Category Archives: ECI834

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


A medium for me, a medium for you.

I’ve finally managed to pull myself away from reading all the awesome blogs posted this week. I found it so interested to read the varying opinions on different media and preferred media when it comes to learning and teaching. I found that I was able to connect with a lot of classmates on some or many different ideas.

Photo Credit: Dane Vandeputte Flickr via Compfight cc

Photo Credit: Dane Vandeputte Flickr via Compfight cc

Just like Liz and Kelsie I have to admit that I lean more towards text as a medium in which I prefer to learn from. Bates provides strong evidence as to why text has proven to stand the test of time. I liked that Bates commented on text as as essential medium for academic knowledge.  He mentions that text can provide us with more detail and I immediately thought about how we compare the book to the movie. I have yet to see a movie that is better than the book and I would bet that many of you feel the same way. This is because the book can express details relating to emotions, settings or experiences better than a video can.

One reason I like to learn from text is because I have the ability to go at my own pace and read it over as much as I need in order to understand. I prefer to have paper text to read from so that I can highlight, make notes and write questions in the margins as I read. I find that this helps me remember and understand what I am reading more. I must admit that although I prefer text I do not consider myself a reader. I don’t think I have finished a novel for my own reading pleasure since 2012 – I know…that’s insane (and a tad embarrassing). But I guess that shouldn’t come as a surprise after saying I’m not a reader.

Photo Credit: matsuyuki Flickr via Compfight cc

Photo Credit: matsuyuki Flickr via Compfight cc

In terms of audio I can see the plus to creating it and using it, especially for students who may have difficulty reading text. Like Jess mentioned in her blog, I can see how it could be useful in learning a language so that you can understand the proper pronunciation of the text, however this would have to be combined with text which might make it difficult for some to manage. I like that you can pause and rewind audio and the fact that it can be taken along with you to listen to with your phone or in your car. I personally can’t seem to jump on board with the podcast learning/listening. I find that it is too difficult for me to focus on audio only which brings me to my next topic, video.

Photo Credit: Pricenfees Flickr via Compfight cc

Photo Credit: Pricenfees Flickr via Compfight cc

I believe that videos are a great tool for learning, especially when learning certain skills. For example, if you wanted to learn how to work a power tool, a video might prove to be a lot more helpful than a manual. In terms of creating videos it does take time and you need to have the right tools in order to create a quality video that will get the content delivered in an appropriate way. I use a flip class model for my math class and provide video lessons for the students to watch as homework. I like that students can pause and rewind as well as watch the video as many times as they want. I feel like this is beneficial to them especially when it comes time for a final exam and they are expected to recall information from the first chapter. With a video lesson they are able to go back and watch the video to help refresh their memory.

As with everything else the medium we choose will vary depending on the content we are trying to deliver. If the content is more skill based, perhaps a video showing the skill can be used. For language courses maybe audio is the best. Regardless of the medium used, I know that for me I have to be in the right frame of mind in order to learn. I would imagine that this is the same for our students. I don’t know if the medium will make a different if students have other barriers such as lack of sleep, hunger or emotional factors getting in the way. We need to be cognizant of all of these barriers when choosing the appropriate medium and be willing to adapt and be flexible for our students. The better we understand our students and how they learn, the better we are able to choose a medium that is best suited for their learning needs.

Perhaps the best thing for the classroom is to have multiple media available in order to give students a choice. I don’t often provide a lot of choice but when I do it’s usually text and video. Do you offer media choices? How do you do it?


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

 

 


Just do ink

App icon from the app store

App icon from the app store

I took the challenge of finding a new tool to work with this week and I choose to work with DoInk App. Although I knew there were green screen apps available, I didn’t know specific names for any apps. Thanks to Rochelle I was introduced to DoInk. It is available in the app store and can be purchased for $3.99 which I feel is a fair price for what you get. I downloaded the app on my iPhone 6 and feel as though it might have been nicer to work with on an iPad just because the screen is a little bigger to work with. The DoInk website has a lot of

Our green screen made from wrapping paper

Our green screen made from wrapping paper

I decided to jump right in before reading a lot about using the app or viewing the tutorials on the site. Before I could do anything I needed to create a green screen. There are many ways you can make a green screen and most are pretty affordable. I purchased a plastic table cloth from the dollar store to use but it didn’t work out the way I had hoped. The green wasn’t dark enough so our wall color was showing through enough that the app was picking up our grey/blue color. When it picked up the paint color the image that I selected for our green screen background would be very light and almost fuzzy. I doubled up the table cloth but it still didn’t do the trick. On a second trip to the dollar store I bought some bright green wrapping paper. This worked awesome! My only complaint would be the faint green outline that appears around the objects or person in front of the screen. But I suppose that’s what you get for a $3.99 app.

In terms of using the app I would say it is pretty user-friendly. I was able to figure out how to use it without watching the tutorials or reading the user guide that they take you through when you start up the app. I probably could have saved myself some time had I actually read or watched the app, but I’m all about experiential learning. After spending some time exploring their site I noticed all of the tutorials they have as well as some great tips that could be used for making your videos using the green screen.

To create the video I found an image on a creative commons search and took a screen shot of it so it was on my phone. I edited the photo so that it filled the screen and uploaded that to DoInk to use it as the background. My son used some of his Star Wars toys to play and make a mini movie scene. I imported the video into iMovie and added the audio as well as the rolling font. You can add text and draw on the video using DoInk but I wanted to add the audio and credits from iMovie.

From a teaching perspective, I don’t know that I would use this app a whole lot. It would be possible to create some fun video lessons, but I don’t see it as being very practical because it takes time to make and I’m not sure how good it would be at getting content or skills across to the students. I see this as being used for student projects. I think it would be a really fun way for students to present information, maybe create a newscast or make a trip around the world describing the different images being shown while dressed in character. Having students create videos of their own would fall into the constructivist and connectivist learning theories according to Bates. Bates also provides some criteria to consider when selecting videos to use:

  • it is short and to the point;
  • it is relevant to what you want to teach;
  • it demonstrates clearly a particular topic or subject and links it to what the student is intended to learn;
  • the example is well produced (clear camera work, good presenter, clear audio);
  • it provides something that you could not do easily yourself;
  • it is freely available for non-commercial use.

If you are making your own video lesson you would want to keep these tips in mind. Short and to the point is sometimes impossible depending on the skill or topic you are trying to teach. If you cannot keep it short and to the point it might be helpful to break up the video with some humor or integrated videos/images.

Have you ever created a video lesson? How did it go? What did your students think about it? And how did you create it? I’d love to hear from you.


I’m not artist, but I could sure use this Canvas

After spending some time exploring different LMS this week, our group has decided to go with Canvas. Both Nancy and I have extensive use with Edmodo and after exploring Google Classroom last week we realized that it’s very similar so we didn’t want to go with that option. Andrew suggested we explore Canvas a little further and after some exploration, we decided to go that route. If you have never used Canvas, Andrew created a video demonstrating how to navigate the dashboard in order to set up you class. I’ve included that video below and you can read more about his thoughts on Canvas on his latest post.

When I started exploring Canvas I found that it was pretty user-friendly. I appreciated the classroom set-up checklist that was included when you start a class.  This takes you through setting up a class step by step. I found it to be really helpful and easy to follow. However, there were a lot of features that weren’t discussed in the guide that I missed out on the first time I explored Canvas. After reading Kyle’s blog it was brought to my attention that outcomes can be attached to the assignments or lessons you are adding to the class. I didn’t know that it was an option prior to reading his blog. After reading that I decided to look into the outcomes option to see how it works. Unfortunately, the outcomes that are already uploaded are American based so I would have to enter my outcomes on my own (which isn’t a big surprise, but would be nice to have the outcomes already loaded to select from).

This brief product video also taught me a few things, one of which is the ability to connect apps with the classroom you have created. I use Khan Academy to teach coding to my students in some of my technology courses so being able to connect that content to this platform is great. It eliminates the need for students to go to multiple sites in order to take part in the class which makes things a little more user-friendly for the students (and myself).

Canvas has a Commons area in which you can share courses as well as use courses that have been developed by other people. It is basically a digital library create by the users on Canvas. The courses seem to be built around standards and themes from the United States, but that is probably because those are the majority of the people sharing their work. It would be nice to see some more courses being added from people in Canada, more specifically Saskatchewan. Hopefully after this class we have a few courses that can be shared on Canvas. Another thing I noticed about the Commons area is that a lot of the courses are partially finished having only a few assignments or modules. The Commons area provides access to courses, modules, assignments, documents, quizzes and a variety of other resources.

Screenshot of the Commons Area

Screenshot of the Commons Area

I should also mention that I was shocked (in a good way) to receive a phone call on Friday at work from Matt at Canvas. He was simply calling to check in and see how my initial experience was and wanted to help answer any questions I may have had. He was able to answer the one question I did have at that time which was whether or not the student and teacher dashboards looked the same. He told me they look almost identical minus some menus that the teacher has to edit the course that the students don’t have. The reason they have it set up this way is so that there is little confusion going from one to the other. It makes it easier for teachers to help students if they need help navigating their course. I really like that it looks the same for teachers as it does for students. I was impressed that they took the time out of their day to call me and make sure everything was going well so far. I feel confident that if I have any questions help is only a call or a click away.

After reading Kyle, Logan and Liz’s blogs this week it is clear that I still have a lot to learn with Canvas. I’m looking forward to using this with my group to develop our course. I think it will be a great LMS for our project.


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?

petlak to screen.jpg

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


Developing an Online Digital Citizenship Course – The Beginning

Photo Credit: drpretty Flickr via Compfight cc

Photo Credit: drpretty Flickr via Compfight cc

I have to start by saying that I am pretty excited about the major project for this semester. We have been asked to create an online course consisting of different lessons, activities and assessments. This is something that has appealed to me since the start of my master’s program and I am hoping that I have some opportunities in the future to be a part of developing online content for our schools.

I am fortunate enough to work with two amazing teachers (Andrew and Nancy) who are going to join me in creating our first online course. We have decided to work with the Digital Citizenship Continuum  from within the Digital Citizenship Education in Saskatchewan Schools document developed by our very own “Courobrandt” duo of Alec Couros and Katia Hildebrandt. The continuum focuses on digital citizenship and involves competencies for Kindergarten right through to Grade 12. The guide was developed to help K-12 teachers integrate digital citizenship instruction in the classroom. I highly recommend reading through the document, if you don’t want to read all of it, at least check out the competencies starting on page 56. If you are not familiar with digital citizenship, check out this brief video.

The competencies have used the concepts of Ribble’s nine elements of digital citizenship and include three broad categories:

  1. Respect – digital etiquette, digital access and digital law
  2. Educate – digital communication, digital literacy, digital commerce
  3. Protect – digital rights and responsibilities, digital safety and security, digital health and wellness

There are nine competencies and we will be fully developing lessons, activities and assessments for three of them for Grade 9-12. Each group member will choose one competency to develop based on personal interest.

Photo Credit: hitchinssamson Flickr via Compfight cc

Photo Credit: hitchinssamson Flickr via Compfight cc

The competency that caught my attention right away was Digital Health and Wellness: The physical and psychological well-being related to digital technology use. This focuses on developing an understanding that using technology inappropriately can hurt us both physically and emotionally. Physically through something like texting and driving, emotionally through overuse and addiction to technology.

The course that we will develop is cross-curricular and can fit into many other courses such as ELA, Information Processing, Psych, Social Studies and Health. Given the nature of the content it will be very relevant for all students because technology plays such a large role in their daily lives.

We haven’t thought a lot about the way we will assess and the tools we will use, but we have discussed using blogs, a wikispace (or other website), assessments using Socrative or Google Forms, Google Docs and presentation tools such as Powtoon and screencasts.

I know I haven’t given you that much information, but what are your initial thoughts about this course? Any suggestions that you have for myself or my group? At this point we don’t have a super clear vision of what it will look like but I feel like we have a pretty good start. Share your thoughts in the comments below.

Photo Credit: Leo Reynolds via Compfight cc

Photo Credit: Leo Reynolds via Compfight cc

 


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!

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“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.

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    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


The end is in sight…

Well the time has finally come…I’m taking my last class this semester and I’m looking forward to completing my degree. I’m happy to be taking another class with Alec & Katia and the class members who make the learning experience so valuable. It’s such an awesome community and I can’t wait to get this semester going.

I am a high school teacher at Regina Huda School specializing in business, technology and math. I have been teaching there since 2010 and I don’t have any plans to move anytime soon. I am a wife and a mom to two crazy, but amazing kids. I have a 3.5 year old boy and an 18 month old girl. They keep me busy but I know that they will be grown up and moved out before I know it so I try to soak up all the time I can with them and just enjoy the moment.

My family June 2016

My family June 2016

In my spare time (as if I have any right now)…but when I do have spare time, I enjoy keeping active by playing soccer, hockey and golf. I also like to run, but don’t enjoy running indoors so it seems to be a seasonal thing for me. I also love all things Disney and it is one of our favourite places to travel to.

My learning goals for this semester are to get a feel for developing an online course as this is something that I would be interested in doing in the future for the ministry. I am also hoping to do a better job connecting with my peers through twitter and blogging by checking in a little more often than I have in past semesters (it’s much easier said than done with a hectic schedule). I am hoping to learn about some new tools that I can use to create online courses so I can make use of them this semester and moving forward.