Technologist – Application for Module 2 Ontario ExtendmOOC

The criteria for this are as follows:

  1. Reflecting on their digital literacy for teaching.
  2. Identifying of a learner challenge.
  3. Mind-mapping and selecting an educational technology to help address this challenge.
  4. Developing, obtaining feedback and refining a prototype of a technology creation.
  5. Connecting the technology to their curriculum.
  6. Sharing their technology creation.
  7. Reflecting on the design thinking approach used to create a technology-enabled solution for a learning challenge.

I have to admit I struggled with this module. Once I found the right challenge to address and threw myself into it, it went a bit easier, but I still feel somewhat dissatisfied. 

After finishing…although to be fair I have yet to implement the tech creation I identified…I realized that I’d been trying too hard, and believe that actually I had already completed this module in my own way before the module released. 

So below are two things: first, my official application based on what I did in this module. And secondly, a recap and link to a project I just finished that actually does meet most or all of the criteria. I leave it to the Badge Credential folk to decide if it is worthy.

Official Application

1. Link to reflection 

2-6 Learner Challenge – international students and paraphrasing/citation. I chose to use the app Paper to go through the identification of the challenge, the mind mapping process, the ideation. I uploaded the app to my blog and you can see it all here…a screenshot is below. 

I also participated in a number of the discussion boards eg: Get ‘Em Moving is one of my contributions to someone else’s issue below.


To be honest, I found some of the sidebar activities confusing . I looked at both the Sections Model and the Technology Evaluation Rubric, and while both were interesting, I find it a little overwhelming to use. I have to put some more thought into this, but I tend to try things and then reflect, and my current reflection tends to be more holistic. 

I did enjoy the forums, reading and responding to some of the other extenders’ ideas and sharing their triumphs. 

Really like the Design Thinking Feedback Grid…and will definitely use it. 

7. This is my reflection. My solution was to go old school to best serve the needs of international students, but to also offer tech support. One flaw in all if this is that I haven’t yet had time to create this tech… it’s more a spring project, and to be honest, I’m usually kept to busy to dedicate time to this kind of project.

But the process got me thinking. And I realized that I’d already actually gone through this process on my own time in January. So I offer this as part of my unofficial application.

Student Voice Project …for consideration as evidence for Technologist Badge

The post is here. It includes a link to the podcast we just finished too. But let me quickly reiterate why this project fits using the  criteria above. 

Reflecting on their digital literacy for teaching.

  • I reflect on digital literacy all the time. I have no evidence, except Twitter and this blog.

Identifying of a learner challenge.

  • I teach communications courses to a mix of students, and wanted a way to approach cultural diversity and inclusivity while also meeting communications objectives, and without making students do a lot of writing the first few weeks (as writing can be intimidating)

Mind-mapping and selecting an educational technology to help address this challenge.

  • I decided to have our communications project be discussion followed by the development of a podcast so student voices could be heard 

Developing, obtaining feedback and refining a prototype of a technology creation.

  • To be honest, I didn’t do much of this. I got some help from podcasters, and threw myself into self learning based on my own research. This might be a flaw in my personality. I’m not sure. 

Connecting the technology to their curriculum.

  • This part was easy. The planning and research allowed students to integrate communications skills every class, and the final project fits the course objectives around multi-modal communications. 

Sharing their technology creation.

  • See link in the original post about this project.

Reflecting on the design thinking approach used to create a technology-enabled solution for a learning challenge.

  • Again, I do reflect fairly consistently. For this podcast project, I also had students reflect on the four week process. 

Final Thoughts on a Sunday Morning.

This is a really long post. I suspect this hints at my general state of mind with this module, not really quite sure if I was hitting the right notes or not. I like technology, and am often pioneering the use of it in my classroom. I do it thoughtfully,  not wanting tech for tech’s sake, but I don’t carefully analyze it ahead of time. I suppose I use things I’m familiar with (at least a little), and I’m willing to take risks, explaining that (and thus modelling it) for students. It works for me so far, but based on my work in this module, I’m going to look at my processes with a little more deliberation. 

And even saying that, I realize why I operate the way I do: it all comes down to time. There never seems to be enough. It’s taken me days just to finish this post. 

Thanks again for the opportunity to apply for this Technologist badge, 

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Podcast: A creative exploration of diversity 

I have two classes of 1st semester communications students. Multiple programs, diverse backgrounds. Many international students. It’s not the first time I’ve had this mix and I was keen to find a way to better integrate students so they were less culturally isolated. I also used to teach a cultural communications course and was interested in the idea of promoting cultural diversity and inclusivity among the student body. But how?

We started by introducing ourselves and the meanings of our names. I put students into groups and made them learn not only how to pronounce each other’s names but to hear and understand the stories behind each person’s name. This personalized the activity. Gradually, barriers lowered. 

Then we read some articles on names including this one from Elamin Abdelmahmoud (Twitter: @elamin88)   and this CBC article. ‪We used these to read, analyze, find supporting quotes, write and respond – typical communications class material. And as students got comfortable with each other we started connecting ideas and having more in depth discussions. Students developed themes and explored them in conversations and discussions with each other.‬

‪This project gave us an opportunity to talk about audience and the difference between communicating privately and publicly. And how to share our voices authentically. ‬

Right about then, I explained we would create a podcast. Student led. Student created. 

I’d spent time contemplating this. It seemed an ideal method of communicating our thoughts in a way that was more inclusive. Students nervous about writing got engaged in the process, and although we drafted outlines and introductions, there was not the same level of fear around the writing. Students worked collaboratively to storyboard around themes and essential questions that the students themselves developed themselves from their research. 

We then spent class time recording (voice memo), interviewing, and producing a series of combined files . And I spent ohhhh, way more time editing than I actually had (I used to be a book editor… you’d think I’d know that editing ALWAYS takes longer than you expect!)

Finally….a podcast. You can listen to it here.  

Once produced, we listened and debriefed. This was a valuable conversation because in addition to a discussion about the advantages and disadvantages of different mediums for communication, listening to our conversation in replay allowed us to talk about word choices we had made (“foreign” versus “international” student for example…) and gave us more points to discuss: What did we say that came out wrong? How well did our intended message relay? What were the unintended consequences? 

Ultimately, the podcast circled around the idea of respect. We came back to that a few times. 

More importantly though, students learned about each other and realized we all have more in common than perhaps we realize. 

Design Thinking

Below is a design thinking process I went through with students to help solve an issue they are facing. This is part of #extendMOOC Technologist module. We went old school for our solution but are looking to support it with student-created video. 

Some hiccups uploading Paper design process to WordPress. 

Empathize
◦ International students struggling with paraphrasing and citation
• “Can’t do it” – Manpreet
• “Confusing” – Harmandeep
• “When do I use inverted commas?” – Navjot
• “I used a quote so why is it wrong?” – Biprendeep
• “I don’t want to plagiarize” -Varindar
◦ Confer with colleagues
• Same patterns – deeper than misunderstanding.
• Holding students back from successful completion of a program due to communications requirement
• Concern from colleagues about simplifying curriculum meaning a less robust course that does not achieve learning objectives

Define
◦ What if students were provided with a template they could follow?
◦ How might this activity be re-imagined with tech support as a first step in understanding?

Ideate
◦ Research shows we need to teach paraphrasing , quoting and citation differently to international ESL students
◦ How does this happen in an integrated classroom?
◦ Many international students do not have the tech they require (using phones instead of laptops, etc.)
◦ Maybe we need to go old school but leverage tech as well?

Connect – I flipped connect and prototype. I felt it best to weigh in with students to get their input before moving forward. I pulled together a focus group and asked some questions:
◦ What do you need?
◦ How would you prefer to be helped?
◦ What would make this easier for you?
◦ How can I support you?

From these discussions, I went back to Define (redefine) and Ideate .
◦ Changes- important to note that reading the articles to identify evidence is part of the struggle

Prototype
◦ Old school – this is what this group of international students prefer
• Examples and practice sheets with sample activities
• Formula… writing a paper with evidence 1) make a point; 2) add evidence (quotes only) starting with ‘According to…’ + Quote + Citation; 3) Find a corroborating Quote + Citation; 4) provide explanation
• Above document co-created by students and faculty
• Set up additional practice session using simplified article excerpts
◦ Tech Support Project
• Could there be a video made in Hindi to support students?
• Volunteer from stronger students to help develop this with professor support
• Storyboarding for video to take place after break with development and video creation to satisfy part of curriculum
* will return to connect with students and repeat process as required as this gets fine tuned.

Made with Paper / fiftythree.com

Digital Literacy across the curriculum

Part of ExtendmOOC… module 2. 

Digital literacy. What do we mean by that?

In communications class, I tell students it’s about navigating multiple channels. No longer do I “just” teach reading and writing… the way in which we gather and present information is fast-paced and multi-modal.

Text. Reports. Yes.

Also: Video, podcast, weblinks, online portals, visual, oral, gifs, social media…

Sometimes all together.

Oh, and it needs to be shareable, not static. 

A few has back, realizing all this, I started to weave multi-modal into all my classes and assignments. On Twitter, I came across the acronym WOVEN by Rebecca Burnett, Director of Writing and Communication at Georgia Tech, and with her permission began using it as a framework for my communications class. Later, the idea was adapted into our revised cross-college first semester communications course as a key learning objective: to use, respond effectively, and create in ways that encompassed written, oral, visual, electronic, and non-verbal elements. WOVEN.


I encourage students to think in terms of WOVEN and to adapt the technologies that work best for a particular purpose. It has to make sense and not just be technology for the sake of technology. As one of my favourite online professors once said “Technology is not (just) innovation” (Al Filreis of ModPo) – this from someone who uses tech everyday to connect with a massive online class!

An example of one assignment was for students to read, watch, listen to, and respond to a variety of sources about the digital world we live in. Then as groups they created shareable presentations about their learning in a variety of modalities (link here is to a Prezi I created as a model) and submitted them to a Padlet board – but images below included because links are slow on devices….another lesson in digital literacy.

Digital literacy is adapting, changing, figuring out the right technology or mix of technologies for an audience. It’s about being comfortable with change, because there’s always something new around the corner. 

Prezi -screenshot 


Padlet – screenshot 

I made this for fun as part of an #ExtendmOOC Stretch…creating my teaching philosophy in a bun (why a bun is a question I still have but I’m learning to live with ignorance😊)

…and someone was kind enough to ask me to elaborate. I was happy to because it gave me an opportunity to articulate what I do mean. 

  • Open classrooms for me is about doors being open, employing #OER, being available to students (I have off campus and extended office hours, as well as virtual meeting options), Making class handouts and slides available online for students who miss class.
  • Student agency is giving choice for assignments and how students achieve & demonstrate learning objectives. 
  • Self Assessment… I have students assess their own writing and performance and then confer with students if there are big discrepancies
  • Creativity – whatever I can do to be creative in class and for assignments. Creating podcasts, video, art, using twitter for discussion, alternate assessments that include creative license (poetry, screenplays, comic books, movies, paintings…)
  • Student Voice… striving to capture what’s important to them and encourage their authentic voice to emerge. Making their ideas centre stage. Listening to what they have to say and recognizing publicly the value in their ideas.
Teacher for Learning – Application for module 1 badge 

Teacher for Learning – Application for module 1 badge 

Identified a concept that is often misunderstood in my discipline and created an analogy to help make sense of it (Prior knowledge)

Created a concept map of a syllabus for a course I teach (Organization)


Practiced my note taking skills (Organization)

  • Explanation in discussion board re Paper and Cornel system  

Brainstormed a list of “What’s in it for me?” from a student perspective (Motivation)


Identified a concept in my discipline that is like driving a car and specified the component skills that are required to master this concept of skill (Mastery)

  • I should have thought of this in  y original post. Sometimes you drive an old Westfalia camper van across Labrador and citation is much much tougher than imagined 😊)


Created an introductory activity, connected to my discipline, to get to know my learners (Climate)


Found a nugget and made it as meaningful as possible (Metacognition)l

Articulated a metaphor to describe my teaching philosophy (Culminating Activity)

  • Explanation on discussion board 

Misunderstood: Bricks in a Wall

This is part of the #ExtendMooc I’m participating in with e-campus Ontario. 

Sometimes I think students believe I make them incorporate evidence and cite it to torture them.

Not true.

The analogy I use is to explain that building on other people’s experiences/breakthroughs is like building blocks – and that the writer’s job is like the cement between the bricks of an idea, making connections, pulling it together, and adding layers of depth and understanding. 

Oh, and just for fun, I play a little Pink Floyd