EDTECH 522 - Module 3 Reflection

Evaluating a tool that could be used in an online learning environment was interesting. I'm relatively confident when it comes to blended learning and use of technology to augment classroom instruction. Some approaches and assumptions one can make in a blended learning environment have to be modified a lot to support a purely online learning experience. For example, I needed to ensure that the tool I was proposing had some capability for 'team use' as I felt that was an important component of online learning. Looking for and then defining how best to use a tool to support online learning was an interesting challenge and I learned quite a bit accomplishing this week's task.

Two items were of particular interest in the Ko and Rossen reading this week. In Chapter 6, Building an Online Classroom, a very cogent point was made to very seriously consider pacing issues that can occur in an online course. I have felt this, as a student, on the receiving end,when I've been exposed to large amounts of work over a short period of time, as well as the opposite, a long period (multiple weeks) to accomplish what seems to be a relatively small chunk of work. Upon reflection, this is not a lot different that a face to face classroom. Everyone works at their own pace, and that's no different online or face to face.

However, one big difference that can slow learning is the 'click time' involved, and that is unique to online learning. Often, this is (simply) understanding the instructor's approach - where to go within the context of Moodle, Canvas, a Google Site, or whatever the instructor is using as the Learning Management System, and can certainly slow the learning down. Getting 'used to' the particular instructor's organization method can slow learning. Similarly, not having excellent folder/file organization on your computer (or Google Drive, or wherever) can create headaches as well. Too often, I have downloaded the same syllabus or other instructional material, only because that was the 'fastest' way to (re)acquire the information. Yes, it's on my computer (somewhere!), but the best way to get to it is simply to re-download it. Takes time, and is not terribly productive. 

Later in Chapter 4, quiz tools are discussed. Quiz tools have evolved since this chapter was written. One of the best formative assessment approaches I've discovered in recent months are tools that allow videos to be loaded, and then quiz questions can be embedded into the video by the instructor. Zaption, EduPuzzle and EduCanon are three such web based tools. At my school, we are working with all 3, and it looks like providing videos with embedded quiz questions is an effective way for students to deepen learning. These tools also provide teacher dashboards that provide information beyond just correct/incorrect answers, including time on video, time per question, and more. It's an evolving set of tools that appears to have a lot of traction to provide more effective - and actionable - formative assessment.

In Stavredes' book, Chapter 11 and 12 both provided some insight and considerations about building effective online courses for students. The description and details provided about providing questions or activities that support growth in critical thinking was especially interesting to me. The series of questions identified on pages 110 and 111 drilling down into clarity, accuracy, relevance, significance and so on seemed right on point to assist in deepening learning, as well as practicing critical thinking skills.

Chapter 12 had many interesting ideas about "social presence" and collaboration between students. Specifically, Exhibit 12.4 "How to Incorporate Critical Thinking in Your Discussion" was particularly interesting. Defining a list of "Intellectual Standards" such as Clarity, Accuracy, Depth, Breadth, and so on (as identified in Chapter 10, noted above, and based upon the Paul-Elder Model), the exhibit included questions to consider to spark deeper thinking. For instance, the Intellectual Standard "Significance: focusing on the important, not trivial" included questions to consider "is this the most important problem to consider?" or  "is this the central idea to focus on?" These concepts, while not focused or useful solely for online learning environments, seem to be well-thought approaches to encourage deeper thinking, and in turn providing opportunities for students to practice critical thinking and collaboration skills.

Overall, this week's readings did challenge and help develop my own ability to develop effective coursework, online or blended learning!