Instructional Designer. Patchwork Academic.
Week 3: This week’s focus was on varying definitions of the concept of Social Presence and its importance in education. Although there are differing definitions of Social Presence (see Lowenthal & Snelson, 2017), I found Garrison and Arbaugh’s definition of Social Presence within the Community of Inquiry framework to be a useful starting point; they […]
Continue ReadingWeek 2: This week’s focus was on Technology Transience, teacher development in a CMC environment and communication. Technological innovation is quickly outpacing pedagogical innovation and in some ways is providing the illusion of transformation in educational practices, when in fact quite often old pedagogical practices are simply being reskinned into digital environments. Quinton highlighted this […]
Continue Reading‘What does CMC mean to me and my thinking about teaching and learning in an online context? I understood Computer Mediated Communication, in a very literal sense, to be communication conducted through technological devices – text messages, video chat, email, discussion boards, social media, etc.In Education, I think CMC is often conflated with online/digital learning […]
Continue ReadingWhat does the constructivist perspective mean to me and my thinking about teaching and learning in an online context, now? How has my thinking changed and why? The readings and discussions in this course have allowed me to reflect further on constructivism and its implications for designing learning experiences and assessments. In Week 2, Sawyer’s […]
Continue ReadingWeek 10 – Other Perspectives / Influencers Summary: This week we discussed the concepts of situated cognition and legitimate peripheral participation. In reviewing the readings this week, I took the opportunity to reflect on the value of cases and digital simulation in Medical Education. My learning activity for this course focuses on the use of […]
Continue ReadingWeek 9 : Asynchronous Discussions Summary: The focus this week was on reflecting on how the structure and design of asynchronous discussions in an online learning environment can impact the resulting learning experience. This week was really interesting because it highlighted the importance of careful design when creating cooperative or collaborative learning activities. The activity […]
Continue ReadingWeek 8 – Instructional Design – Theory/Applied Summary: This week we discussed the epistemological assumptions implicit in the design of learning environments and the characteristics of constructivist learning environments. “Aside from a few notable exceptions, the design of most online learning environments is structured around the traditional instructional delivery model…” Quinton, 2010, p. 327 The […]
Continue ReadingWeek 7 Theme: Inclusion & Universal Design Summary: This week we explored accessibility and accommodation for different types of learning and learners. The idea from this week that I was most intrigued with was lurking and how participation in learning could be invisible yet still successful. This topic actually touched upon all three of the […]
Continue ReadingWeek 6 Theme: Assessment, Reflection, Participation The focus of this week was on assessment, but in thinking of assessment, I revisited some of my key assumptions regarding knowledge. Understanding knowledge as something that occurs between people, makes me think that in some ways it is an act of perpetually attempting to reach consensus (notes 1447, […]
Continue ReadingWeek 5 Theme – Online Learning Discussions – Applied This week I revisited one of my guiding questions from the start of the course and considered themes from these questions in executing the design for my asynchronous discussion activity. The first of my questions focused on interactivity in asynchronous learning materials. Vrasidas discussed different types […]
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