OLTD 504 FINAL PROJECT MICHELLE KRACK

I want to start my final project but looking at my Learning Model from 501 and my Philosophy statement from 503. The goal is to link these two key components together with what I have learnt in 504. My Learning Model The design model above is my current teaching model for my online courses. I aim to setup each of my courses to allow for a variety of learning methods. My model begins with the course design, this is a basis or platform for which the students will navigate through the course with ease and consistency through the learning objectives and PLOs that are required within the course. Next is implementation of the course and then the experience, which will be from both the teacher and students. This is the main basis for all course layouts that I teach online and from there the fine tuning of what the learner needs to succeed within the course or the course PLOs occurs. I want to keep student reflection at the front of my design. The experience gear serves as the point of continual improvement within the course design/layout or the course content or learning activities. Course design is a constant progression from assessing, adjusting and revising via means of both the students and the teacher.

OLTD 504 FINAL PROJECT MICHELLE KRACK

The first to experience the design is the student. They will come across a variety of learning activities that are either visual, auditory or kinesthetic which serve to engage more students in the learning environment. While the students are going through the course they can provide feedback to the teacher as far the ease or layout and at the same time the teacher is evaluating the course, looking at the pros and cons and in turn making adjustments to optimize the learning environment. This should be an ongoing process as best practices for course layout/design improve and technology changes. It is also a time to assess what needs have yet to be met and to make changes to optimize every students learning experience. My Philosophy My philosophy has become more than just ensuring that students gain the knowledge that is required, rather it is about encouraging self-awareness, and purposeful reflection on their current understanding and embracing new knowledge, as it relates to course outcomes. (Krack, 2014) According to Introduction to developing (2010), four key aspects of reflection include understanding what students know, identifying what they still need to know, making sense and relating new information to their own experiences and guiding new choices for learning. As I implement new tools into the courses ensuring that students have the opportunity to do this will ensure their success in the course. The Link Downes (2005) states that students operate at a "twitch speed" in which they expect instant replies, responses and feedback. As fast as students can access information they are internalizing, connecting and learning while being at the center of their own learning. So this means that we as teachers have to be on top of the latest changes in technology and web 2.0 tools, we have to constantly research what is new and what is best for our learning environments and our students. As more become available and as students pick their preferences educators have the difficult challenge to keep up to date and informed on what is useful for them and their students. Finding the right tools takes time and resources that an educator may not have available to them. Perhaps as we move into a more student-centered learning environment we can allow students to create and share their learning among their peers and teacher and in turn engage and create online communities that are resourceful. This then can link with student reflection and what they deem to be important and useful to their learning. These communities of student learning and peer support can be implemented into my course design where the teacher becomes the facilitator in the process while students engage in web 2.0 tools or more specifically non-LMS systems. My Platform - LMS Moodle is my LMS for all my courses. It is an open-source which means it is available worldwide and has more opportunity and access for students and educators. The layout and

OLTD 504 FINAL PROJECT MICHELLE KRACK

ability of Moodle can reach all types of learners, and can allow for a student-centered learning environment. The vast tools within Moodle such as forums, chats, glossary, database and wiki provide students with the chance to communicate and engage not only with their teachers but also with their peers. Students interaction among their peers has also been shown to increase students level of learning (Swan, 2001). Ally (2004) discussed the importance of avoiding non-essential sensations so learners can focus on the important information. With an LMS students can have more structure and consistency through their course in order to avoid being distracted from their learning outcomes. Some basic strategies that can allow learners to retain learned information include consistent course layout, step by step process, highlighting critical information, using different visuals or graphics to engage learning and focus on final outcomes in tasks. My Tools non-LMS As a student, teacher and course developer I have had the opportunity to work in D2L, blackboard, wikis, emails, websites and blogs and a variety of other web 2.0 tools. Non-LMS tools can be of value when an LMS is not meeting the needs of the students. Rather than forcing an activity allow students choice and in turn you will get creativity and engagement. According to Kumar & Pitts (2009) Web 2.0 tools create open learning environments that foster more social community among students which results in more empowering and engaging thoughts inquiry and learning. I do not have a set standard of non-LMS within my courses and as I have found through 504 this should not be the case. Students should be given the opportunity to use the tools that they choose. However, I do have a few tools that I try to keep consistent throughout my courses. To encourage communication with my students Skype, email and Blackboard are my staples. I currently do not have any non-LMS tools in place for peer community and have instead used the forums setup within my LMS. To increase student engagement tools such as YouTube, Go Animate and Googledocs are used throughout my courses. Student assessment has always been a challenge in online learning but I am finding more options for my students to show their learning. Tools such as Prezi, PowerPoint, YouTube and iMovie will allow my students to not only present their learning in a way that is fun and engaging to them but also broadens my understanding and emphasis on the continual need to encourage students to embrace web 2.0 tools. Conclusion Revisiting my Learning Model, philosophy and the critical question of 504 we can see in the NEW Learning Model below all the changes and growth this model has undergone as a result of 504.

OLTD 504 FINAL PROJECT MICHELLE KRACK

OLTD 504 FINAL PROJECT MICHELLE KRACK

REFERENCES Downes, S. (2005). Elearn magazine: e-learning 2.0. [Online] Retrieved from: http://elearnmag.acm.org/featured.cfm?aid=1104968 [Accessed: Mar 2014]. Introduction to developing reflective practice. (2010, June 4). Retrieved from: http://www.ukcle.ac.uk/resources/personal-development-planning/introduction/ Krack, M. (2014). Philosophy of education. Unpublished raw data, Vancouver Island University, Victoria. Kumar, R., & Pitts, K. (2009, august 03). Issues in digital technology in education/web 2.0 learning environments. Retrieved from http://en.wikibooks.org/wiki/Issues_in_Digital_Technology_in_Education/Web_2.0_Learning_E nvironments Swan, K. (2001). Virtual interactivity: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Retrieved from http://www.rcet.org/research/publications/interactivity.pdf