Verena Roberts

Hello everyone !

Thank you for handing in your Assignment #5 Proposals. I am looking forward to some amazing final projects on December 4, 2020.

Over the next week you will be completing your final assignments and thinking about next steps. I have added some helpful hints based on student questions throughout the past week.

Assignment #4 (Due Sunday, Nov 29, 2020 11:59 PDT – 500 words)

Can you rephrase Q2 for me please?

Current Question: Q2: When you consider the definitions and practical examples of distributed (online) and open learning that were examined throughout the course, which approach to learning would be most effective for YOU as a learner and why? You can also suggest a blend of the two approaches. Please ensure that you clearly take a position and explain your position. 

Rephrased: Compare and contrast online(distributed) learning and open learning based on the different contexts that we have discussed them both within this course. THEN – tell me which type of learning (online-distributed OR open) that you think is most effective for you as a learner and why. If you believe that you learn best in both types of learning approaches – then explain that.

(What I am looking for is your ability to distinguish the similarities and differences between online/distributed and open learning by asking you to contextualize it from your own personal learning experiences – then explain yourself).

Can I cut down on the Learning Outcome Words? Yes

Please feel free to use abbreviations for the learning outcomes (LO1, LO2,LO3) in order to save words for Assignment #4 & 5.  We can all use the following legend as a guide, then I know what everyone is referring tp in their writing. 

LO1: Develop an awareness of the potential of human-centered learning in online and open learning contexts

LO2: Explore and engage with current literature on the distributed and open education movement 

LO3: Critically reflect on and articulate concepts around modality, pedagogy, and access, including distributed and open learning theory, online and open learning history, privacy laws, online learning communities, open research, and open data.

LO4: Examine and reflect upon the potential for equitable access for all learners in online and open learning contexts.

LO5: Conduct research into and critically reflect upon emerging and future educational technologies

LO6: Practice digital, networked, and open literacies in support of learning about distributed and open learning

Make sure that you review the Assignment #4 Rubric: Final Reflection Rubric 

My assessment will be summative (a final grade) and I will not be adding additional formative assessment feedback for this blog post

Assignment #5 (Due Friday, Dec 4, 2020 – 11:59 pm PDT, 1500 words)

Question from students: Do I need to use the SECTIONS Framework for the whole of Assignment #5? No

No, you do not have to use the SECTIONS framework for your whole assignment. The assignment asks you to use the framework as a guide when writing your final assignment. You WILL need to refer to it and provide evidence that you thought through each step. A great summary of a project using the SECTIONS framework to help those of you who may be struggling. Check out: http://shailakarim.weebly.com/sections-model.html

Although the student did not use a social learning experience per se as their guide, I want you to focus on how they used the Framework to complete their analysis. 

SIMILARLY, if you choose to write a story about the future of EdTech, you will still need to integrate 1) the Course outcomes 2) the Sections Framework 3) the Key Themes and Concepts of Course Topics. These will be integrated creatively in your won way – BUT – they need to be mentioned.

EVERY Assignment #5 will be assessed using the Assignment 5 RUBRIC, so please make sure to review the rubric.

My assessment will be summative (a final grade) and I will not be adding additional formative assessment feedback for the final assessment.

Please hand a copy of the Assignment #5 rubric with your OWN self assessment as well as a separate file in the BrightSpaces Dropbox.

Roberts, 2020

If you have any questions, please send me a note in Slack OR contact me through my UVic email.

Thank you so much for learning with me in these difficult times. I hope that this course has helped you have a better understanding of online and open learning – and that you continue to explore and learn in these ways in the future.

Have a wonderful break ! Be Safe!

Dr. Roberts 🙂

Hello everyone!

As Covid numbers rise across Canada, I hope that you are your family are keeping safe during the next few weeks. I am home in isolation with my family after my daughter was considered in close contact with a Covid positive teacher, I have friends going through symptoms of Covid – I know that all of you are facing challenges in your own ways. Please contact me if you need any extra support as we…. complete the last few assignments for this class.

Weekly Reading:

Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J. M. (2019). What’s next for Ed-Tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 1–6. (Check your course outline for a link to access the article through the UVic Library).

In this article, Selwyn et al. (2019) identify some major influences in educational technology, online and open learning – before Covid. The article sets the stage for your final project and final blog reflection. Your final project will have to consider an emerging trend that may or may not have been considered before Covid AND is still considered emerging in 2020. Alternatively, you can choose an educational technology that was not as apparent before Covid – BUT was amplified as a result of Covid. The research in educational technology can be identified in “pre- Covid” and “During-Covid” please take that into account as your complete your final assignments.

Assignment 4 – FINAL Blog REFLECTION: 

Assignment #4 is your final blog reflection about how and what you learned throughout the course.

FINAL REFLECTION: 

In the final reflective post, you are asked to reflect upon your learning throughout the course. This is a personal final reflection and you are NOT expected to add your reflection to your public blog if you do not want to. You can add your final reflection to the Brightspaces Dropbox as a pdf file OR add your link to your blog post.

Please use the following questions to help guide your final reflection blog: 

 Review the #EDCI339 course outcomes: 

1) Develop an awareness of the potential of human-centered learning in online and open learning contexts
2) Explore and engage with current literature on the distributed and open education movement 
3) Critically reflect on and articulate concepts around modality, pedagogy, and access, including distributed and open learning theory, online and open learning history, privacy laws, online learning communities, open research, and open data.
4) Examine and reflect upon the potential for equitable access for all learners in online and open learning contexts.
5) Conduct research into and critically reflect upon emerging and future educational technologies
6) Practice digital, networked, and open literacies in support of learning about distributed and open learning

Final Reflection Questions:  (please attempt to answer all three questions in your own way integrating the course outcomes, course resources, course activities and course twitter hashtag when able to do so )

Q1: Of the six learning outcomes, which outcome(s) did you feel you demonstrated the most growth in as a learner? What kinds of evidence can you share to demonstrate this evidence of learning ? Please share some of the evidence to support your answer and describe WHY you chose these examples.  (Some examples of “evidence” could include screen shots, videquotes from your blogs,  summarize conversations with your social pods). 

Q2: When you consider the definitions and practical examples of distributed(online) and open learning that were examined throughout the course, which approach to learning would be most effective for YOU as a learner and why? You can also suggest a blend of the two approaches. Please ensure that you clearly take a position and explain your position. 

Q3: Finally, what was the most valuable thing you learned about yourself as a learner throughout this course?  Give evidence to describe and support your answer. 

You can create these reflections as text (500 words) or by using audio and/or video (2-3 minutes). Make sure to address all of the reflection prompts from the weekly instructor blog posts and use multimedia appropriately. I will expect you to use open educational resources and openly licensed content in your reflection. Use the category ‘Reflective posts’ for the reflection if you choose to post this reflection in your blog. 

Final Reflection Rubric 

Assignment 5: Review of distributed and open learning initiatives, technologies, or futures

***Your proposal for Assignment #5 is due by next Monday, Nov 23, 2020. Please write up to three sentences (50 words) describing your topic and how it connects to the course. The proposal will be included in the final rubric score. You can add your proposal into the Assignment #5 Dropbox in Brightspaces/ D2L.** 

You CAN do this assignment as a group, but each person will have to clearly communicate how they have demonstrated evidence of their 1500 words or project contribution. You may want to compare and contrast 2 emerging trends if you are doing this as a group.

You will create a 1500 word review of a distributed and open learning initiative or technology. You must include 2-3 academic references as part of this assignment, using readings from the course is acceptable. Use the category ‘Final review paper’ for this assignment. 

Options for this assignment include:

• Review a social learning experience you have taken part of or choose to engage with as part of this course (a MOOC, online course, social learning community). Use the SECTIONS Model to guide your analysis.
• Review an emerging technology you believe has merit to support distributed and open learning (artificial intelligence, adaptive learning, educational games, virtual or augmented reality, etc.).

Use the SECTIONS Model to guide your analysis.

• OR The last option allows you to be creative and imagine a possible future for open and distributed learning. Create a story about learning openly and in a distributed way in the year 2040. This activity must be grounded in topics from the course, but you can feel free to imagine a future based on the current state of the field. (The story must include implications of Covid from the year 2020)

Due dates: This assignment is due before the final day of class, December 4, 2020. Early submissions are also welcomed.

Evaluation criteria: The final project will be evaluated using the following rubric: 

Assignment 5 RUBRIC

I look forward to receiving:

• Assignment #5 Proposal: November 23, 2020
• Assignment 4: November 29, 2020
• Assignment 5: December 4, 2020

Please do not hesitate to contact me with any questions or concerns.

Kind regards,

Dr. Roberts 🙂

Welcome to Week 11!

Last week, we had the pleasure of hosting Dr. David Porter for our final webinar. In order to have a better understanding of Open Educational Resources (OER), Open Educational practices (OEP) and Open learning, I encourage you all to listen to this webinar which you can fiDr. David Porter’s nd here:

Dr. David Porter’s Webinar

Weekly Readings:

Reading #1

Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3-13. Retrieved from http://www.jstor.org.ezproxy.library.uvic.ca/stable/44430383

This reading describes 8 attributes of open pedagogy which details examples based on open practices and theory.

The article focuses on a Higher Education context and I would suggest that you consider also listening to the podcast and watching the videos from a K-12 learning context from the following Multiplying K-12 OER Project with Athabasca University: http://bolt.athabascau.ca/index.php/oer/multiply-k-12-alberta-oer-project/oer-videos/

Reading #2:

Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4). Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/3601

This reading provides a context for thinking about open educational practices. The article provides a wide variety of examples to help you better distinguish open learning form online/ distributed learning.

Questions for Your Weekly Blog Post:

Identify, Define and Describe the 8 Attributes of Open Pedagogy. USe your own personal examples, OR example provided in the second reading, to give examples for each attribute. What are your experiences with open educational practices (OEP)? To what extent your instructors integrated open learning into your courses ? What are the key differences between open learning and online/ distributed learning?

Final Assignment Update:

Please start reading the assignment expectations for your final assignment. NEXT WEEK – I will ask each of you to please send me a 50 word proposal of your topic. I will be sending out an updated rubric for the final assignment by this Thursday, November 19, 2020.

Have a great week! Please do not hesiatte to conact me with any questions and/or concenrs,

Dr Roberts 🙂

Photo by Marc-Olivier Jodoin on Unsplash

Hello everyone! Welcome to week 10 and the final topic – Sharing Resources and Open Practices in Distributed & Open Learning.

Last week, you collaboratively worked together in your groups to complete a project which consider how to provided equitable and accessible learning opportunities for ALL students in online learning contexts. I will be reviewing the projects this week.

At this point in time – it is essential that you choose your FINAL project topic. Next week, I will be sending out a list to ask you your topics.

Roberts, 2020

Weekly Activities:

This week, we will be learning about multiple pedagogical approaches, strategies, resources and possibilities to expand the learning opportunities for ALL learners. You are asked to review some digital resources which focus on Open Educational Resources.

What are Open Educational resources? Open Educational Resources (OERs) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. (UNESCO, 2018, p. 2)

When we consider open educational practices and open learning, OER are often used to as the resources to support the open learning experiences.

What are Open Educational Practices? They are, “collaborative practices that include the creation, use, and reuse of OER (Open Educational Resources), as well as pedagogical practices employing participatory technologies, and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners” (Cronin, 2017, p. 18).

Weekly Readings and Digital Resources:

These are your weekly course readings/ digital resources which consider OER and OEP:

Use the tutorial at the following link to learn about open educational resources (OER) https://www.oerafrica.org/book/tutorial-objectives

Review:

• OERCommons: https://www.oercommons.org/
• BCCampus: https://bccampus.ca/topics-of-practice/open-education/
• BC Open Textbooks: https://open.bccampus.ca/browse-our-collection/find-open-textbooks/
• eCampusOntario – EXTEND
• https://extend.ecampusontario.ca/

Optional Webinar: Thursday, November 12, 2020 (9-10 am PST):

This week, you will have the opportunity to learn about the potential of OER and OEP with a global expert on open learning – Dr. David Porter. Dr. Porter currently works as the Senior Advisor: Higher Education with the Commonwealth of Learning. His previous role as the CEO of eCampus Ontario helped to amplify the potential of open learning across Ontario – and Canada.

This FINAL optional webinar will be in Thursday, November 12, 2020 from 9-10 am PST. This will give our students in China the opportunity to make a webinar for this course. The webinar will be recorded, but if you can come, please do.

Weekly Blog Post:

As you review the resources and consider the potential of OER and OEP, please consider the following questions for your weekly blog post:

What are the resource that resonated with you the most? Do you feel that open learning is a “Mindset” or is “values based”? How would this point of view influence an instructor when considering OER or OEP? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn? What is one topic you might consider to expand upon for your final project? What are the similarities and differences between online (distributed) learning and open learning?

Please do not hesitate to contact me with any questions or concerns…

Dr. Roberts 🙂

Hello everyone ! Welcome to Week 9!

As you complete your Pod Equity Projects (see the bottom of Week 8 blog post for project information) I want you to spend some time thinking about all the different aspects of “access to learning” that are explored through the UDL Framework.

This week in your reflective blog, I want you to consider the ethical bias and inequity in distributed and open learning environments.

First, I want to take the time to consider the writing of my colleague Dr. Chris Gilliard. In our weekly reading, you will be introduced to some of Chris’ writing which examineds the pervasive digital redlining that occurs across Higher Education. Other digital redlining has been identified by Joy Buolamwini, whose MIT research examined How she is Fighting Bias in Algorithms.

Then, you will take a different cultural perspective of digital learning design. In Chapter 4, Design Principles for Indigenous Learning Spaces, Kral and Schwab (2014) advocate that the way to design for safe and culturally responsive digital learning spaces is to ask the learners for their input. You will read about Indigenous youth who share their voice, to help us all better understand how to be inclusive and create authentic, relevant and authentic learning tasks in online and open learning environments. This is a longer article to read, but it is full of exciting examples and case studies.

I hope that you have a wonderful week – and I look forward to your Equity Pod Group assignments due this Sunday, Nov 8, 2020. Only one person needs to add the link to your assignment into the D2L Assignment Dropbox.

Please consider using FlipGrid to make your group video (NO Editing required and lots of room for additional resources), rather than writing out your group project.

Please be reminded that Blog Post #3 for Topic 3 is optional.

If you have any questions or concerns, please do not hesitate to contact me…

Dr Roberts 🙂

Welcome to Week 8!

Last week we were lucky to have the well spoken Josie Gray from BCCampus offer an amazing webinar on Accessibility in Online Learning Environments. Please ensure that you review her webinar and her resources.

As you and your social pod group work on Assignment #3, it is important to not only think about your possible “online/open learning persona” in terms of a student who may be having accessibility issues in an online and/or open course. It is also just as essential to consider concerns that include equity and care.

This week you have two weekly readings. Catherine Cronin‘s Open education: Walking a critical path considers the different perspectives of equity and privilege in open learning contexts. Although we were not able to have a course #edci339 twitter chat last week, I was able to facilitate a twitter chat about this article for #ABOERJC in March 2020. You can review the chat and the discussion here to learn more about the article, the questions the article asks and the questions that others have as a result of reading the article.

The second article for your weekly reading is one that you choose as a group, from a collection of extraordinary readings. I anticipate and hope that each social pod will choose a different reading that best supports THEIR Assignment #3.

Bali, B., Cronin, C., Czerniewicz, L., DeRosa, R. & Jhangiani, R. (2020) Open at the Margins. Rebus Community Pressbooks. Retrieved from: https://press.rebus.community/openatthemargins/

Slow Twitter Chat Opportunity:

For an additional learning opportunity based on the pressbook key concepts and readings, for those students who can access twitter, you are invited to participate in an OPEN twitter chat with other learners from AROUND THE GLOBE to:

Join Equity Unbound (@unboundeq) for an open Twitter chat on algorithms, bias, and the work of Ruha Benjamin! This international “slow chat” will open up late Sunday, October 25, and will focus on this summer’s 2020 Princeton Online interview with Dr. Benjamin (@ruha9) , titled The New Jim Code.

More information can be found HERE. I plan on participating by using the Twitter hashtag: #unboundeq and #EDCI339

You can start the conversation by participating in their current discussion:

From @UnboundEq For our upcoming keynote at #OpenEd20, we, @bali_maha & @miazamoraphd are curating tweets: What does Equity Unbound mean to you? What do you get from it? Why do you participate/use it? What do you wish we would do? #unboundeq#digped8:08 AM · Oct 25, 2020

@UnboundEq

Finally, Information about Assignment #3

Assignment Instructions:

Pod Equity Project Description (Chart and Video): 

This pod project asks you to critically examine and consider strategies to support digital equity and perspectives in open and distributed learning contexts.  You are a learning designer, and you have been asked to create a “video pitch” for other online instructors. The video must answer the following question:

Using the UDL Framework to guide your final pitch/ argument, how can open and distributed learning break barriers and bridge flexibility, choice, voice and success for learners?
This project has two parts:

1)     the completion of a chart that examines a persona and their current learning struggles and barriers from multiple perspectives (The chart will be given out two weeks before hand).

2)     One “Pitch” that describes your perspectives to your fellow peers. This pitch will be demonstrated using video.

Example of Project from other course: https://proj1pod3.opened.ca/

Each member of your pod should contribute an individual video of 60-90 seconds in length describing a specific part of your pitch, but the entire pitch should be cohesive. The total length of all the videos in your pitch shouldn’t exceed 8 minutes (1-2 minutes for each person’s video). Alternatively, pitches can be submitted in Text form (a 300 word summary) which integrates current research and practice to support learners in open and distributed learning
1 – Chart:
With your pods, create a chart that compares and contrasts open and online learning design to support equity and multiple perspectives in open and online learning contexts.
●      Some questions to consider in your chart (you are welcome to expand upon or add in additional considerations):
o   What is the learning persona of the student? How would you describe this student’s ideal learning context?
o   In your group’s opinion, what are the barriers to learning that are preventing safe, flexible and supportive learning experiences and environments for this student?
o   Are there equity, social justice or cultural considerations that may be preventing safe, flexible and supportive learning experiences and environments for this student?
2 – Pitch:Example of Project from other course: https://proj1pod3.opened.ca/.

(Possible digital tools to support video creation include: FlipGrid and VoiceThread OR make your own video and upload an unlisted video to YouTube)

Using the chart information, you will be creating a “pitch” to support a specific student in your open and online learning classroom. Using UDL guidelines to frame your response. Integrate current academic research (from your course resources and from outside your course) with evidence from current practices to summarize why your pitch would support your student in previously inconceivable ways.

Using the UDL Framework to guide your final pitch/ argument, how can open and distributed learning break barriers and bridge flexibility, choice, voice and success for learners?

You will be able to add in additional resources and links to support your “pitch” in one of the group’s blogs. Please add any additional references should also include any references in APA 7 format.

Additional Support: 

Extra information about the project can be found here written by previous instructor Colin Madland so well that I had to include it :  https://teaching.madland.ca/edci339-july20/home/pod-project-tips

Copy of Assignment #3 Rubric:

	Excellent (4)	Good (3)	Poor (2)	Incomplete (1)
Clear Description of Learning Persona and Student’s Ideal Learning Context	There was outstanding and exemplary evidence to describe the learning persona and Student’s ideal learning context.	There was good evidence to describe the learning persona and Student’s ideal learning context.	There was poor evidence to describe the learning persona and Student’s ideal learning context.	Incomplete
Clear Description of the barriers to learning that are preventing safe, flexible and supportive learning experiences and environments for this student.	There was outstanding and exemplary evidence to describe the barriers to learning that are preventing safe, flexible and supportive learning experiences and environments for this student.	There was good evidence to describe the barriers to learning that are preventing safe, flexible and supportive learning experiences and environments for this student.	There was poor evidence to describe the barriers to learning that are preventing safe, flexible and supportive learning experiences and environments for this student.	Incomplete
Clear Description of the equity, social justice or cultural considerations that may be preventing safe, flexible and supportive learning experiences and environments for this student.	There was outstanding and exemplary evidence to describe the equity, social justice or cultural considerations that may be preventing safe, flexible and supportive learning experiences and environments for this student.	There was good evidence to describe the equity, social justice or cultural considerations that may be preventing safe, flexible and supportive learning experiences and environments for this student.	There was poor evidence to describe the equity, social justice or cultural considerations that may be preventing safe, flexible and supportive learning experiences and environments for this student.	Incomplete
Use of UDL Guidelines to Frame “Pitch for Future student” in online & open learning environments.	Outstanding and exemplary evidence of use of UDL guidelines to support a pitch for a specific future student in a future open & online learning context. The guidelines directly connect to the student. Excellent  consideration of UDL guidelines with APA formatting, links and examples from the course resources and additional resources.	Good evidence of use of UDL guidelines to support a pitch for a specific future student in a future open & online learning context. The guidelines connect to the student. Good consideration of UDL guidelines with APA formatting, links and examples from the course resources and additional resources.	Poor evidence of use of UDL guidelines to support a pitch for a specific future student in a future open & online learning context. The guidelines did not always connect to the student. Some consideration of UDL guidelines with APA formatting, links and examples from the course resources and additional resources.	Incomplete
Pitch (Examples and evidence to support “pitch for student”  in online & open learning environment)	There was outstanding and exemplary evidence to describe why the chosen learning strategies were chosen to support a future student based on examples  and connections from the UDL Guidelines, course resources and additional resources.	There was good evidence to describe why the chosen learning strategies were chosen to support a future student based on examples  and connections from the UDL Guidelines, course resources and additional resources.	There was limited evidence to describe why the chosen learning strategies were chosen to support a future student based on examples  and connections from the UDL Guidelines, course resources and additional resources.	Incomplete
Research & Course Resources Integration	There was outstanding and exemplary evidence to describe the balance of academic literature and practical examples to support learning in open and online learning environments.	There was good evidence to describe the balance of academic literature and practical examples to support learning in open and online learning environments.	There was limited evidence to describe the balance of academic literature and practical examples to support learning in open and online learning environments.	Incomplete

Dr Roberts 🙂

Recordings:

Presentation Recording

Question Recording

I will add the files to “Webinar Recordings” in Brightspaces for those who cannot access google.

Link to Presentation

Click HERE for the link to Josie’s presentation

Here are the student questions that you sent in for Josie Gray:

Social Pod Questions: 

Is it easier to implement UDL with online instruction vs the traditional face to face?

What are the biggest challenges typically faced by instructors when attempting to implement UDL?

What technology is best to use in a k-3 setting to enhance the learning? 

Which learning theories do you think are most important in a k-3 setting and why? 

What effect do you think Virtual reality and Augmented reality have on the future of engagement of Open education (Engagement aspect of UDL)

Article Link from Josie: 

Virtual reality and augmented reality field trips funded by OER grants

Do you think there will be more development for that can allow learners to express themselves more other than current inventions like blogs and social media’s?

How will the pandemic impact the future of learning, even after COVID is over? Will there be more online classes?

Is there a learning theory that you think will benefit online learning during this pandemic? Pick only one.

Weekly Course Reading

This week we will be transitioning from the history of distributed and open learning into the realities of designing for distributed and open learning experiences. Just before Covid, much of the work of online course designers and educators was focused on how to meet the needs of ALL learners, with an emphasis on accessibility. This was a result of Provincial and Federal legislation changes in 2018 that paved the way to ensure that all students had the right to access online courses and content.

In this week’s readings, there is a handbook, some guidelines and a chapter on effective online learning practices. Please read the handbook and UDL guidelines first, using them as a framework to read the chapter on online learning practices. Please take some time to connect with your social pod to compare and contrast how you interconnected this weeks readings.

Review: http://udlguidelines.cast.org/

Inclusive Learning Design Handbook from OCAD University.  https://handbook.floeproject.org/

Crosslin, M. (2018). Effective Practices in Distributed and Open Learning. https://uta.pressbooks.pub/onlinelearning/chapter/chapter-5-effective-practices/

Weekly Activities:

We are excited to have Josie Gray, Advisor, Inclusive Design and OER Collections, BCcampus as our guest speaker on Tuesday, October 20, 5-6pm PST. The Zoom link can be found on our EDCI339 social spaces page.

Josie will help everyone prepare for their group projects by taking about the importance of UDL and Accessibility in online courses. 

Since this guest speaker will be speaking about UDL and commenting on your Group project it is highly recommended that you send at least one member of each “group/social pod” to the webinar AND every group is responsible for 2 questions for the guest (if you can make it or not). 

So – before next Tuesday, can each group: 

1) Send me one email with the names of everyone in your group

2) Send me two questions for Josie (about topics covered in Assignment #3) 

Social Pod Groups (First Names)

Group 2: Harmeet, Andrew, Sam

Group 3: Quinton, Shelby, Nav

Group 4: Missing, Qing, Neil

Group 5: Travis, Stefan, Xiaujou, Jordin, Weiran

I think that these are the correct groups? Please send me one “group” email with the name of everyone in your social pod/ group project so I can ensure that everyone is in a group/ social pod and willing to work together as a group for Assignment 3? If your group is NOT the same as the one listed, please send me an email with your group members names, otherwise I will assume these are the groups?

Blog Post Prompts:

What did you already know about UDL and accessibility to support access to online/open learning for all learners before your readings and webinar this week?

What did you learn about UDL and accessibility to support access to online/open learning for all learners based on your readings and webinar this week?

What questions do you have about UDL and accessibility to support access to online/open learning for all learners from your readings and webinar this week?

How does the topic of UDL or accessibility in online/open learning for all learners connect to your own personal learning experiences OR your final project?

Additional Activities:

1. Follow and Participate in the Course Twitter Hashtag: #EDCI339

2. Preparing for Assignment #3: Pod Equity Project Description (Chart and Video)

This pod project asks you to critically examine and consider strategies to support digital equity and perspectives in open and distributed learning contexts.  You are a learning designer, and you have been asked to create a “video pitch” for other online instructors. The video must answer the following question:
Using the UDL Framework to guide your final pitch/ argument, how can open and distributed learning break barriers and bridge flexibility, choice, voice and success for learners?
This project has two parts:
1)     the completion of a chart that examines a persona and their current learning struggles and barriers from multiple perspectives (The chart will be given out two weeks before hand).
2)     One “Pitch” that describes your perspectives to your fellow peers. This pitch will be demonstrated using video.
Each member of your pod should contribute an individual video of 60-90 seconds in length describing a specific part of your pitch, but the entire pitch should be cohesive. The total length of all the videos in your pitch shouldn’t exceed 8 minutes (1-2 minutes for each person’s video). Alternatively, pitches can be submitted in Text form (a 300 word summary) which integrates current research and practice to support learners in open and distributed learning
1 – Chart:
With your pods, create a chart that compares and contrasts open and online learning design to support equity and multiple perspectives in open and online learning contexts.
●      Some questions to consider in your chart (you are welcome to expand upon or add in additional considerations):
o   What is the learning persona of the student? How would you describe this student’s ideal learning context?
o   In your group’s opinion, what are the barriers to learning that are preventing safe, flexible and supportive learning experiences and environments for this student?
o   Are there equity, social justice or cultural considerations that may be preventing safe, flexible and supportive learning experiences and environments for this student?
2 – Pitch:
Using the chart information, you will be creating a “pitch” to support a specific student in your open and online learning classroom. Using UDL guidelines to frame your response. Integrate current academic research (from your course resources and from outside your course) with evidence from current practices to summarize why your pitch would support your student in previously inconceivable ways.
Using the UDL Framework to guide your final pitch/ argument, how can open and distributed learning break barriers and bridge flexibility, choice, voice and success for learners?
You will be able to add in additional resources and links to support your “pitch” in one of the group’s blogs. Please add any additional references should also include any references in APA 7 format.

Additional Support: 

Extra information about the project can be found here : https://teaching.madland.ca/edci339-july20/home/pod-project-tips

Example of Project from other course: https://proj1pod3.opened.ca/

Photo by James Sutton on Unsplash

Welcome to Week 6!

1. I have given you all some feedback on your blog post #1 of 4 – which makes up Assignment #2. Some things to consider for future blog posts: The blog posts must integrate and connect to course content & resources which includes your weekly reading, the webinar recordings & the interactions with your social pods. For blog posts #2-4, please ensure you have added some kind of evidence that you have connected and interacted with your social pod in order to expand upon your original blog post. Each week, you have been asked to connect with your social pods. Evidence of these “meetings” (whether comments in your blog post or reflections about an informal social pod meeting) NEED to be integrated into your blog reflections. Please ensure you interact and connect with your social pod EVERY week in your own way. For Topic 3, we will be completing group projects with our social pods.
2. Another idea is to split your social pod up into “social partners” each week. That way only one person has to give you feedback and you only give one person feedback. Your social pod can switch up the partners each week ? This should help ensure EVERY person gets and gives feedback?

3. I have included some examples of blog posts from other students in my other courses for you read in your feedback. While it is important to integrate some of the themes and topics from your reading, it is more important to connect the themes and topics to your OWN personal ideas and learning experiences. Consider writing your blog with an informal tone. The integration of digital media, creating infographics or digital artifacts to summarize the key themes from the course, is highly recommended.

4. Connect your blog post to the course learning outcomes and main topics that you are focusing on form the course. I am looking for evidence of your reflective analysis and synthesis of the course content and how you are meeting the course learning outcomes.

Weekly Course Reading

This week we will be transitioning from the history of educational technology and online learning, to the history of open learning. Please ensure that you have listened to the recordings of the #edci339 course webinars. Please consider integrating ideas from the webinars into your blog posts.

In this week’s reading, Jordan, DeVries, Rolfe and Weller summarized a wide selection of open literature. They were able to theme the literature in their presentation and article:

Weller, M. , Jordan, K., DeVries, I & Rolfe, V. (2017). Reclaiming our history: Citation analysis of historical open and distance learning research. Presentation at the ICDE World Conference on Online Learning, 16-19 October, Toronto, Canada.

This week’s reading is a summary of the presentation and original article, with overviews of the major literature for each theme. it is an essential reading for anyone who wants to learn more about open education.

Openness & education: A beginner’s guide

Ironically, you will notice that Dr. Martin Weller is one of the major contributors to this week AND last week’s article. Dr Weller is a globally renowned research in distributed (online) and open learning. He not only influences the readings in this course but has widely contributed to the literature in the history of online and open learning in Higher Education worldwide.

As you read through this week’s reading, please take note of the major topics:

Open education in schools

Distance education and open learning

E-learning and and online education

Open access publishing

Open educational resources

Social Media

Massive Open Online Courses (MOOCs)

Open practices

Blog Post Questions:

In you weekly blog post, consider the following some of the following questions. What are the three topics that resonated with you the most? How would you describe the historical and theoretical trends in open and distributed learning? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn? What is one topic you might consider to expand upon for your final project? What are the similarities and differences between online (distributed) learning and open learning?

Supplementary Readings for K-12 Distributed and Open Learning Contexts:

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.

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.

Thank you to our first two guests in the #EDCI339 webinar series! We appreciate your time, dedication and contribution to global learning!

Webinar 1- Topic 1: Humanizing the Learning Experience with Helen DeWaard

Twitter: @hj_dewaard

Google Slides

Webinar 2 – Topic 2: 25 Years of EdTech with Dr. Martin Weller

Twitter: @mweller

Questions for Students Answered by Dr. Weller:

1. I got the impression from your book that possibly you felt that various service providers got greedy in the early 2000s with contracts tying up learning institutions, and also with teachers/instructors not contributing freely to programs because of copyright of material etc. If the various parties had not been greedy do you think online learning could or would have evolved differently and how?

2. Given the historical amnesia and the reluctance of the academic fraternity to adopt new technological ideas related to ed tech. Do you think that this marks the end of the revolution of ed tech by technology or is there a possibility that a mind blowing or even a life changing technology is on its way and if so what will it be like?

3.Which technological improvement over the years would you consider to be the most vital advancement of ED tech?

4.What is the most useful online tool to use for education?What effects will the pandemic have on the future of ed tech?

5.What are some tried-and-true methods to increase student-participation in online learning environments?

6.which topic is most important for creating a meaningful experience online with young learners?

7.Which online tools do you recommend for education?