic web based content
~ Use of online graphic organisers and printables
~ Use Digital Citizenship with learners (etiquette for internet, email, social media share)
~ Create and edit audio
~ Interactive white board skills
~ Use LMS (eg Moodle) for assessment, activity, quiz, upload, learner grades 
~ Web design skills
~ Download software from the web
~ Use file sharing tools to share with learners online 

ADVANCED
~ Compile digital portfolio for own development
~ Deliver lessons via video/web conference
~ Annotate web pages and highlight text in discussion to share with learners



REFERENCE 
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html and credits My Twitter is @medkh9 Copyright © 2012 Educational Technology and Mobile Learning . By : Med Kharbach

Challenges

The biggest challenge for ubiquitous and individualized digital learning technology would be connectivity to the internet.  The range of challenges is likely to be ongoing, for example, a virtual class session through Adobe Connect could be interrupted because a server issue, this downtime impacts both on a lecturer’s delivery and the learners' ability to engage.  Individual learners on low-income may be limited to dial-up, if the cost of high speed internet connection is out of their financial reach.  Even if broadband is affordable, there are some learners who access online content from rural locations where the internet connection is limited to dial-up or doesn't exist yet.  Finally, the gateway to the internet is through an ISP; however network stability and associated technical issues are often reasons for a customer/learner to experience limitations in quality or consistency of connectivity.

Beyond the Mobile Web

Beyond the mobile web by yiibu from yiibu

Four Pedagogy's

The four Pedagogy’s as identified by Anderson (2010) are:

Behaviourist / Cognitive ~ self paced, individual study

Approximately twenty years ago, while I was a stay-at-home mum I wanted to pursue my interest in the natural approaches to healing.  When a magazine advertisement caught my attention I decided to study Homeopathic Therapies through correspondence school. The course contained 16 topics, learning material was sent out in four stages, topic content and assignments were included in each booklet and submitted through the postal system.  For the first three topics I did exceptionally well which was evidenced in my marks and the encouraging feedback from the teacher.  However over time I lost motivation and did not complete for the following reasons:

Communication - ineffective and untimely  If I had a question or needed guidance or clarification there were two options for contact, an 0800 number or the postal system.  The person who answered the 0800 number took my message and passed it on to the teacher, however I did not receive a return call for three weeks.  Barriers to student - teacher contact, feedback and limited support.

Course Materials - poor structure, design and layout  Although the content was probably accurate for its time, the printed booklets were in black and white including diagrams and drawings.  The learning materials were difficult to understand, minimal formatting, content was not structured for clarity and ease of use. Barriers to student - user friendly, engaging content

In reflection I felt a sense of isolation undertaking off-campus study, despite having the freedom and flexibility of self paced learning. Distance learning via correspondence was not conducive to my preferred visual / kinesthetic learning style and consequently contributed to loss of interest and motivation.

Constructivist ~ working in groups

 
Our Team Building days are a great opportunity for staff to get to know one another.  We are all assigned to a group and given a task to complete, for example Q & A, group discussion on a particular topic or even building a piece of furniture.  The social interactions among each group tend to give shape to the learning, knowledge is constructed and draws on the collaborative efforts so that everyones strengths, skills and perspectives are valued and supported.    

The social, collaborative learning experience makes working in groups enjoyable, everyone is able to evaluate their own learning strengths and abilities, and also gain insight to other staff members, their roles and the organization.

 

  

Ubiquitous & Individualised Learning

The video suggests the use of Digital Learning Technologies allows for individualised and ubiquitous learning.  Explain what is meant by this.  (At least two references)

As modes of learning have evolved and technologies advanced, Ubiquitous Learning and Digital Learning Technologies now together as an experience will become highly personalised, this could be likened to a 'work and/or education, life, balance', where learning and technologies of our own choosing meld into our lives", and as a result everyone's learning will become Individualised.  

Digital learning technologies are the variety of platforms, hardware, software applications, connectivity options and educational institutions who offer learning modes delivered online, blended or face-to-face.  The structure of learning has become more diverse, where subject knowledge is shared through networks, online content, subject experts and web 2.0 tools.  This enables individuals to create their own unique learning experience at that time. 

It is suggested that Ubiquitous learning (or u-learning) is where learning environments can be accessed in various contexts and situations.  Yeonjeong Park (2011) made comparisons about the flow from e-learning to m-learning then to u-learning as follows:

E-learning - Physical devices are wired, the computation and communication are distinctive and the learning is confined to the single desk.

M-learning - Physical devices are wireless, the computation and communication range between being distinctive and blurry and the learning ranges between being confined to the single desk and dynamic/flexible.

U-learning - Physical devices have disappeared, the computation and communication is blurry and the learning is dynamic/flexible. 

It was stated by (Burbules, 2013) from the Ubiquitous Learning Institute that, "In an era when people can carry the Internet in their pocket, teaching and learning must obviously be reconsidered. The increased use of handheld and portable devices, along with pervasive wireless networking, means that structured learning opportunities are becoming an "any time, anywhere" enterprise. We talk about this shift in terms of ubiquity: the traditional divide between formal and informal contexts of learning is breaking down. Technological as well as social, cultural, and institutional changes mean that learning is a continuous possibility across spatial and temporal barriers. Learners of all ages expect, and often need, structured learning opportunities in a "just in time" mode; this puts new meaning and vitality into the traditional idea of "lifelong learning." 

An ubiquitous learning (u-learning) environment can be characterised by its:

Permanency: 
Learner retains all work and learning processes are recorded in real time.

Accessibility: 
Learners are self-directed and can access all their own data from anywhere.

Immediacy: 
Anywhere, learner information is available or the facility to record questions and look for answer later.

Interactivity: 
Experts, teachers, or peers are available through synchronous or asynchronous communication, this means knowledge is more available.

Situating of instructional activities: 
Work, life, balance where learning melds into learners lives.

Adaptability: 
Learners can get the right information at the right place with the right way.

Reflection

Videocast – Adobe® Connect™ 

Adobe Connect has been the highlight of my learning through integrated technologies in education to date.  A small group from the Tairawhiti Campus had PowerPoint presentations to deliver for an adult educaton paper. Our lecturer was unable to attend this face to face class, so VirtualMV (who happened to be in the neighbourhood) kindly help out with Adobe Connect.   

The web cam was set, presentations were recorded and uploaded to the Moodle LMS (EITOnline). This enabled both the absent lecturer and students to view the presentations on-demand, schedules remained unaffected and deadlines met. An example of Ubiquitous Learning Technologies in action.

What I enjoyed so much about this learning experience was more than the paper I was studying.  Our education and technology is constantly evolving and growing for the benefit of student, lecturer and the organisation. 

Further to this Adobe Connect is also used in my DLT class and although I haven't used or participated in all features available, there is a potential to enhance online communications and learning experiences through videocasts and virtual classroom tools.


Barriers

Hardware compatibility (I'm not so sure) - I have logged in to Adobe Connect twice now through my home PC for a Digital Learning Technologies class and use my microphone for web conferencing on Gmail, Tango and Skype regularly. On two of the three Adobe Connect sessions I attended, the microphone tool was not available.  This limits my ability to communicate however, there is an option to IM privately to the lecturer or within the main class chat.

Connectivity - Adobe Connect Server down (maybe not this week).  This is only a barrier in real time.

VAKOG & NLP

VAKOG refers to Visual, Auditory, Kinesthetic, Olfactory and Gustatory, in NLP is a representational system for our five senses.  As humans we experience life through a preferred sensory channel, and through this we express our thoughts and feelings both internally and externally. 

Neuro-Linguistic Programming (NLP), was created in the 70’s by John Bandler and Richard Grinder.  Described by (Dilt, 2011) as the fundamental dynamics between mind (neuro) and language (linguistic) and how their interplay affects our body and behavior (programming).

Everyone has different ways of describing their perception of the world, this can easily be identified by words that they use or eye movements.  In NPL, this is referred to as VAKOG detailed below: 

Visual – seeing and visualising  

Auditory – hearing and talking 

Kinesthetic – touching and feeling (including emotion) 

Olfactory – smelling 

Gustatory – tasting