World 2-2: Online Learning Spaces
In my teaching practise, I try to find ways to get my students more engaged and excited about learning. Sometimes that is through new topics, programs, games and ways of teaching. I have found that students can be more engaged when they are put in the right learning environment.
In this world, I explored online learning environments. Students can generally demonstrate that they can be more proficient and engaged when ed tech is involved. However, I do sometimes worry about the amount of screen time my students receive – so I do strive to find the perfect balance of ed tech spaces in my classroom.
Prior to entering the MET, I did experiment with teaching in a blended classroom using Moodle. At that time, I did not know terms like ‘blended learning’ or “LMS’, but I found that Moodle helped engage my students. This was my first step into this world. Now, as a result of my journey in the MET, I know understand these learning environments and can build on my previous experiences.
Before engaging in discussion over online learning spaces, it might be prudent to discuss what an effective learning environment looks like. In ETEC 533, we walked through a book called How People Learn: Brain, Mind, Experience and School (Bransford, Brown & Cocking, 2002) which detailed four major areas to produce an effective learning environment. These four learning centred domains are Learner Centred, Knowledge Centred, Assessment Centred, and Community Centred. Please watch this video that details how these domains can provide an effective, engaging learning environment.
In this world, I explored online learning environments. Students can generally demonstrate that they can be more proficient and engaged when ed tech is involved. However, I do sometimes worry about the amount of screen time my students receive – so I do strive to find the perfect balance of ed tech spaces in my classroom.
Prior to entering the MET, I did experiment with teaching in a blended classroom using Moodle. At that time, I did not know terms like ‘blended learning’ or “LMS’, but I found that Moodle helped engage my students. This was my first step into this world. Now, as a result of my journey in the MET, I know understand these learning environments and can build on my previous experiences.
Before engaging in discussion over online learning spaces, it might be prudent to discuss what an effective learning environment looks like. In ETEC 533, we walked through a book called How People Learn: Brain, Mind, Experience and School (Bransford, Brown & Cocking, 2002) which detailed four major areas to produce an effective learning environment. These four learning centred domains are Learner Centred, Knowledge Centred, Assessment Centred, and Community Centred. Please watch this video that details how these domains can provide an effective, engaging learning environment.
As aforementioned, I used Moodle in my classroom to teach in a blended environment. However, I quickly decided that it was not the LMS for me – the design was too ‘clunky’, and it was hard to quickly design an effective learning space. I decided to move on, and tried other LMSs. Because I was looking for the LMS that best suited my needs, I decided to enrol in ETEC 565A and study online learning environments. In this class, I learned about what elements make an effective LMS. We encountered a quite brilliant reference source when evaluating an online learning space called SECTIONS, as detailed by Bates in Teaching in a Digital Age: Guidelines for Designing, Teaching, And Learning (Bates, 2015). SECTIONS is an acronym (Students, Ease of Use, Cost, Teaching Function and Media Selection, Interactivity, Organizational, Networking, Security) for elements that should be considered when selecting a LMS. Based upon his work, I was part of a team that collaborated on making a rubric to use when assessing an LMS.
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A part of the ETEC 565A course was to create an online course using a LMS. Our two choices were Moodle or Blackboard Connect. Given that I already had experience with Moodle (and was seeking something else), I decided to create my course using Blackboard. Blackboard is the LMS that most of the courses in the MET use as their learning environment. I was familiar with it from a student’s perspective, but it was interesting to get a “behind the scenes” look at it from an instructor’s perspective. Below is a video guide on my Social Studies 8 course, as well as a video reflection upon my experiences in ETEC 565A.
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