I really enjoy learning and discovering new things with Pedagogy First course.
Although 4-5 hours a week seems reasonable, I needed to spend a few more hours… I didn’t realize how much more time I’d expend in my researches. Often, when you are working searching about a specific topic, you find new approaches or new perspectives of great attraction and must keep a huge discipline not to deviate from the assigned task.
I took the POT certification class mid-year class survey and the Mid-year Self-Assessment Check. My results tell me to work harder, especially in relation to the comments on other participants’ blogs.
I started, by presenting myself and telling that I enjoy learning new things, particularly related with the innovation in the teaching and learning process. I created the Diigo account and start my learning process by experimenting. I created a new blog by moving my old blog from the WordPress.com over to my own hosted server. I got 5 comments
The recommended reading blogs allowed me to discover interesting input on the advantages of using social networking in education. I opened the book: Ko and Rossen, Teaching Online by reading the first chapter. I got 11-12 points in the Beginner’s Questionnaire.
I Completed also the Getting Started Chart. The most important part of the chart is related to the way I like to teach: I prefer a combination of lectures with discussion and group work. I got 2 comments: really motivating!
A really good chapter of Ko and Rossen, Teaching Online Guide. The third chapter offer good proposals and practical tips related with the design and development of a course. The book point to 3 elements in the conversion or creation of an online course: Analysis, Course Goals and Learning Objectives and Design. I got 5 comments. All of these comment received my replay.
Continuing with the reading of Ko and Rossen, Chapter 3: Course Design and Development, pp. 63-end, I found really attractive the Table 3.2 as a useful template. I got 3 comments
Starting with the recommendations of this chapter, I highlighted the 3 aspects of an online syllabus to emphasize, from Teaching Online, Ko and Rossen.
- the contract: between students and the instructor (participation and grading criteria, student expectations,
- the map: course URL, used tools, assignments, document format, contact information, sequence of learning activities.
- the schedule: week organization (start, due day)
I got 5 comments. All of these comment received my replay.
I reflected that it is always useful to know basic html commands, especially to identify how a website is coded, but in practice, an instructional designer has limited use of writing html code due to the existence of rapid e-learning tools that require no html knowledge. I got 1 comment
It was a week of reflexions about the LMS role. I thought that although LMS and CMS provide a centralized course management it goes the opposite way of the web 2.0 tools. In some way, the LMS is the online replica of the teacher role in the F2F environment.
I wrote about my experiences in online and blended courses. The LMS did not cover my expectations or those of my students. The effort to manage and master the functions of the LMS did not translate into clear benefits.
This is one of the main reasons I participate in initiatives such as Pedagogy First!
As the book states, “collaboration doesn’t just happen“. It’s very important to deliver a clear and detailed description of the activity and the final product, (the what), the connection of the activity and the course subject (the why), the individuals and group responsibility (the who), and the proceeding (the how).
I found some very good recommendations related to weekly blogs responses:
- What did you learn this week?
- How do you connect what you learned with your experienced or with what you already know?
- How could you apply your new knowledge?
Engrade was a positive surprise for me.
The main disadvantage of the reading of this week (Chapter 8: Copyright, Intellectual Property) is that applies to the United States only. This American perspective needs to be complemented with others perspectives like the European.
In relation with the accessibility issues, I found a really good introduction to Accessibility by The World Wide Web Consortium (W3C).
In this post I describe the websites that I visit regularly to find OER (Open Educational Resources and courseware.
The review the previously publishes posts helped me to recognize my own progress during these weeks and the conclusion is positive…
See you back in February!
I use to access Open Educational Resources to:
- recommend content to teachers who are building online courses or are adapting their face-to-face courses to a blended methodology.
- to explore Open Educational Resources both in Spanish as in English.
Some of the OER sites I visit to explore didactic materials:
- Coursera: Courses, Online, For Free.
- Free Online Course Materials, MIT OpenCourseWare
- The OpenCourseWare Consortium
- Free Online Courses from Top Universities | Open Culture
- Tufts OER – Tufts OpenCourseWare
- Intute – Virtual Training Suite – Home
- Connexions – Sharing Knowledge and Building Communities
- Netskills: BCE Training Online
- OCW – Tecnológico de Monterrey (Spanish)
- OPENCOURSEWARE universia (Spanish)
I read the chapter 8: Open Educational Resources.
The main disadvantage of the reading of this week (Chapter 8: Copyright, Intellectual Property) is that applies to the United States only.
This American perspective needs to be complemented with others perspectives like the European. JISC (Joint Information Systems Committee), who drive innovation in UK education and research presents a good analysis about Sharing and protecting your intellectual property in an online environment for educational institutions.
In relation with the accessibility issues, I found a really good introduction to Accessibility by The World Wide Web Consortium (W3C) describing policies, resources and tools to make the Web accessible.