Category: EDCI 339

Assignment 3 – Part 1: Evidence of Completion of Four Different Course Activities

Click here to see a Google Doc that holds links to all four activities along with explanations and connections to the course resources and learning outcomes.

Assignment 3 – Part 2: Updated and Revised Blog Post

Here are the links to my three blog posts from #EDCI339.

• Blog Post #1
• Blog Post #2
• Blog Post #3

I have chosen to update and revise my third blog post. You can find the revisions to the old post as a Google Doc here. It includes visual evidence of changes to the post in green and connections to the course learning outcomes highlighted in red. Enjoy the newly revised Blog Post #3 below!

Upon reflection on this week’s readings and blog questions, I have created a Sketchnote that demonstrates my initial ideas and thoughts on the topic.

In his piece for Monash University, Selwyn discusses how online education is now more than ever “taking on a more prominent role” as school systems navigate education during a global pandemic (2020). This means that all students need to have equitable access to their learning and we as educators must know how to provide that for them. We must teach the whole child and take into account all of their previous learning experiences that make them unique. Making sure learners have resources that represent them (what they look like, what their family looks like, their gender identity, race, ethnicity, heritage, culture, etc.) is crucial to their comfort and psychological safety in the classroom. 

“Equity-oriented design in open education” by Kalir (2018) brings forward four design principles for educators to follow when creating and facilitating open “computer-supported collaborative learning” (CSCL) resources (p.4). This article connects with other readings this week in how it discusses ways for open learning to become more accessible for all educators and learners. I love how the article approaches these principles from an educator standpoint and shows ways for us to connect with each other. Check out the infographic that I created on Canva to summarize the proposed tactics.

Of the required readings this week, I particularly enjoyed “Design Principles for Indigenous Learning Spaces” by Kral & Schwab. This piece identifies eight design principles for “building or facilitating [Indigenous] learning spaces” (2012, p.58). Click here to listen to an audio file where I speak about these principles based on the sketchnote below. Here is the transcript for that audio file accompanied by citations and references.

Universal Design for Learning needs to be woven into all equitable systems of learning. In their article, Basham et al. reflect on UDL and how it can help all learners when implemented properly into online education. While UDL was initially created as a technique for including learners with diverse learning designations and special needs into the “typical” classroom, it is now being used as a way to include all students and their unique variabilities (Basham et al., 2018, p.477). 

The “three core principles” of UDL (multiple means of engagement, multiple means of action and expression, and multiple means of representing information) are used to “address the academic, social, and cultural distinctions that exist in today’s schools” (Basham et al., 2018, p.480). UDL aligns closely with the ideologies behind open and distributed learning because of its focus on “harnessing technology and instructional practices to remove barriers in curricula and across digital as well as physical learning environments” (Basham et al., 2018,p.480). Interestingly, the results of UDL in brick and mortar schools looks vastly different to that in open and distributed learning contexts. To learners with “disabilities, cultural impoverishment, and ELLs,” there are often “insurmountable barriers” present due to the “inaccessible rigidity of online learning materials and practices” (Basham et al., 2018, p.479). By making sure that online resources are personalized and student-centred, UDL guidelines can often be met (Basham et al., 2018, p.489). Every year, educators and school systems are becoming more and more “knowledgeable of the importance of addressing the diversity in today’s digital environments,” because of this, access and equity have also increased; however, we still have work to do (Basham et al., 2018, p.492).

While this article provides research-based evidence on UDL in open and distributed learning environments, I have a question for practicing educators today. What are some tried and true, effective methods of online instruction involving UDL that can be used to make the world of open and distributed learning more accessible and equitable for all learners? 

To conclude this blog post, I will be sharing an interview that I conducted with a local Educational Assistant here in Victoria, BC. Allie Szwender works with grade four and five students and helped her class transition into online learning this spring. I wanted to learn more about her thoughts on the subject of equitable access to authentic, meaningful, and relevant open learning environments both in the classroom and online. Click here to listen to the interview or enjoy the Sketchnote below to view the highlights of the conversation.

Bottom reads “Any question is allowed if you are willing to learn from it.”

References 

Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Canva (2020). Design Anything. Retrieved from https://www.canva.com/

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Kalir, J.H. (2018), “Equity-oriented design in open education”, International Journal of Information and Learning Technology, Vol. 35 No. 5, pp. 357-367. https://doi.org/10.1108/IJILT-06-2018-0070

Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from:   http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19. [Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19

While I believe ensuring “equitable access to authentic, meaningful and relevant learning environments for all learners in K-12 open and distributed learning contexts” needs to be an ongoing, lifelong process where educators gain more knowledge and experience every day, I have learned a lot on this subject from this week’s #EDCI339 readings. 

As discussed by Selwyn in his piece for Monash University, online education is now more than ever “taking on a more prominent role” as school systems navigate education during a global pandemic (2020). This means that all students need to have equitable access to their learning and we as educators must know how to provide that for them. We must teach the whole child and take into account all of the previous learning experiences that make them unique. Making sure learners have resources that represent them (what they look like, what their family looks like, their gender identity, race, ethnicity, heritage, culture, etc.) is crucial to their comfort and psychological safety in the classroom. This week, one reading that I particularly enjoyed was “Design Principles for Indigenous Learning Spaces” by Kral & Schwab. 

In their piece, Kral & Schwab identify eight design principles for “building or facilitating [Indigenous] learning spaces” (2012, p.58). Click here to listen to an audio file where I speak about these principles based on the sketchnote below. Here is the transcript for that audio file accompanied by citations and references.

Universal Design for Learning needs to be woven into all equitable systems of learning. In their article, Basham et al. reflect on UDL and how it can help all learners when implemented properly into online education. While UDL was initially created as a technique for including learners with diverse learning designations and special needs into the “typical” classroom, it is now being used as a way to include all students and their unique variabilities (Basham et al., 2018, p.477). 

The “three core principles” of UDL (multiple means of engagement, multiple means of action and expression, and multiple means of representing information) are used to “address the academic, social, and cultural distinctions that exist in today’s schools” (Basham et al., 2018, p.480). UDL aligns closely with the ideologies behind open and distributed learning because of its focus on “harnessing technology and instructional practices to remove barriers in curricula and across digital as well as physical learning environments” (Basham et al., 2018,p.480). Interestingly, the results of UDL in brick and mortar schools looks vastly different to that in open and distributed learning contexts. To learners with “disabilities, cultural impoverishment, and ELLs,” there are often “insurmountable barriers” present due to the “inaccessible rigidity of online learning materials and practices” (Basham et al., 2018, p.479). By making sure that online resources are personalized and student-centred, UDL guidelines can often be met (Basham et al., 2018, p.489). Every year, educators and school systems are becoming more and more “knowledgeable of the importance of addressing the diversity in today’s digital environments,” because of this, access and equity have also increased; however, we still have work to do (Basham et al., 2018, p.492). 

While this article provides research-based evidence on UDL in open and distributed learning environments, I have a question for practicing educators today. What are some tried and true, effective methods of online instruction involving UDL that can be used to make the world of open and distributed learning more accessible and equitable for all learners? 

References 

Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from:   http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19. [Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19 

How would you describe the historical and theoretical trends in k-12 open and distributed learning? 

After annotating the course readings this week and watching the video lecture, I have learned a lot about the historical and theoretical trends in k-12 open and distributed learning. In addition to the history of distributed and open learning, topic two has also helped solidify my understanding of what these terms themselves mean: 

• Open Learning is described as a way to remove or weaken the barriers, thus opening up learning possibilities that previously were not possible (Roberts et al., 2018, p. 528). It is also an “intentional design” that builds up learning opportunities for ALL learners (Roberts, 2020). These opportunities transcend cultures and the walls of the classroom through “alternative modes of learning,” “collaboration,” “knowledge sharing,” and “networked participation” (Roberts, 2020). For example, open learning is more than just a field trip or making connections with students/their guardians: it means project-based learning, blogs, penpals, etc (Roberts, 2020).   
• In British Columbia, Distributed Learning is described as a digital medium that allows for “an increase of student access, choice, and flexibility for study outside of classroom schedules” (Roberts, 2020). In BC, this definition relies heavily on the specific context of learning while also including e-learning and online learning (Roberts, 2020).

Topic Two has taught me that in Canada, while traditional schools are run by Provincial Ministries of Education and funding is provided by taxes, e-learning/distance education/online/blended learning often has its own unique set of rules depending on location (Barbour & Labonte, 2018, p.602). Both the first Canadian correspondence school and the first technology-supported e-learning system got their start in BC (Barbour & Labonte, 2018, p.602). Over time and thanks to growing digital educational technologies and the computer revolution, open learning has become a term to describe flexible learning or asynchronous learning. Over the years, BC has created many standards and policies to help manage the growing demand for both online and open learning. In BC, “COOL School” was a consortium formed between four school districts to share a learning management system; it later led to a BC/Yukon wide network “committed to supporting e-learning programs for both fully online and classroom-based blended learning” (Barbour & Labonte, 2018, p.608-609). BC has been a leader in Canada for its educational involvement in creating successful e-learning programs, as seen by its student enrollment rate (the highest in Canada proportionally) (Barbour & Labonte, 2018, p.603). To be successful, it has been found that e-learning programs need “initial investments in digital resources,” “instructional design for effective deployment of these resources,” “technological infrastructure for delivery,” and skilled teachers (Barbour & Labonte, 2018, p.609). 

Since there has been confusion about what constitutes open learning and what does not, the eight principles of open learning were created (Roberts et al, 2018, p.529). They are the following:

(1) learner-centeredness; 

(2) lifelong learning; 

(3) flexibility in learning; 

(4)removal of barriers to access;

(5) recognition of prior learning experiences and current competencies;

(6) learner support; 

(7) expectations of success; 

(8) and cost-effectiveness. p.529

Changes to educational curriculums across the world have spurred “calls to develop digital fluency, and to become more personalized, flexible, and adaptable to individual learner’s needs” (Roberts et al., 2018, p.527). We as educators must learn how to keep meeting our learner’s needs despite changes within our communities from local to global. The article by Roberts et al. demonstrates the fact that many people see the term Open Education and only focus on new digital technologies; however, these people fail to see the importance of teaching with the learner-centered model that open education emphasizes. 

The opening up of learning is supported by many educational theorists such as Dewey, Vygotsky, Pacquette, and Friere who believed in the idea that knowledge should be free and open to use and re-use (Roberts et al., 2018, p. 528-530). Open pedagogy became more well known in Canada in the 1970s and was based on Paquette’s notion of the interrelatedness of “the physical layout of the classroom, the learning activities, and the teacher interventions” (Roberts et al., 2018, p.529). He and the other three aforementioned researchers “questioned the privilege, limited access and freedoms inherent within the status quo of the reigning educational system, and thereby sought liberty, choice and becoming a voice for change” (Roberts et al., 2018, p.529). By creating Open Education Resources, these ideas help to create collaborative learning cultures to “encourage the building and sharing of knowledge” (Roberts et al, 2018, p.531).

Here is a table I made based on what I learned from all three articles this week. It shows which learning theories align well with open and distributed learning (green) and which do not (red).

After reflecting on this week’s readings, I believe that while research on Open and Distributed Learning has led us in the right direction of opening up schools and curriculum, more research must be done. For now, it is up to educators to put the ideas of open and distributed learning to the test in the classroom and find out what works best for certain learners. 

References

Barbour, M & Labonte, R. (2018) An Overview of eLearning Organizations and Practices in Canada. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 600-616). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Bates, T. (2014). Learning Theories and Online Learning. [Blog post]. Retrieved from https://www.tonybates.ca/2014/07/29/learning-theories -and-online-learning/.

Flipped Learning Network. Definition of Flipped Learning. Retrieved from https://flippedlearning.org/definition-of-flipped-learning/

Roberts, V., Blomgren, C. Ishmael, K. & Graham, L. (2018) Open Educational Practices in K-12 Online and Blended Learning Environments. In R. Ferdig & K.Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 527–544). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Roberts, V. (2020). Topic 2 EDCIA04 [Video]. Retrieved from https://www.youtube.com/watch?v=B3Nek-T4vFw

How can teachers effectively build relationships by encouraging safe communication and interactions in K-12 online & open learning spaces? 

Garrett Dikkers’ (2018) piece outlines different tactics and strategies that educators can utilize to build relationships and encourage safe, social communication in K-12 open learning spaces. She first reveals that the “foundational concept to interactions in online learning” is a community/“social presence” (p.512). Through having connections with others and working towards a common goal together, a learner’s motivation and satisfaction increases (Garrett Dikkers, 2018, p.512). Student motivation has been found to relate to the following: “communication, interaction, and social presence; Intrinsic and extrinsic motivators; and Learner-centered design” (Garrett Dikkers, 2018, p.514). Techniques for fostering communication and social presence such as “using humor, providing opportunities for students to hear the teacher’s voice and share content in their own voices, providing prompt and careful feedback that puts comments into perspective, interacting daily, using real-time communication as much as possible, and structuring assignments that discuss controversial issues and/or require students to communicate or collaborate with their peers” are suggested (Garrett Dikkers, p.514). Other key strategies that teachers can use to engage with their students include:

• designing and organizing learning activities 
• facilitating discourse with students, parents, and other teachers
• providing students with one-on-one instruction
• nurturing a safe and caring learning environment
• motivating students to engage in learning activities
• closely monitoring student behavior and learning 

(Garrett Dikkers, 2018, p. 514) 

These strategies can also be enhanced through community-building efforts such as “real-time web-conferencing tools” that use “chat, voice, webcam, and whiteboard technologies” (Garrett Dikkers, 2018, p. 515). 

All in all, I believe that if teachers can cultivate a learning community and environment that is based on friendship, communication, and respect, the social interactions in those spaces will be positive and will help to curate strong relationships.

Photo by NeONBRAND on Unsplash

What did you already know based on the course readings and activities?

After taking some classes that discuss child psychology and prosocial behaviour, I already knew the importance of building relationships in the classroom and how crucial it is to foster a safe and comfortable environment for all learners. I have learned that classrooms must be “learner-centered,” “goal-oriented,” have realistic and universally understood rules and assessment, and activities should typically be seen as “a team effort”; although I learned about these ideas, I never knew they were a part of “human-centered instruction” (Lead SV, 2018). I have also studied some of Vygotsky’s theories and have learned that the “construction of knowledge is social” (Garrett Dikkers, 2018, p.509). Another topic that my courses have touched on is how students learn best when they work in their “zone of proximal development” (Garret Dikkers, 2018, p.509).

Photo by Aleks Dorohovich on Unsplash

What do you know now based on the course readings and activities?

After engaging with the readings, the importance of fostering a peaceful classroom community is cemented in my mind. I have learned that all caring classroom environments (whether they be online or in-classroom) must use precautions and security measures when integrating digital tools and EdTech. Through the UVic Acceptable Use Policy, FIPPA, and Regan & Jesse’s 2019 piece on the ethics of EdTech, my understanding of online “safety” and “privacy” has grown. I have discovered that what leads to the demise of many educational technologies is concerns surrounding “privacy, parental consent and access to the aggregated data” that sometimes includes “sensitive information such as disability status, social security numbers, family relationships, reasons for enrollment changes, and disciplinary actions” (Regan & Jesse, 2019, p. 169). Despite how there are many aspects of EdTech that are possibly problematic from a policy standpoint, they often get grouped into collective “privacy” concerns which can lead to the media and the public not understanding the complexities of EdTech ethics (Regan & Jesse, 2019, p.168-170).  The policy documents have taught me that I need to understand and be able to teach my students the following: what constitutes personal information, why privacy and personal information must be consented by every individual (also by their guardians when applicable), where information is stored (USA vs Canada) and what that means, and finally, that these rules are the law that we must follow.

Photo by Tim Mossholder on Unsplash

What do you hope to learn?

I hope to learn ways to cultivate social learning and collaboration for all unique learners. I look forward to exploring digital tools and EdTech that are accessible and meet the needs of all different students. 

Photo by Nicole Wolf on Unsplash

References

Freedom of Information and Protection of Privacy Act. Government of BC. Retrieved from https://www.bclaws.ca/civix/document/id/complete/statreg/155_2012#section2 

Garrett Dikkers, A. (2018) Social Interaction in K-12 Online Learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 509-522 ). Pittsburgh, PA: Carnegie Mellon University ETC Press. 

Lead SV. 2018. What is Human Centred Instruction? Retrieved from https://www.leadsv.com/hcn

Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2

University of Victoria. Acceptable Use of Electronic Information Resources Policy. (2018). Retrieved from https://www.uvic.ca/universitysecretary/assets/docs/policies/IM7200_6030_.pdf