I am very excited about creating an online course for EDLD 5318 . I have some experience in blended learning, but have not created an online classroom before. I have experience with Google Classroom and Seesaw. I teach second grade and am excited to see how I can create this class for this age group. I feel like it will be more challenging because my learners are so young. However, I do believe it to be possible.
After reviewing the different learning theories, I believe that an online classroom is a combination of Cognitivism, Constructivism, and Connectivism. I have always believed that we must get to know our students and how they learn best. Planning an online class with Congnitivism in mind, will ensure that the teacher is planning the class with the students individual learning style in mind. Active participation happens when we know our students. "People are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking." (David, 2015) However, I feel that Constructivism and Connectivism is where an online class truly falls, if designed correctly. Using these theories when planning allow for students to construct their own learning and connect that learning across disciplines and through online collaboration with others. These two theories allows for authentic, autonomous learning. Resource: David L, "Cognitivism," in Learning Theories, June 19, 2015, https://www.learning-theories.com/cognitivism.html.
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There are several things I have learned from creating my own portfolio and from viewing others. EPortfolios are great way to reflect, connect, and curate your thoughts and learning. From viewing examples of others, I have learned that no two portfolios are alike. Everyone is distinct when it comes to presentation. Some students use loads of graphics, while others are very minimal. Both are great, just different approaches and styles. Some blog posts are very detailed, while some are shorter and to the point. However, both adequately written and presented. This has taught me that my ePortfolio should be personal. It should reflect me as a professional, my views, my work, my creativity. Viewing others ePortfolios has shown me that this is the perfect way to model COVA and significant learning environments. Dr. Harapnuik states "The learner is not only an active participant in the learning process; they are required to take control and ownership of their learning and work toward making meaningful connections." (Harapnuik, Thibodeaux & Cummings, 2018) The ePortfolio has done exactly that. It has enabled us as students to take control of our learning. We are allowed to take a topic and "run with it". It is not often that students get that opportunity. (I know I have not had it in other classes.) It is scary, yet freeing at the same time. It has created an environment where we can reflect on our learning and share that learning with others. He also shares, "Learners are given the freedom to choose how they wish to organize, structure and present their learning experiences and share those experiences with the world." (Harapnuik, Thibodeaux & Cummings, 2018) This goes back to viewing others ePortfolios. They were all different, all unique to that person. This gives us (students) choice, ownership, and voice in our work. Resource Dwayne Harapnuik, Tilisa Thibodeaux & Cynthia Cummings (2018) COVA, Choice, Ownership, and Voice Through Authentic Learning retrieved from https://gallery.mailchimp.com/1bdbac4d4fbdff334a642eb11/files/8b18ae2a-8696-4d58-9b80-192f4cc6624c/COVA_eBook_Jan_2018.02.pdf In order to know who owns the portfolio, we have to ask what kind of portfolio it is. Does the student have a personal ownership in the portfolio or is it just a place to house assignments? When students are able to choose their content and how they present it, only then do the student's truly own their eportfolios. Audrey Watters states "But there remains this notion, deeply embedded in Domain of One’s Own, that it is important to have one’s own space in order to develop one’s ideas and one’s craft. It’s important that learners have control over their work — their content and their data." Students need to be able to constantly reflect on their work and cultivate their portfolio to meet their needs and audience.
Our eportfolios in the Educational Technology program does exactly that. It allows us to develop our portfolios as we choose and allows us to reflect on our learning with minimal facilitation from our professors. This gives us the capability to have choice, voice and ownership within an authentic learning environment. These portfolios are ours to develop and curate our work in order to show administrators and all stakeholders our educational beliefs and work we can do. Because of this, we own our portfolios. Resources Watters, A. (2015, July 15). The Web We Need to Give Students – BRIGHT Magazine. Retrieved December 9, 2018, from https://brightthemag.com/the-web-we-need-to-give-students-311d97713713 In 2012, I went on a study abroad trip with SFA to Italy. We had the opportunity to visit and observe about 7 elementary schools. I remember observing a classroom and when the students came in, they were all very busy, yet the teacher did not instruct them in any way. One was picking up lunch boxes, one was writing on the board, they all had a job to do. My first thought was "This is what I want my class to look like." I want my students to be autonomous learners. I want them to be in control of their learning environment just as these students were in control of theirs. These students had ownership of their classroom in every way. I visited another school that was very innovative and students had choice on how they represented their learning. Some sculpted, some wrote, some used technology and created videos. What I noticed is that when students have choice and voice, they are engaged and interactive in their learning.
I feel that teaching and helping others has been a deep seeded passion of mine since I was a child. I have always found great joy in helping others succeed. My desire is to encourage, motivate, and lead students and teachers to be the best they can be. I believe that in today's world, technology is key to that success. I feel that technology motivates and inspires students and teachers to dive deeper into learning, explore new ideas, access knowledge in knew ways, and gives them the opportunity to demonstrate that knowledge through a variety of platforms. This is why I enrolled in Lamar University's Technology Administration Program.
Reflection is an essential part of learning and attaining deep understanding of knowledge. Student eportfolios are a great way to reflect on information learned and skills practiced. Students are able to reflect through a blog about their experiences during learning. According to Reflection4Learning, "Part of the reflective process is to have students tell stories about their experiences which brain research shows can help students embed these experiences into their long term memory."
There are many benefits from creating eportfolios. Students learn how to reflect and assess their own learning. They are able to receive feedback from their peers. They have a place to house their work. It provides a visual of learning and growth over time. Employers are able to see a true reflection of one's knowledge and growth mindset. Eportfolios also allow students to experience significant learning environments and provides choice, voice, ownership, and authenticity by allowing students to be in control of how they learn and how they represent their learning. They allow students to learn through trial and error, helping to foster and develop a growth mindset, needed to be innovative leaders. Resources Why Reflect? - Reflection4Learning. (2007, March). Retrieved December 2, 2018, from https://sites.google.com/site/reflection4learning/why-reflect Barnstable, K. (2010, September 30). 41 Benefits of an ePortfolio. Retrieved from https://kbarnstable.wordpress.com/2010/01/08/41-benefits-of-an-eportfolio/ After reading the first seven chapters of the COVA eBook, I realized that I must change the way I am teaching in my classroom. Dr. Dwayne Harapnuik states " We need to help our students take ownership of their learning and grow into people expressing their full potential." (Harapnuik, Thibodeaux, & Cummings, 2018) I ended last year on a good note, implementing blended learning in my classroom, but this year I have been off to a rocky start. I have began the year the exact opposite of what I want for my students. I tell myself it is because of my hectic and crazy schedule over the past nine weeks of school, but that is just an excuse, which I need to throw out the window. My students deserve better.
So, after being motivated by the text, I decided I was not going to make any more excuses. One of my strategies to create ownership and choice is to utilize Google Classroom. This week I posted Youtube videos, BrainPop Jr. videos and quizes, Nearpod lessons, and Google Slide activities on Google Classroom. Instead of me direct teaching the entire class, I allowed my students to first learn through these platforms. While they worked on these activities, I gathered small groups together to reinforce the lessons. This allowed them to work at their own pace and let them have more control over their learning. I feel that this was a great first step in creating a significant learning environment that give students choice, ownership, voice, and authenticity. Let me just say "WOW!" My students loved this! It also reduced behavior issues. Students that normally struggle to stay on task were focused and engaged. My small group lessons were more meaningful and differentiated. Plus, I am excited about not having to grade papers. Not sure it can get any better than that! Resource Harapnuik, Thibodeaux, & Cummings (2018) COVA Choice Ownership and Voice through Authentic Learning retrieved from https://gallery.mailchimp.com/1bdbac4d4fbdff334a642eb11/files/8b18ae2a-8696-4d58-9b80-192f4cc6624c/COVA_eBook_Jan_2018.02.pdf The articles and links in week 1, explain how an ePortfolio creates a significant learning environment that allows students to have choice, ownership, and voice in an authentic way. The ePortfolio gives students a way to create and show their learning in a variety of ways. It allows for continuous reflection and critical thinking of their learning.
I have found that because there are not restrictions or strict guidelines to follow for my eportfolio, I am more eager to perfect it. There is freedom to be creative and there is not a fear of failure. This has made me reflect on my own teaching in my classroom. As Dr. Harapnuik stated in his video, am I just "putting a jet engine onto a horse and buggy", or am I truly allowing my students to learn in an authentic way? I feel that I have moments of both. However, these articles make me want to revise my teaching with technology and use it in a way that students can take ownership of their learning. Creating an ePortfolio makes me nervous and excited at the same time. It is scary to expose your learning and thoughts to the world and to your peers, but I am excited about having the freedom to create and learn in my own way. I have already learned or been reminded about the importance of giving students ownership of their learning and making it authentic to them. I love the quote Dr. Harapnuik recited by John Dewey, "You cannot teach today the same way you did yesterday to prepare students for tomorrow." How true is this. We have to be able to adapt and change with the times and with technology in order for learning to be authentic to students. We have to teach to the student, not teach to the test. Resource: Harapnuik, D. (n.d.). Retrieved November 21, 2018, from http://www.harapnuik.org/?page_id=7141 |
AuthorSecond Grade teacher and lifelong learner. Graduate student at Lamar University. Archives
April 2019
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