Summary of Learning from EDUC300

EDUC300 Module 7 Synthesis

Summary of Learning

By Ilicia Kelly

 

            This semester has been an enlightening journey as I explored the world of pedagogy and online learning technologies. There have been so many topics and mental adventures that I want to create a short summary of each one!

            I have researched my digital footprint in the world of Google and was shocked at how many internet sites have used my information! According to an article on netlingo.com, "it is now widely accepted that in this era of e-mail, texting, blogging, and social networking, trying to hide one's digital footprint is practically futile. In fact, it's been reported that the FBI can hear your conversation via your cell phone even when it is turned off (the only thing to thwart this is take out the battery). Unlike paper trails, which can ultimately be destroyed or eliminated, "digital paper trails" are recorded and stored at remote locations that you may not even be aware of, and to that degree, there is nothing you can do to erase these records.

            I have explored the meaning of higher order thinking and techniques to in the classroom that will give me great results. HOT (higher order thinking) challenges students not to simply memorize information, but to "understand, infer, connect, categorize, synthesize, evaluate, and apply the information they know to find solutions to new and existing problems", according to ReadWriteThink.org. "Families and out-of-school educators can play a significant role in encouraging higher order thinking with their kids and teens, even when having a casual conversation.  Asking open-ended questions that don’t have one “right” answer gives children confidence to respond in creative ways without being afraid of being “wrong.”  After reading a book together, a parent might ask their child a question such as: “If you were that character, how would you have persuaded Timothy to turn himself in?” rather than something like “What was the main character’s name in the book?”" (ReadWriteThink.org).

            We've researched and created web tools to use in the online learning forum, from grading apps to blogs, and immersed ourselves in their application and effectiveness in the online learning environment. A web 2.0 tool that I found that would be helpful in the education field is Edmodo.com. This is a helpful tool where the students can develop skills with technology as well as incorporate new methods of synthesizing the information learned in class. I watched the video that explained an overview of Edmodo and it sounds amazing. It even has a calendar that looks a lot like the one Dr. Gusa uses in her module. In that vein, we had to enroll in a TOOC classroom which gave us access to a new concept of online learning and feedback from other instructors, while exploring more web tools and creating blogs. We were asked to start a Twitter account (which I've never used before) and tweet about our experiences.

            While using discussion forums in this course, we broke down the main principles of discussion forums and how using the right questions and rubric, we can make those discussion forums more conducive to authentic learning and guide our students to creating comprehensive posts and responses. According to the reading "Benefits of Using Discussion Boards in Your Classes", discussion boards are reflective in nature. "They force students to read other perspectives and carefully consider a response." Discussion boards are a great learning tool for students who have social anxiety. Discussion boards also force students to use research from the class to support findings which creates more active learning for the students.

            Dr. Gusa had us review our current rubric and create a new one that our class felt would give better feedback to our fellow students. We explored barriers to online learning and tips to overcome those barriers. Assessment was a huge topic because it's so important in the learning process to have effective and constructive assessments, both in the formative and summative assessments.

            And finally, we explored cultural barriers to the classroom and how those barriers, if ignored, can inhibit learning. "Educational programs must be aligned with learner needs, interests, values, student perceptions, communication styles, and desired learning outcomes that apply within a particular cultural context" (Culturally Responsive).

            My favorite topic this course has been the assessment topic in module 5. While we explored the meaning of assessments and the different forms, we were constantly assessing ourselves and our fellow students. Our need to be liked and not cause anyone more work created a false peer assessment review that wasn't productive in the classroom. Dr. Gusa noticed the trend and asked us to revamp the peer-assessment and explain our reasons for the difficulty in a true peer assessment. The simple act of looking inside and identifying my barrier to constructive criticism opened up my fear of creating more work for another student in the face of an already overwhelming course load. I realized that I was just shortchanging my classmates and was attempting not to rock the proverbial boat. "In such cases, peer reviewing (a common task for small group collaboration) is often superficial, unhelpful, and/or judgmental. It takes time to establish community, and 12 weeks (the common length of a semester in a paced program) is sometimes insufficient for those new to online learning to develop both the requisite skills and confidence to fully participate in collaborative learning" (IRRODL).

 

            I have learned a lot about myself, my learning style, and my future teaching style. I'm not sure if teaching is in the cards for me in the future, seeing as there is only one college in my area and there are no openings for staff in the near future, but at least I'm prepared if the opportunity arises. In the meantime, I plan on pursuing a career in public health and applying my techniques to staff development. Breaking down the learning process into learning techniques, assessments, barriers to learning, and creating a happy, collaborative, safe learning environment, are all things I will take with me from this course. I want to thank my fellow classmates for making this experience productive and I will always remember your thoughtful and uplifting comments, and a bigger thank you to Dr. Gusa for always listening to us and trying to make this experience as enriching as possible!

 

CP1. You write an academic post that ask essential questions that addresses key points of the module.

CP2. Your post is comprehensive with references to multiple sources from the module.

SP3. You express your feelings, values or beliefs about the topic or share a personal connection to topic.

TP1. You present your synthesis with clarity, enriching it with links to researching articles, video talks, blogs on module content.

TP2. You provide links when able or supply APA citations and bibliography for resources that cannot be linked

My evaluation and self-evaluation: CP 30 pts.; SP 20 pts.; TP 50 pts.

 

 

Pass or Fail? Effective Assessment Can Make the Difference.

EDUC300 Module 6 Synthesis by Ilicia Kelly



      We are always assessing things in life. Did my hairdresser cut my hair too short? Was my chicken overcooked? In a classroom setting, as students, we are always wondering, am I getting this concept? Did my paper seem smart and cohesive? Did the teacher like it? As a teacher, we need to wonder, did the students understand the material? Are they learning it? Is the learning authentic? In order to answer those questions, we can use assessments. I stated the following in my initial post in the discussion forum:

      Assessment allows educators and students to give feedback while learning is occurring (formative) or afterwards (summative) in the form of tests, papers, etc. We explored the concepts of assessments so we can better understand the point of giving each other assessments at the end of our responses. "The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning... The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark" (CMU). Formative assessment can be used as a guide by the instructor as a form of communication to lead the student in the right direction. It has little to no point value in the assessment. Summative assessment has a high value in grade to the student and evaluates the student and the quality of the assignment. (From Module 5)

There are different ways to do assessments, and each way will give different forms of feedback. The trick is to find ones that help give higher order thinking and extrapolate deep learning.

• Performance assessments: students develop a product such as a blog or wiki
• Authentic assessments: students complete work under the same conditions that they would in the real world
• Portfolio assessments: students demonstrate progress over time by showcasing artifacts and reflecting on their learning
• Computer generated and scored tests and quizzes: allow for banks of questions, randomization and, in some cases, instant feedback (Student Learning Outcomes)

        According to the reading, Student Learning Outcomes "Such performance-based assessment techniques require students to directly reveal the abilities and skills and knowledge that professors desire to develop in their students." Assessment allows students to show how much information they absorbed and prove their understanding of the material. Assessments are critical in the learning process. Assessments can be individually authentic for each student by getting to know them through the semester. Creating a detailed description about information to be covered in the sections, detailed assignments and rubrics so the students know what's expected, and to give good feedback, you can be authentic for all feedback. "Timely and frequent feedback is especially important in an  online environment where the chance for students to become confused or feel alienated is greater than in a traditional course. Ask students early in the term how the course is going and for suggestions for improvement" (Student Learning Outcomes). (Initial Post)

            Regina Azimova makes a good point when she discusses the importance of assessment.  As I stated in my initial post, "successful assessment techniques embody creativity, adaptability, reliability, and validity. Through the use of multiple methods, triangulation, and the measurement of knowledge and performance over time, effective assessment techniques can begin to capture and reflect the complex nature of learning" (Good Practices for Assessment).

            I loved the quote Christina Boxler posted from the video by Ken Robinson: Bring on the learning revolution: “…if you're doing something you love, an hour feels like five minutes. If you're doing something that doesn't resonate with your spirit, five minutes feels like an hour. And the reason so many people are opting out of education is because it doesn't feed their spirit, it doesn't feed their energy or their passion.” I completely agree because it's the same concept for me. I also believe another reason people are opting out of education is because the cost is so high and when you graduate, you can drown in your own debt while unable to get a job. A college degree no longer guarantees a job after graduation. In an article in the Denver Post, "about 48 percent of all working college alumni - not just recent graduates - were underemployed in 2010 as the United States began a slow recovery from the Great Recession, including 5 million graduates in jobs that require less than a high school diploma, according to a study from the Center for College Affordability and Productivity".

            If we are to produce respectable students and release them into the workforce, we must make sure that they are prepared. According to an article from Concordia University, " the goal of authentic assessment is to enhance the learning process and help students gain knowledge while completing tasks that are beneficial to their “real-world” experiences" (Education.CU-Portland.edu). As educators, it's our job to get to know students so we can help create lesson plans that will apply to their lives to make the learning more authentic. It is our duty to make a rich learning environment so they can learn, synthesize the material, and make it part of their thought process. How can we make sure of that? Using effective assessments that will ensure the students are learning the material. A combination of formative and summative assessments will guarantee the students are learning what they need to know. This will ensure authentic learning takes place and helps these students survive in the vicious shark pit of life.