When looking back on what we covered and what we read, in
EDLD 5364, I can see the alignment of the various ideas given with the
objectives given for the course. The problem based scenario is an example of
authentic learning and assessment because we are taking a real life situation
and then using the concepts we have learned in our readings to show proof of
understanding as well as incorporating innovative media/technology. I see the
groups we worked with in our group assignment as our learning communities. These groups were created
not only to complete the proposed problem but to work on our skills of collaboration and leadership.
By collaborating consistently and efficiently our group
becomes the smartest person then any individual in the group. Isn’t that what
we want to achieve so that all of us can gain something more out of it. As
well, it provides us with a means of constant feedback. As we look on each
others work we can provide suggestions to improve upon as well as build up a
repository of resources. In looking back I often gave trainings where I showed
instructors how to use a tool, give examples and suggestions for best practices,
answered questions and then let them go. What I can do now is create learning
communities where they can continue to develop and refine their skills.
My approach to complete the assignments was as follows: I
would first read the text and videos, look at checklist for weeks task, login
about daily to our group wiki, then attend live sessions, post to the
discussion then complete group task and do my reflection. To determine if I
completed my tasks as required I would look both at the Group Checklist as well as the
Rubrics given for the assignment. From the in class discussions I learned what other people
took out in their readings and gained more insight based on the reflections
added. It was one of those “ wow I missed that” or “Oh, I didn’t see it that
way”. I believe reading each others reflections really helped to gain more
insight.
I believe one of the things I should have in hand for
projects or tasks are Rubrics. I believe it would make me efficient and the
results will be more impacting. Also, I want to take some of the quotes I enjoyed
and place them in a wall in my office to incite discussion amongst faculty.
The questions and issues that are challenging come from the Big
Thinkers Videos. In Gee’s (Edutopia.org,
nd) recording he talks about what our “Sputnik” today would be and what direction education is headed in the future. In this field of educational technology and leadership it is essential to be a willing life long
learner. The job not only demands it, but to meet students needs and get
them to achieve their objectives we as instructional technologists need to continually refine ourselves. The questions that arise as I think about this are: How can I as an
instructional technologist get my faculty involved in learning communities? How
can I ensure these learning communities are effective and ongoing?
In current or future jobs, it is critical to show instructors how to create clearly defined learning objectives before they go on looking for what technology to use. First focus on the content, then the technology(Scharter, 1999).
Citations:
Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved from http://www.edutopia.org/digital-generation-james-gee-video.Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf. Lessonbuilder.cast.org (nd).
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 99 – 116.
