Author Archives: loganpetlak

Teaching for EVERYBODY.

Term in Review

Over the course of the term, I’ve been developing an idea behind what an online course would look like if I were the instructor. Upon analyzing my altruistic views associated with education, I developed several major conclusions as a result of my original goals:

  • Use free tools.
  • Create a prototype that is accessible all the time and by as many people as possible.
  • Communicate/interact with others and allow individuals to interact with each other in a variety of facets.
  • Stay true to or attempt to replicate my assets as an educator in a traditional classroom.

Self-assessing, I addressed my goals for the term and these conclusions were met in my course, but what about feedback from my peers?

Responding to course feedback

How did my course look and feel on the outside looking in?

Upon receiving feedback from my peers, I learned some of the strengths/shortfalls to my program (as well as some things that I may not know – value of Flipgrid, for example). I could’ve made some things more clear in terms of adaptations for a diverse amount of learners – yet thought I addressed this in my course profile, and as one individual wrote, is this something that would reveal itself over several modules and as the class develops.

The course itself perhaps could have been more clear in terms of the course outline, addressing . While Socrative was used mostly as a formative assessment for students, I should be more clear that it may be used for summative assessment as well – specifically outlining how assessment as a whole would look in the course. That being said, where is the line to establish when creating an open module for everyone while making something that is specifically linked to a high school course. I think my intentions were to create a resource that could be used at any time by anyone, but wouldn’t be the sole foundation of the course (blended with the regular classroom) – whoever presented that notion, however, definitely got me considering the depth at which I want my course to go.

How will I meet the needs of EAL learners beyond telling them to pause the video or use subtitles? Is there anything more you can provide in this format? Resources to help develop science vocabulary?

Can you really provide support to individuals without WiFi when it is a digital course? Do I lend devices to students in need? I could potentially send copies of the course via email, but without internet, what can be done?

Without further ado, here is my summary of learning for this course – highlighting my journey through the creation of an online course prototype. Lyrics are posted below, and I really find it walks through my progression with the creation of the course prototype! Thanks for an awesome term ECI 834 and hopefully you will see more of me teaching online in the future!

Part 1 – The Weeknd – Starboy (1:17)
In a Traditional classroom-ah

Never would use any edtech-ah
I’mma switch to blended classroom-ah
All online to flipped classroom-ah
Assessment toys they free too-ah
socrative, mentimeter, kahoot-yeah
Synchronous face to face class-ah
Asynchronous no time/place-ah
Want to teach kids digital-leeee
Want to make something cool like John Greeeen
Watchin crash course historyyyy
Thinking how will I ever get this made
I need some help so I look to bates
how do I teach in a digital age?
I am dreamin of Youtube fame
buy a domain, show off my name
eight, eight, eight, eight eight
thir thir thirty four
E C and I.
I’mma takin learnin online.
Alec, Alec, Alec, Alec, Alec, Alec
And Katia
I am takin learnin online.
Part 2 – Twenty One Pilots – Ride (2:20)
On vacation in the sun and what did I find
I said I’d teach online.
Struggled in the mode of delivery grind
Is it hard to teach online?
Yeah, how to interact behind a screen n’ such
Public or private online?
Will random enemies troll the kids that I love
I facilitate online?

Oh, no.
How do I make course with universal design?
Oh, I’m planning how will it look when I go online
(still) Learnin in E, C, and I

An online room
That’s easy to make
There’s a list of systems that I could make
LMS for me
VLE for you
CMS using the google classroom
Nothing is open when the course is through
None open when course is through
Technically I hope I can
share everything but what do I choose
They could email you
That be hard to do
I can’t hear them say
Unless on I’m zoom
But rather than write
I’ll use flipgrid  tonight
Yes people at home could be talking to you
Could they ignore them still
All these questions they’re forming like
Is this authentic?
Or Meaningful?
And are interactions real?

Oh, no.
How do I make course content for reader types?
Oh, I’m broke but OpenStax got free texts online
(still) Learnin in E, C, and I

I’ve been blogging too muc
Not been tweetin enough
Google plussing enough?
Still not tweetin enough.
Sorry

Have I been blogging too much (I’ve been blogging too much)
Not been tweetin enough (sorry)
Have I been blogging too much (Actually like blogging a bunch)
But still not tweetin enough (sorry)
Sorry….

Littlest Hobo (1:00)
Audacity to do audio editing
with Screencast, like Khan Academy.
Use prompts on forums, to make learners friends,
they better discuss, not cause a fuss or I’ll block them

Maybe tomorrow, I’ll try Canvas out,
Until tomorrow, I’ll just keep WordPress on.

And if I want to input an image file,
Just google that, use Compfight, free usage style.

Maybe tomorrow, I’ll figure Moodle out,
Until tomorrow, I’ll just keep Zoomin on.
Ed Sheeran – Shape of You (1:30)

WordPress is my place to make a module
It’s open and here I go
Activities mixed with lecture lots
Evolution facts like a Youtube show
Movie maker record Zoom starring just me
Assessing w/ socrative answers now
Got a plan, stop, put the plan on the webpage
I finally start a class, and now hoping that

Do you feel like learning some?
Something about science-biology?
Learnin now, with a VLE
Don’t be lazy, chat frequently
Say, boy, you better talk enough
Comment, blog and flipgrid video me
Come on now, I’m modelling
Come, come on now, follow my lead

We got us some learning to do
It’s online and you can choose
When you want to give vids a view
You can learn worldwide.
And last night you learned in your room
And last week at a hotel with zoom
Every day can learn something brand new
When ya learn online.
Online Online Online Online
You can learn worldwide
Worldwide Worldwide Worldwide Worldwide
Assuming you got WiFi-e
Wi-Fi Wi-Fi Wi-Fi Wi-Fi
I’ll teach for every body.
Every day can teach someone that is brand new
I’ll teach for even you.


Module-making: finishing touches to going worldwide.

Over the past couple weeks I have been plugging away at my course prototype slowly, but surely. And I’ve been through quite the series of emotions associated with this.

giphy (1).gif

“Panic stressed” via Giphy

I have panicked(This doesn’t look like I thought it was going to!)

I have gotten excited. (This content is SO relevant and meaningful!)

I’ve second-guessed myself. (Does this accommodate all learners?)

 

I’ve felt challenged

yet confident. (I can do this.)

Where I am.
All I have left to do is wrap-up editing and filming some small parts for the module, otherwise everything is ready to go. I failed to appreciate how much planning goes into making a quality video. Taking into account setting, dialogue, visuals, and background music takes time. It’s not like I didn’t predict this would happen, but when you get into the video-making grind, time flies in a big hurry.

Fortunately, as I went through the creative processes, it led me to continue considering my summary of learning. It served as a reminder to be aware of the fact that simply creating and recording a song is actually a lot of work, even thought I have so much fun with it (Thank goodness I don’t have to make a full live action video to go with it too, it’d be too much). While capable of some limited visual work, it also caused me to revisit the idea: what would an Andres Arenada and Logan Petlak summary of learning combined actually look like (and how much time would it really take)?

Regardless, I hope the module is able to reach learners in my regular classroom, but where I began was to bring my regular classroom worldwide…

where i am where i began best version.png

“Where I want to be in the world” via Google Maps

Where I began.
In reflecting on what I set out to do in my original outlines, some new barriers to the creation of this prototype revealed themselves, and it all stems back to the original targets I wanted/needed to specifically address and account for: relationships and learners.

  1. Who are my learners and how will I connect? When you have no idea who your learners are, how exactly do you design an asynchronous lesson according to their needs and styles?

    The simplest way to address this, is universal design. When considering multiple forms of expression, engagement, and representation for the module, does my module do this? Does it have more than one opportunity for each? I think so! (Phew!)

  2. And when you only make one module to begin, can you really connect to other content?

    – In my module I found myself saying: “we’ll have to address this next time”, but there isn’t a next time (yet)! Do you plan for the hypothetical or does this make it less authentic?

  3. Does a class need synchronous sessions to be blended? Or can it be pseudo-blended through Flipgrid or Zoom? It is all online, but the learning functions similar to that of a traditional classroom and has some face-to-face components, but these components are not necessarily live. Is ECI 834 considered blended? Or all online?

 

Closing thoughts

Questions are great, and maybe some of them don’t need to be answered. Ultimately, the course prototype will be out on Tuesday, and I look forward to the learners I reach, and the subsequent feedback I receive to hone my skills. Hopefully it serves my main goal, educating people.

 

– Logan Petlak

 

 


Agoraphobia in education.

Addressing Educator “Fear of Open Space” (agoraphobia)

In the creation of a digital community for education, do we resist the idea of allowing our students into open spaces? The subject and grade level will help determine our personal stance on exactly how “open” we allow our student’s discussion and learning to be… but if the educator is at the secondary level, is it acceptable to open things up then? Or do we still fear the internet? Are there more educators suffering from agoraphobia than we think?

OPen Space

“Wanda in open space” from Corner Gas

“How could anyone be afraid of open space?”

A quote from season two, episode four, of the beloved Canadian show, Corner Gas. Yes, I am working Corner Gas into this blog post.

Open online space, to be clear. And let’s face it, there is a seedy side, with a palpable list of awful instances of abuse in the digital realm. But what about the development of a sense of connectedness with strangers. Strangers who can be from anywhere in the world, yet provide us with ideas, opinions, interests, be they novel or similar to our own!

Why exactly do I get so excited about the online community?

Growing up in the infant stages of the internet and social media, I scoured forums for information on video games I played (Super Nintendo, Pokemon, etc). In my searching, it was always exciting to find websites full of individuals who enjoyed what I enjoyed (in similar or different ways). Sharing the same emotions and ideas with individuals you will never really know (by conventional standards), is a mysteriously unifying concept. You just don’t get that in a closed setting. In closed forums in an educational setting, I only ever saw the keeners dominate forums, and much of the time, I resented their contributions because I felt they used higher vocabulary needlessly that either made their points too convoluted, or served to exclude other classmates who wouldn’t be able to comprehend it as well. I hard a hard time thinking it was practice for language development, and normally felt that it was done to elevate or flaunt language prowess at the expense of making others feel inferior.

I say this, yet use words now in my writing that I would’ve probably resented then. Don’t worry, I have yet to feel it in my graduate classes thus far – but I am always so aware of my motives behind sharing or my vocabulary choices, am I doing it for my benefit, or for others?

fry hear themselves

“hear themselves talk” via Memegenerator

In reflecting on my sharing on the group chat in our discussions. In this course (and my previous courses with Alec), specifically in the chat realm, a lot of my contributions have some desperate attempts at humour laced with relevance to the content – and while it keeps me engaged, I’m sure others, at least once, have thought: “oh my goodness, just stop”. And maybe I’m wrong… but have you ever felt like you were in a class where it seems some individuals just like to hear themselves talk?

That is my fear in the closed setting. I’m a claustrophobic educator I guess. My feelings aside, learning can still happen for students when ones who dominate discussion receive feedback to curb contributions or it pushes others to step up. But are the discussion-dominators even displaying understanding or have they simply learned to fake it?

 

“Learned to fake it”

“Learned to fake it” with it being authenticity. There still is learning occurring when individuals learn to fake it and share what they share in these settings. As such, I would argue that: yes, there is some authenticity, because who it is meaningful to has a wide scope. When we consider the scope and who all the comments reach, we’re bound to find some authentic learning. The modelling of “advanced responses” still benefit others who may get too intimidated to contribute. Therefore, while it may not be authentic for the contributor, whose motives may be less than intrinsic, the responses evoked may be authentic, so where do I (and we) draw the line? And what’s the difference in this between an open or closed setting?

I envision that the more open your discussions are, the more opportunities present themselves for learning to go in more directions as it increases your potential contributors and receivers (positive or negative contributions, mind you).

What age do students begin to have open spaces then?

think of the children.jpg

“Think of the children” via quickmeme

As an individual pushing for openness, I am fortunate to be teaching students mostly sixteen years of age and older. The mentality of allowing students to be exposed or unprotected in the digital realm is not a foreign concept for most of them or us, especially if they have been involved with social media and digital usage throughout their adolescent life.

At the senior science level with open content, the scope isn’t limited to students either. Parents may access the open format if they’re wanting to be involved, yet allow the students to begin to stretch their wings a bit. As long as administration and parents are made aware of the rationale and mentality behind the decision to go public, and concerns are addressed and adapted for as needed, the learning from open commenting and discussion can unfold. If concerns arose like frequent trolling, decisions could be made as a class community (edcuator, students, parents, admin) with how to address them. (All of this is predicated on student buy-in. But… at the senior science level, buy-in is, pretty much, required).

Were I a grade four science teacher, there would be greater restrictions when searching for information and public commenting (as in, it would likely be non-existent as the students would be still, I consider, vulnerable). You would see a closed setting without external influence, but potentially simulated digital citizenship practices in which they’d deal with a pretend troll, or have to select from three information sources to determine which one is most likely false, rather than being thrown to the wolves of the web in my senior science courses. But even then, where is the line where we stop coddling students?

Closing thoughts

While some of my senior students may become “learn to fake it”‘s as I mentioned above, there’s still learning to be had. This learning may be from unknowingly modelling behaviours for themselves, or creating authentic learning for others who may learn from them.

The more open we go, the scope of learning increases. So don’t be afraid of open space.

Open Space Gif.gif

“Corner Gas – Open Space” made via Giphy


Open space…

Open space…

 

Agree? Disagree? Comment below!

-Logan Petlak


Online community-buildin’ probs (problems).

Don’t underestimate building a community

I’ve had a pretty clear idea of how interactions and communication will occur in my online classroom since I started designing my course prototype. However, after reading Benita’s post about building a community, she helped me realize that I may have took for granted how easy it would be to simply create an online learning community. So many things are required to build communities as a facilitator like: being welcoming to members, observing, and connecting with members. Yet while providing these, still allowing for members to have opportunities for participation, autonomy, and being a part of establishing the community’s identity. It seems to happen naturally in my regular classroom, but an online community, obviously, isn’t the same. I then considered, will some of the assessment I receive from my peers in the EC&I 834 community reflect or paint a idealized view of  my modules than reality? Will the actual practice and administration of the course be as supportive or receptive? Make no mistake, I’m not panicked, but it’s definitely an element I didn’t think could be problematic.

Pre-Troubleshooting (Anticipating interaction problems)

With that in mind, I should probably consider potential problems that may occur when establishing my online community and then reflect on how this may affect my course prototype plan.

 

Common Pitfalls via Edutopia

  • Students may misunderstand directions or may be unsure of what is expected of them.
  • Student comments can become off track or go in a direction that is not supported in the lesson.
  • Students may stall or put off participating in the discussion board until the last minute.
  • Students may not feel a sense of connection with their classmates.
  • Students may react in an inappropriate way by flaming other students or making disinterested or disrespectful comments to their peers or in response to assignments.

Reflecting on my course plans (while applying what I need to keep in mind), I wanted to:

  • Use commenting on the informative content videos I share on YouTube to clarify content for students.
    Content must be introduced, however, guidelines for commenting (or example questions) perhaps should be included in the video description while verbally stating this at the conclusion of the video in an attempt to help establish “netiquette”. As well as perhaps creating a reply video for frequently asked questions in the comment feed.
  • Allow students to share their own videos with responses safeguarded by Flipgrid (however, I would simply keep the free version so students could share their thoughts, but this would leave them unable to interact and respond to one another).
    This will allow for the virtual learning to occur collectively. As students will need to contribute to share in learning, provide clear instructions (while also being available via email) and deadlines for posting these responses, while simultaneously encouraging informality.
  • Long-term students (this will not be seen in the course prototype) would likely blog thoughts, and comment on others as the course progressed. Reflecting on what they learned in the required community discussions.
    How can I ensure/assess if students are actually feeling connected to others in the course?

If I can provide prompts and students participate asking questiosn and being involved in discussion, this can allow for interactions to be meaningful and supportive. Since the bedrock of the content-based prompts should be establishing relevance of the content, the discussion that appears as a result should reinforce this. An example: The video may establish that evolution and change via natural selection occurs in many ways, students are then prompted why does that even matter? How does it effect us?

building-community.jpg

Building Community via Kayako

Any curricular course needs to address and develop “required” knowledge and understanding, but in a virtual learning environment this needs to occur while emphasizing the role community-building has in the learning process. And community-building only happens when there are members to create a community around, so be sure to account for them!

How are my plans looking? Anything else you think I need to focus on? Let me know below!

– Logan Petlak

 

 

 
Resource via Schwier, Athabasca University

Selznick, P. (1996). In search of community. In W. Vitek & W. Jackson (Eds.), Rooted in the land (pp. 195-203). New Haven: Yale University Press.


Barriers to blended/hybrid/mixed-mode/distributed learning.

Blended learning, instruction, styles, systems?

I recently stumbled onto a new term to be used interchangeably with blended or hybrid learning: mixed-mode learning (or distributed learning). More educational buzz words, yay! However, when I first saw the term “mixed-mode”, I thought: that sounds a lot like “modes of instruction”. Although I’ve read about modes of instruction for blended classrooms (and, in practice, plan to center these modes around student needs), I failed to specifically connect student modes of learning to student learning styles. I alluded to this association last week, but I just wasn’t full grasping it. Modes of learning are just students’ different preferred means/styles to learn, made possible through different modes of instruction, but these modes of instruction are not necessarily instructional strategies. But these modes of instruction can be made possible through the use of a LMS (or VLE… or CMS) or what I could call blended systems/environments. Most of which make use of certain instructional strategies.


A “Frustrated with Definitions” Activity
If you’re confused at all, here’s a fill-in-the-blank activity. I put hints for help and I’ll give you a word bank.

_________ _______ (use any of four different terms that mean the same thing) is a mixture of _____ __ __________ combining elements from a ____________ ____________ and a(n) __________ ____________ (compare an old classroom with a “new” classroom), one of which borrows pedagogy from a __________ ___________ model, where the delivery of lecture and homework are reversed. This  can help account for different ____________ _________ (use either of two terms that pertain to diversity of learners). Using different __________ ___________ (or _______ ___ _________) is considered easier in a _________ _______ (use any of four different terms that mean the same thing, but use the same one as above to avoid confusion) because it allows for _________-______ ________ (or _______-________ _________), especially when utilizing a  ___ (use any of three different terms that all basically mean: an online program that facilitates instruction and information distribution). Students may then create artifacts for ____________ of their learning (the words aren’t necessarily the same, but both can be applied).

Word bank: distributed learning, mixed-mode learning, hybrid learning, blended learning, traditional classroom, flipped classroom, online classroom, modes of instruction, instructional strategies, modes of learning, student needs, learning styles, inquiry-based learning, self-directed learning, project-based learning, CMS, VLE, LMS, assessment, evaluation


Does it make sense?

Bear with me.

If the mode of learning targeted was reading using a reading assignment as the mode of instruction, and the content was specifically fact-based, I would argue that would also be direct instruction (learning style). However, a reading that poses questions to the reader or connects the reading to other resources to further extend learning, could potentially be indirect instruction but the mode of learning (and by extension, mode of instruction) was still reading.

Still not sure? Below is a video that highlights what exactly blended learning involves, including how it looks different from classroom to classroom.

So what’s the point of clarifying blended learning; subsequently and seemingly trying to confuse you?

As positive as I tend to be, the reality is there are barriers to blended learning, and these barriers extend beyond terminology. So what are the barriers to blended learning? Not just for educators, but for students as well.

Barriers to Blended Learning

Educators
Like any new implementation, educators need two things: time and money.

  • Time
    Time to learn how to deliver blended learning in your classroom, as well as time for the accumulation and assessment of available blended learning tools (whether it’s presentation programs, editing/animation software, assessment apps, or learning management systems).
  • Money
    Money to actually make these tools available to educators on staff and in the division, as well as money to pay for the time teachers spend preparing.

Students
Just because the educators are prepared for this, doesn’t necessarily mean that the students are as well. Mostly, they need support. How do educators provide this (assuming the above are provided)? Guidance and patience.

  • Guidance
    Students will need to be told how learning will occur in and out of the classroom, including the emphasis this style may place on their role in directing their own learning.
  • Patience
    Students may be fresh to this style, so educators must provide them with time and opportunities to develop the skills to be successful in your particular blended learning classroom.

Making it happen

So with these barriers in mind, what are others tips to make it happen or drive blended learning? See below!

drivers-of-blended-learning

Drivers of Blended Learning via Pinterest

 

Closing Remarks

There will always be barriers to any style of learning. As educators, our first barrier is better understanding what exactly blended learning is and how it connects to what we already know, as most of it draws many parallels to previous pedagogy. However, it’s important to note that these barriers are not only limited to the educator and the student, but also the division, curriculum, and parents. Being aware of these barriers allows us to plan for potential or anticipated problems and implement our blended classrooms as best as we can for our learners.

Do you agree? Disagree? Is my definition of blended learning consistent with what you know? Have you felt my pain of not knowing exactly what all these educational terminologies are?

Have a great break everyone!

– Logan Petlak


Blended learner = blended educator.

I’ve asked this before: what does my classroom look like?  Not in terms of engagement though, what is the balance of technology to traditional means of learning? Where do I fit on the blended learning spectrum? Why do I fit there? Am I doing it for me? Or am I doing it for the learners?

Pro-tip: it should be for the learners.

continuum-of-technology-based-teaching-2

Continuum of Technology-Base Teaching via OpenTextBC

Learning Preferences as an Educator

How does my classroom look in terms of print, audio, and video for digital resources? What is my typical practice and, therefore, preference? 70% of the time we’re using a PowerPoint to direct the flow of class, whether it is through discussions, lectures, or providing visual directions for activities. Within that 70%, we’re probably looking at an 80%-20% split of print-video (I provide the audio for most of the print work – lecturing – and this, typically, is not done digitally). But how does this sync up with my experiences from learning from digital resources? Do I emulate what I was exposed to when young? Or what worked best for me?

Learning Preferences as a Learner

What kind of learner was I even? What learner am I now? The different learning styles I was raised on were debunked, but for argument’s sake, let’s say I’m a kinesthetic, auditory/visual, and reading/written learner.

In a traditional classroom setting, when I was in high school at least, I learned best in the order of:

  1. Written and reading (to introduce content),
  2. kinesthetic (to try content) and;
  3. auditory (to explain and clarify content).though in a traditional classroom setting, at least this holds true for when I was in high school.

Now?

I need engagement and/or activities that keep me working. If the individual instructing isn’t enthused or invested, neither am I.

anyone

Anyone? via Giphy

To make matters worse, I typically need additional stimulation in order to stay focused, I need to doodle or have other things happening in order to stay on task. I frequently feel like people talk too slow, yet one of my biggest hurdles as an educator is to slow down the pace of my direct instruction. I find I may not even be looking at the instructor with poor body language/active listening skills – but I am (I swear). Hypocritically, when a student does this in my class I would probably question their engagement though.

Would I be a good student in my classroom today? I think so, my educating style is consistent with my learning style, but what about the evidence and overlap the style has with technology?

My classroom on the continuum

2f2766fb7d5da7e6231d9ac592175eb3

Benefits of Blended Learning via ELearningIndustry

Connecting the digital back to my classroom – my classroom falls into the blended variety (with flipped/hybrid elements) – and this “blending” checks off a lot of the needs I would’ve had as a learner! In my class, we utilize technology independently and frequently, but it is closely monitored/facilitated by the instructor (yours truly). When so much curricular content is available online, open and free, my role adjusts to that of a facilitator, helping students to synthesize information (because they will inevitably be exposed to it, with or without me). Many of the key concepts are covered by me prior to the students getting to pick a direction and run with it, so they require less pre-class work and a greater emphasis is placed on utilizing class time. With this methodology could I go completely online-based for my courses? Not until the evidence points that it shows a significant improvement in student-learning, right now, blended appears to be the best practice. Reducing costs is becoming a larger and larger priority, and blended learning helps makes that happen, I even use the digital medium to save paper (money and the environment, you’re welcome).

Several years from now, will my classroom look the same? Probably not. Not only may my assignment change, but so will the learners, as I mentioned previously, that’s what it’s all about. Fortunately, blended learning is versatile and adaptable in nature, and this may lend itself to evolving with the students without much transformational change. Perhaps we’ll regain the ability to spend more and we can invest in bio-technologies to use in the classroom to further enhance learning that may only be currently achieved in virtual labs? But maybe the virtual labs are more valuable so that we can drift towards MORE online-only learning?

Where does your class fit on the spectrum? If it’s blended, what modes do you use to make it blended? If it’s not blended, why? Are you doing it for you?

Let me know!
Logan Petlak


Can an educator become YouTube famous? Creating, comparing and critiquing an educational Vlog.

Part 1: Trying to Create a Vlog

petlak-tube-logo

YouTube Logo via Wikimedia Commons

Vlogging

I think I would be an engaging vlogger. I mean… I’m an engaging teacher (I think), so it should be an easy transition, right? I watch YouTube vlogs frequently, I bet I can create something similar. Maybe I can take advantage of the billion monthly users of YouTube for networking? But what avenue do I select to produce and createPinnacle studio is amazing and is what I used growing up, but a new version would cost money… so let’s try something free, while becoming comfortable with the medium in which I would be delivering the content anyway. Therefore, the means (for me) to create a vlog of sorts is through creating a video using YouTube and YouTube Editor! Clearly I will need to use a program like movie maker prior to upload and editing, but what can I do with YouTube Editor? What are the strengths and limitations of it? Let’s try it out and keep it short (under one minute is my goal).

 

Video: (To come later)

Here are some highlights had I finished my video!

Strengths

  1. Includes links to resources and content.
  2. Personalizes information consumption (it’s like you’re talking with someone).
  3. Condenses into a short chunk.

Weaknesses

  1. Reading is important! And it doesn’t (really) occur in this medium!
  2. Does obligation to create lead to staleness of content-delivery; bound to a particular character and the inevitable monotony? What if people don’t like me? What if I don’t like me?
  3. Expensive/time-consuming at start-up to establish professional content.

Potential for Teachers as a Content Tool

All I needed to create this is basically a script and a means to record video/audio (the latter of which may be mildly expensive/time-consuming, I just used my piano). Then I can add YouTube essentials to the video, like an ending part of my video with links to other videos? Ultimately, the YouTube Editor basically better utilizes the YouTube method of content delivery.

Part 2 – Comparing my Vlog to others

Rather than my video, let’s look/compare it to an example of a professional video, from one of my favourites, the vlogbrothers. Watch the video below!

Vlog Brothers: Understanding Trump’s Executive Order on Immigration
https://www.youtube.com/shared?ci=qBvSSsi2vwg
An educator replicating Crash Course w/ Petlak

Can I replicate this? What does one need? And, as Kyle and Natalie pointed out to me, do I even need to recreate it? We (educators) can throw in content and media (all created by others) organically throughout instruction.

Let’s say, hypothetically, I do decide to create my own. Creating a resource for other teachers in SK for health and environmental science could be very valuable and not only save them time, but also allow me to teach concepts if I’m missing due to extracurricular involvement. If I have created enough resources and taught the content several times prior to creation of the module as well, it should be easy to pick up and go (I’ve been writing the script every time I teach it), assuming I’ve accumulated the above and established comfort with the module medium.

But what about the impact on student learning?

In theory, it should be very positive.

Once the nuances of the format are grasped and the user establishes comfort, not only should the format add value to facilitating the content, but may even allow for greater engagement in the content, finding a balance with the right media.

Professional Quality

“Once the nuances of the format are grasped”, I say above, like that’s supposed to be easy! If professional quality is to be established, for starters, professional devices are required. Next, if you look at any of the Crash Courses, you’ll see no shortage of additional people involved in the production of the video; script-writers, fact-checkers, camera-person, producer, animators and someone to compose or create original music. As a vlogger on a budget, I have to do all of these. Unless I talk to Andres and he can take care of animation while I take care of sound.

BUT WHAT ABOUT EVERYTHING ELSE?!

It’s not like educators ever wear multiple hats, right? (Wrong.)

Devil’s advocate: as educators, we are morally obligated to continue learning, so dive in.

Conclusion

The start-up may be difficult, much like Justine addresses in her post! I’ve been making movies for fun since I was young so my experience with the medium is likely greater than most educators, so some of you may find the learning curve is steep and this is very time-consuming (even I found my limits, and it can be frustrating when it’s just not as good as professional vloggers). So, find your boundaries, and push your technological literacy limits (within reason).

Could you see yourself as a vlogger? Is it hard to establish confidence in the creation of this media? Do we even need to learn it?
Questions, comments, feedback – let me know!

– Logan Petlak

 

 


LMS or VLE? Don’t matter to me! Canvas? Let’s see.

aladdin-shopkeep

If you guessed: “Aladdin”, you are right. Aladdin Shopkeeper picture via Pinterest

Come on down, stop on by, and today we’ll decide, an LMS to tryyyyyyyy!

Guess the reference and forever have the song stuck in your head for this blog post.

Decisions, decisions

In determining which learning management system (LMS) or virtual learning environment (VLE) to try out, I immediately tried to establish my criteria for determining which LMS best fits my ideologies. The LMS should:

  1. Be free, support open content and allow for my course to become publicly available. Reflecting on the creation of MOOCs and open content in the short history of educational technology helped remind me of this.
  2. Allow for easy posting/sharing of videos, images, notes, and updates.
  3. Have a user-friendly interface for students that remains available to them at the conclusion of the course (kind of a continuance on my first point. Audrey Watters, hackeducation, addressed the problem that, in some courses,  “students would lose access at the end of class“, so I want it to be a priority that the content, discussions, and sharing would always be available.
  4. Bonus: does it have any cool additional features/apps that set it apart from others?

Upon doing some additional (beyond-class) research and observing the list of mediums presented in class, I decided to go with Canvas. It’s important to note, however, that I have a hard time segregating one LMS from another as most share the same basic functionality (assignments, discussion, assessment, etc.), ultimately the content and learning within the course is our focus. The LMS is the wrapping, not the present. Whether we are talking assignment submission and distribution of modules, these concepts should be included, so it’s not really a knock on other LMS when it is the foundation of their design.


Exploring Canvas (Instructure)canvas-by-instructure

To begin, I got lost finding out where to actually go to get a class started. The fortunate side of this, was that I ended up exploring more of the depth of Canvas as a whole.

It offers MOOCs!

That being said, the amount of MOOCs are quite limited… I was hoping to find one on music, but came up with online one clear-cut music one: Open Mic Songwriting, and many of you know, I can already write a song.

Arc was another function that allowed for the sharing of videos within the course, keeping track of who had watched the video, how long, and allowed them to comment and discuss (a feature that could likely be completed if you simply embedded a YouTube video as well).

Bridge was another function that is apparently “stops yawning” and is “engaging” but I got lost in several paragraphs of marketing/promotion that I couldn’t track down what it actually was.

I can make my courses public! One of my requirements is apparently confirmed and I would be able to publish my course upon completion or when I felt it was ready. Additionally, as I poked around with assessment and assignments, I can import and export marks and data as needed into the system which may even lead to easy transfer of using formative assessment sites like Socrative and Kahoot (which export excel files), all I would need to do is convert the file to a .csv and fiddle with some student-name/assignment name work!

canvas public domain.png

Screenshot

The website appears to be very user-friendly and includes many of the requirements I would typically have for assignments, group work, and due dates that I would attempt to achieve in a regular class. Uploading of assignments, tracking of attendance, quiz-delivery all seem readily accessible and usable for an educator, with support and tips abundant throughout the course development process.

Final Grades
Open-Source and Availability of Content  4.5/5
I removed some marks due to the fact that it tries to create almost a dependence on its own apps like Bridge and Arc. It does have easy overlap with Creative Commons which lends itself to better and easier open sourcing of content.

Functionality 4.5/5
Has all basic functions I would have expected to see in an LMS.

User-Friendly 4/5
There were initial hiccups in the start-up that slowed me down, but I imagine after working with the students briefly the classroom would function easily.

Additional Features 3/5
There doesn’t appear to be anything too mind-bending or revolutionary for Canvas in comparison what I’ve seen from other learning management systems. Arc and Bridge appear to tell you how great they are, but my understanding of them seem pretty straight-forward and achievable through other avenues.

Closing Thoughts
If I were to use a specific learning management system, and not the hybrid I have in mind for my project, I would actively consider using Canvas. It combines a lot of the ideologies I referenced above in a satisfactory manner and I felt very comfortable using it once I got started!

What learning management systems do you suggest?
Note: After my ECI834 classmates provide some reviews I’ll be sure to update this blog with their reviews of other LMS, so you can compare between each!

Was my evaluation of Canvas on the mark?

Share in the comments!

– Logan Petlak


(re)Creating a virtual educator.

What will an online class look like with Mr. Petlak?  What will an online Biology class look like with Mr. Petlak? Are labs done in person? Do students gather their own supplies? What balance of instructional strategies maximizes distance learning? Is content more important than relationships?

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How do we replicate the left to be delivered like the right? – Computer Screen via FreeGreatPicture

If you don’t know me, relationships make my classroom work (I think). It’s my foundation for learning, but how do I make that happen online, through a screen? Historically, I would argue I entertain to engage, but I think there is the potential to get caught up in engagement and miss out on more content, is content the priority online?

Researching Online Learning

In my digging, I found an article detailing best practices which provides great reminders when planning for distance learning:

  1. Visibility – students may get caught up in text and forget the teacher is a presence in the digital classroom. Be sure to maintain visibility.
  2. Organization and Analysis – plan out course well in advance of offering it, provide timely feedback and be open to constructive criticism of your course.
  3. Compassionate – understanding the requirements of a teacher may actual be more personal than in a traditional classroom because some voiceless students may now have one.
  4. Leader-by-example – model proper behaviour and foster connections with students.

The same article then provides a list of strategies that are critical to online teaching:

“ Student Led Discussions  Students Find and Discuss Web Resources  Students Help Each Other Learn (Peer Assistance)  Students Grade Their Own Homework Assignments  Case Study Analysis”
Bill Pelz, (My) Three Principles of Online Pedagogy , 2008

“ Group problem-solving and collaborative tasks;  Problem-based learning;  Discussion;  Case-based strategies;  Simulations or role play;  Student-generated content;  Coaching or mentoring;  Guided learning;  Exploratory or discovery;  Lecturing or teacher-directed activities;  Modeling of the solution process; and  Socratic questioning.”

– “Best Practices in Online Teaching Strategies“, Hanover Research Council, 2009

How similar do the above sound to an Alec Couros and Katia Hildebrandt course?

My course

Upon reading plans of Adam and co., perhaps my plan here is a bit too detailed at this point, I normally share Aimee’s approach of crushing it all at once later on (I definitely overdid this post, so if you’ve stuck it out this long, congratulations). With this information in mind, what are my initial thoughts and rationale for an online course?

  • I am going to use Zoom to record videos and screen-share in the recorded videos for any sort of drawing I will draw on the touchscreen (I have a Samsung Galaxy Tab) and deliver the content asynchronously. Additional modules would place an emphasis on discussion.
  • I intend to use my website for students to follow along with content, post notes and presentations as well as class plan.
    My rationale behind this is to open up learning opportunities for any students interested. I have background in Office 365 and Google classroom but intend to make the work as available as possible for students, educators, and parents – Office 365 and Google classroom would require a student login. 
  • The audience will be grade twelve (ages sixteen to eighteen), and the students should have access to all content assuming they have a WiFi connection and a device to utilize it with.
  • Assessment will be completed using Socrativeformatively and summatively. Due to the asynchronous session, the Socrative will be made available for the week and close at the week’s conclusion so that outside learners may still observe content, but weekly work, attendance and accountability for in-class learners will therefore be mandatory.
  • Communication will be completed via email. Or via synchronous sessions when available.
  • Course content/learning objectives will be from the AP Biology© curriculum so that I can use it in my class!
  • Activities will include: brief video lecture for content (~3-5mins), hands-on activity to enhance understanding (~2-4 mins), and subsequent sharing of videos using an open Flipgrid discussion thread or typed discussion through commenting on the YouTube post, teacher access with mobile device should allow for consistent and quick response times.
    Potential concern: sharing video responses online and making this public, students may be susceptible to online risks/harassment. As such, they will be informed beforehand, however, use of Flipgrid seeks to eliminate ease of harassment through simply YouTube commenting. 
  • Students will require device-access (that has a camera) and a strong enough bandwidth for videos to be watched and shared (YouTube).
  • Subtitles will be provided in informative videos, allowing EAL students to observe spelling of terms. The asynchronous nature of the course will also allow students of different ability (technological or learning-wise), will be able to pause on important points. (Important points in the video will also be provided in the information location of the post so that students can go to specific learning points in the video.
  • The content will attempt to include different cultural perspectives in the context of the work. Ie. different explanations for natural phenomena beyond western science.


Closing Thoughts

Plans and reality may deviate slightly, but hopefully this delivering of course content will not only allow for a larger audience to become informed on the content, but also interact with the instructor and others through commenting and sharing. Links can be made available on the YouTube video shared, but also link to my webpage. Ideally, once background content is established, students can take this personalized learning and make it more personal, allowing it to grow form there in a direction of their choosing through inquiry and questions evolving from content discussion.

The ongoing question I intend to ask in the delivery/creation of this content is “am I happy with the decisions I’ve made”, and “are there times I can avoid making a video of myself or simply use open resources”? A great example of the type of video I would hope to create for the content delivery is included.

 

Thoughts, comments, critiques? Let me know!

– Logan Petlak


Closing the distance between distance education and myself.

Greetings fellow ECI 834 students. I look forward to learning with you over the course of the term!

who am i zoolander.gif

“Who am I?” via Giphy

Who am I?

I am Logan Petlak.

  • High school science educator (biology, health science, environmental science).
  • Football coach (and track coach).
  • Recreational hockey player.

    jesse.png

    Foster kitten: “Jesse” (now adopted: “Lou”)

  • Physical activity addict (weight training, assorted sports)
  • Frequent co-foster parent of stray cats and kittens (with my beautiful partner, Kristin).
  • NFL/NHL fan.
  • Moose Jaw product and resident.
  • Lifelong learner and critical thinker.
  • Proud Central Collegiate, Moose Jaw teacher.
  • Avid gamer and supporter of gamification of learning.
  • Open education supporter.
  • Student advocate.
  • #EdTech enthusiast and;
  • Fledgling distance educator.

This course revolves around the final point! It’s not necessarily a fresh topic for me, I’ve discussed it before. How exactly can I bring the Mr. Petlak experience worldwide? Not for personal gain, but to simply aid in the learning of others? Better question, how do I best deliver online education and learning to others? Therein lies my goals for this course:

  1. Gain resources and tools to create a distance learning classroom. Then utilize tools to best replicate what it’s like to be in a face-to-face classroom with students (and for students, with me).
  2. Connect with other professionals who can provide examples, suggestions and support as I develop distance learning opportunities.
  3. Critique and analyze the learning inherent within distance education and what learning may be lost outside of a face-to-face or in-school setting.
  4. BONUS: begin developing content for my Biology course as part of our module assignment!

 

In our school, some students are already taking distance education courses. Through informal polling, it has received generally positive reviews! Perhaps it was a shift in thinking but I don’t remember them being offered as much when I was in high school and, in my only distance experience in university, I had a hard time getting engaged without the face-to-face piece…

Fast forward.

When picking where to apply for my Master’s, distance education/universities came up, but I assumed they would hold less validity or reverence than other institutions so I decided against it. Whether it was engagement or validity of distance education, I guess I should’ve watched this video first!

Opportunities for distance education are available for most subjects, at many levels, worldwide. How will I fit into the distance education world and can I provide something that others don’t, and will I stick to my open education-centered morality?

If you were a distance educator, would you capitalize on the potential financial gain associated with private education?

How will your distance classroom work?

Am I foolish to hope that I can almost completely replicate the classroom experience, or is being consistently connected (via email) and using apps/tools like Zoom, Remindvirtual reality, google docs or GAFE to include all of the Google apps I guess (thanks Kyle), and socrative not enough to make it happen completely and becomes a blended learning environment (just shy of a completely online course)?

How will I account for students who don’t have as much access? We know they will be affected negatively, can we supply devices at a distance?

 

Regardless, I intend to close the distance between where I am now, and where I want to be with distance and blended education.

 

Thoughts and comments are welcome!
Logan Petlak