ETEC 510
Design of Technology Supported Learning Environments

"Looking back in time, I see my own growth."
In this course, I learned intrinsically about cue-seeking behavior. That is, I really had to work to figure out what was required for success in this course. In the end, I was successful, but that success meant a bit of a hit for my ego! Usually, learning comes easily to me, and this was not easy!
More on Cue-Seeking
This course was about designing effective technology-supported learning environments. It explored pedagogy, various technology categories, implementation, and challenges/ opportunities. The main component of the course was the production of a technology-supported learning environment, as you might guess from the title of the course J Another key component of this course were weekly keyword posts. The goal here was to pull out a key word from readings and discussions and to explain your own understanding of it, how it might look in practicality, and to inspire discussion through questioning. I enjoyed this style of synthesis, as it allowed the students to take discussion in directions that were relevant and valuable to them, rather than being provided a specific prompt. Looking back over these keyword posts, I found they tie to almost all other courses! As such, you will encounter many of these as audio elaborations throughout the ePortfolio.
Stop Motion: Marginalized, Non-Traditional, Adult Learners
In the first two weeks, students had to produce a stop-motion artifact. For me, this meant I had to figure out the content (marginalized, non-traditional, adult learners), the medium (digital stories), and the tools (software and apps). Obviously, this slowed the process for me as compared to someone who only needed to grapple with one or two elements, but it also transformed the way I approach introducing students to e-learning!
More on Marginalized Non-Traditional, Adult Learners
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More on Technology Presentation
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In this first attempt, I used a combination of Clay Frames, Camtasia, and Google Drive to create a stop-motion artifact, and boy, did I learn some things.
- Manual stop-motion on a smart phone is hard! Lighting is hard, stability is hard, degree of movement is hard, editing is hard, it was all very hard! (Mobile technology for media creation is not the easiest option)
- It took a long time! A really long time! Part of this was the sheer learning curve of complex software and apps. (Students need significant in-class time to learn technologies proficiently)
- A reliance on text is not the best method to utilize in video, or any multimedia for that matter. It becomes redundant and does not add to the final product. In addition, this was a big part of the problem of the duration being far too long.
More on Mobile Technology
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More on SECTIONS
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Makerspace Educator's Resource
Makerspace for Education was a collaborative design project. While this piece leveraged major teaching theories such as constructivism and media literacy, it also leveraged current best practice about using technology and metacognition in online learning communities for educators.'
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Distributed cognition continued to be prevalent here, as I relied on tools and the expertise of colleagues to increase my understanding and skills with multiple technologies. I took this learning back to my own practice and then had my learners capitalize on the makerspace at the local public library in creating their own multimedia projects.
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More on Learning Communities
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More on Burning Out
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Where to Next?
References:
Bates, T. (2014). Choosing and using media in education: The SECTIONS model. In Teaching in digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31. Retrieved from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf
Khoo, E., & Cowie, B. (2011). A framework for developing and implementing anonline learning community. Journal of Open, Flexible and Distance Learning,15(1), 47-59.
Therien, J. (2016). Stop-motion artifact. Video. University of British Columbia.
Roffey, T., Sverko, C, Therien, J. (2016). Makerspace for education. Website. University of British Columbia.
Audio Clip References:
Mouza, C. and Lavigne, N. (eds). 2013. Chapter 1: Emerging Technologies for the Classroom. Explorations in the Learning Sciences, Instructional Systems, and Performance Technologies. New York: Springer Science + Business Media.
Therien, J. (2015). Keyword post 2: Technologies for learners. ETEC 510 Unpublished Manuscript. University of British Columbia.
Bates, T. (2014). Choosing and using media in education: The SECTIONS model. In Teaching in digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31. Retrieved from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf
Khoo, E., & Cowie, B. (2011). A framework for developing and implementing anonline learning community. Journal of Open, Flexible and Distance Learning,15(1), 47-59.
Therien, J. (2016). Stop-motion artifact. Video. University of British Columbia.
Roffey, T., Sverko, C, Therien, J. (2016). Makerspace for education. Website. University of British Columbia.
Audio Clip References:
Mouza, C. and Lavigne, N. (eds). 2013. Chapter 1: Emerging Technologies for the Classroom. Explorations in the Learning Sciences, Instructional Systems, and Performance Technologies. New York: Springer Science + Business Media.
Therien, J. (2015). Keyword post 2: Technologies for learners. ETEC 510 Unpublished Manuscript. University of British Columbia.