Week 9: Student Activities

What a great lesion week 9, just wish I had more time to get into it, as I have stated before my goal for participating in this MOOC, Program for Online Teaching; is to develop a better understanding of what is being asked of faculty as a technology integrator and instructional media developer; as faculty move to this next level of instructive strategies (online).

Every week I’m overwhelmed with delight and this week is no different, it’s been over 15 years since I been in a classroom but because I’m a tech and have had some knowledge of tools now available  for instruction,  I have always felt I could really have some fun back in a classroom, and this POT is fueling that fire.

Second life, Farmville I have had accounts for some time, SimCity I have wasted good time playing. This pass summer, an agriculture professors who conducts a summer program needed help purchasing a good inexpensive tablet PC   for 15 high school kids and ideals on how to us the tablets to teach them about farming, I found a app “farm frenzy” that students could play and learn to manage time and all the resources and assets like on a real farm. The game was used to engaged and discuss with students about the science, engineering and business of running a farm.

The article; Three Generations of Distance Education very enlightening, for one I have been around for these three generations and in one form/ or another have participated in them.  The article states the first generation of distance education was correspondence; I enrolled in a Devry electronic engineer correspondence course back in the Dark-Age,   after not finding work after college to keep my mind focused.

I found the article really profound with its examination of   Cognitivist, behaviourist, constructivist, and connectivist pedagogy theories and this stament  “ this typology of pedagogies could also be usefully applied to campus-based education”

I really feel the article thoughtfully states the progression of learning pedagogies that distance education help shape and puts them in a perspective that helps me understand my task at hand as a technologist. I have always believed in this new age of technology resources, that academics can and should drive technologies used for educating, I feel even    more strongly  about that now.

Our new generation of educators need to be academic technologist, computer literacy courses are not enough; out next generation of educators need to understand the array  pedagogies so they can drive and shape  technology topologies  to be more cohesive to the needs and flexibility a learning environment needs. http://opencontent.org/blog/

Ko and Rossen, Chapter 7: Student Activities in the Online Environment:

The Reading asked the question what kinds of instructional activities are most effective for online or blended course and go-on to state “Variety is as important online as on the ground, and using multiple approaches will both reinforce student learning and allow students to address the subject matter from different perspectives.”  I agree, do you?

In a earlier blog I describe a course design that could be a merging of all the worlds f2f, online and blended instruction  (Week4: pedagogy & Course Design II ); In that blog I’m describing  variety and multiple approaches design  to stimulate not only  students but instructor as well.    I think course design should keep  instructors in mind for substantiality, deliverability  and keeping the instructor engaged and motivated.

 Below is a summary of online teaching activities   and strategies   discussed in  K&R  chapter7.

Group Activities: Provide guidelines for each group’s collaboration, set goals, objectives, provide a work place for groups, and or method for groups to present work. P173, P175, P178

Icebreaking Activities: Any activity that allows student to begin to from some sense of community; discussion forums, introduction exercise. P174

Supervision and Assessment of Groups: Supervision will encourage participation by all group members and ensure that an individual’s contributions to the group are recognized. P178

Problem-Base Learning: Learning is an instructional strategy; problems form the organizing focus and stimulus for learning and are the vehicle for development of problem solving skills. P182

Computer-Base Simulations and Animations: Attempt to recreate an actual process or activity  or, on a broader scale , model complex real-life circumstances. P191

Summaries, Consensus Groups:  Activity to ask students individually or as a group, to summaries some aspect of a course’s activities, discussions, or readings. This process reinforces the material and provide perspectives from students about the course’s themes and foci.  P193

The Experience-Based Practicum or Lab Assignment: The online environment allow opportunities for peer review and exchanges with classmates; this helps the individual reflect on his or her experiences. P195

Reflective Activities: Activities such as journaling encourage thoughtful, focused consideration and critiques of a topic, and are generally carried out on an individual basis. This activity allow a student to measure their progress in learning over time. P196

______________________

Using Les Pang’s approach for a reflective blogging activity talked about on P197 K&R; this is my “Reflective Learning Journal Post” for Pedagogy First! Week 9.

What did you learn in the preceding week-not a list of facts, but what can you take away from the lesion, what has value to you?

That knowledge is collective and database to develop new understanding about our world; and that the act of teaching and learning is also collective and we should continue to explore the dance of teaching, learning rewriting the (music) technologies  to help us learn the learner. THE DANCE OF TECHNOLOGY AND PEDAGOGY IN SELF-PACED DISTANCE EDUCATION

How do you connect what you learned this week with your personal experience or with what you already knew?

Because I had help early in life to understand  that I saw things different, learnt things different (dyslexia); I understood at a early age it is not about disability, its about ability; I connected  I have been engaged in all of the generation of learning the article “ Three Generations of Distance Education Pedagogy” discussed, starting with the Devry electronic engineer correspondence course I enrolled in after college, using  CBTs(computer base training) and Bulletin Boards in the early days of the  internet in the cooperate arena, to  this POT Pedagogy First!.  My personal experience is; by staying engaged as a learner I have taken responsibility for my own education,  but I have not done this in isolation of a larger community; Pedagogy First! – has taken on responsibility, I believe Pedagogy First! – example must be the consensus to support the educators, the teacher. “Invest in our teachers so they can inspire  our students”

How could/would you apply your knowledge?  I’m activity working on applying the knowledge I’m learning in this POT as a instructional technologist, by engaging my faculty and administrators attempting to help promote community with our move to develop  online programs; if a community of engagement exist with  discussions, planning and designing between faculty, administrator, students and technology leaders who know what the possibilities are.

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