Pod Project Tips (Assignment 2)

Goals of the assignment

I want you to critically examine learner equity in in-person, distributed, and open learning environments. To do this, you are asked to compare and contrast in-person (face-to-face) learning environments, distributed learning environments (both synchronous and asynchronous), and open learning environments.

To help you think about the differences between distributed and open environments, you can consider that EDCI 339 began in a typical distributed model (Brightspace allows for learners to connect remotely and asynchronously but everything is locked behind a password and login), and now we are shifting to an open model, where learners can still connect asynchronously, but our interactions and ideas are openly accessible on the web (on WordPress). The knowledge that we generate can be shared with anyone because it is accessible. Anyone else with an internet connection could join along if they’d like (but they won’t get credit from UVic).

The fact that open learners need an internet connection implies that they have a few other things, like a device (computer, tablet, phone), time (to read and write), the ability to interact with the materials in a way that is suitable for them (audio if they are unable to see well), bandwidth (to be able to access large files like video), and any number of other things.

It is the differential ability to already have access to all these other things that created inequity. Some people have vision impairments and require a screen reader, other people don’t have access to a quiet place to study, or they only have access to a mobile phone with an expensive data plan, so they can’t download videos.

Building a Persona

The first part of the assignment will require you to build a learner persona, which is a snapshot of a fictional learner, but who is based on the actual characteristics of actual people. For the purposes of this assignment, you can build a persona by brainstorming different characteristics. You do not need to gather actual data.

 You can find resources on building a persona here, along with examples.

 Check page 4-5 of this PDF for examples of personas.

Creating a Chart

Once you have developed a persona, you need to build some way to compare and contrast the affordances of in-person (face-to-face) learning environments, distributed learning environments (both synchronous and asynchronous), and open learning environments to meet the unique needs of your persona.

• Since our class is focused on distributed and open learning, you should prioritize comparing and contrasting those two environments, but it is likely helpful to also compare to the affordances of face-to-face classes, since you are likely most familiar with those.

One simple way to do this comparison is with a table…

Or, you could create a mind-map…

Pitch

The idea behind the pitch is for you to concisely summarize your recommendations for your persona to decide to either take a course in a distributed environment (like Brightspace), or in an open environment (like WordPress). You may compare to face-to-face environments in your pitch, but again, the focus should be on distributed and open environments.

Sample Questions to Consider

There are many different ways to think about how inequity influences learning environments. You do not have to address all of these questions (you could choose one of the following questions for each member of your learning pod).

• Will your persona be learning completely online, face-to-face, or a combination of both?
• Describe the “mediums” in which this persona might be learning.
• Where would the learning be asynchronous or synchronous? Why?
• List or describe any digital tools that might be considered to support distributed or open learning.
• How would you describe this student’s ideal learning context?
• What are the real and perceived barriers to learning that are preventing safe, flexible and supportive learning experiences and environments for this persona?
• Are there real or perceived equity, social justice or cultural considerations that may be preventing safe, flexible and supportive learning experiences and environments for this persona?
• Check here for more information on the following questions.
  • How could your learning design support multiple means of engagement?
  • How could your learning design support multiple means of representation?
  • How could your learning design support multiple means of action and expression?

Example Projects from Other Years

You can review these examples from other years for inspiration: A, B, C, D, E – please note that these examples are of varying quality.

• Please note that these examples typically don’t do a good job of recognizing that distributed learning encompasses both synchronous and asynchronous online learning environments. Please be very clear which one you are describing when you describe distributed learning or, better yet, clearly describe both.

Individual Grades

Although you are working as a group, it is tough for everyone to contribute equally. Each group member will have the opportunity to provide feedback on how the group functioned and how the grades should be shared and distributed. Individuals may receive different grades than others in the group.