Module 3 - Constructivism, OCL, & Social Media
Entry #1
I enjoyed comparing the COI survey "best practices" (which are based on the perspective of a learner) with those in the Lewis & Abdul-Hamid article (based on the perspective of a teacher). Lewis & Abdul-Hamid’s Best Practices article gave me more insight in hearing an online instructor’s perspective on why online classes are so structured and how much of an effort an online instructor has to create dialogue and interaction. There were a few similarities between the two documents: fostering interactions to establish a community, providing feedback in a timely manner, and the facilitating learning through communicating the course goals.
Entry #2
One discussion was about the integration of Web 2.0 tools in an online learning environment. It reminded me of an article that I read in OMDE603 Technology in Distance Education and eLearning class, which suggested many ways to incorporate Web 2.0 tools in classrooms. I was amazed because I had never thought about how Facebook, Twitter, etc. can be utilized as creative and interactive learning tools. I had an “aha” moment. Facebook is my preferred social media platform. So I use it for both professional and social purposes because there is so much content on there. I belong to the MDE and eLearning in Africa groups. I read a lot of business content as well. This is a prime example of the Connectivist learning theory.
Entry #3
Assignment #3 involved creating another eLearning activity based on the Constructivist learning theory. Introduction to Digital Citizenship: Visiting Safe Websites is part two of a series of digital citizenship lessons for children. In my assignment, the school-aged students had to create an online learning journal (https://penzu.com/content/products/classroom), which is a web 2.0 tool to reflect upon their virtual visit to the zoo. I decided to use Penzu classroom journal because the features are similar to a learning management system (LMS) (e.g. students can collaborate and share their assignments and are notified immediately when grading is completed).
Lewis, C., & Abdul-Hamid, H. (2006). Implementing Effective Online Teaching Practices: Voices of Exemplary Faculty References
Entry #1
I enjoyed comparing the COI survey "best practices" (which are based on the perspective of a learner) with those in the Lewis & Abdul-Hamid article (based on the perspective of a teacher). Lewis & Abdul-Hamid’s Best Practices article gave me more insight in hearing an online instructor’s perspective on why online classes are so structured and how much of an effort an online instructor has to create dialogue and interaction. There were a few similarities between the two documents: fostering interactions to establish a community, providing feedback in a timely manner, and the facilitating learning through communicating the course goals.
Entry #2
One discussion was about the integration of Web 2.0 tools in an online learning environment. It reminded me of an article that I read in OMDE603 Technology in Distance Education and eLearning class, which suggested many ways to incorporate Web 2.0 tools in classrooms. I was amazed because I had never thought about how Facebook, Twitter, etc. can be utilized as creative and interactive learning tools. I had an “aha” moment. Facebook is my preferred social media platform. So I use it for both professional and social purposes because there is so much content on there. I belong to the MDE and eLearning in Africa groups. I read a lot of business content as well. This is a prime example of the Connectivist learning theory.
Entry #3
Assignment #3 involved creating another eLearning activity based on the Constructivist learning theory. Introduction to Digital Citizenship: Visiting Safe Websites is part two of a series of digital citizenship lessons for children. In my assignment, the school-aged students had to create an online learning journal (https://penzu.com/content/products/classroom), which is a web 2.0 tool to reflect upon their virtual visit to the zoo. I decided to use Penzu classroom journal because the features are similar to a learning management system (LMS) (e.g. students can collaborate and share their assignments and are notified immediately when grading is completed).
Lewis, C., & Abdul-Hamid, H. (2006). Implementing Effective Online Teaching Practices: Voices of Exemplary Faculty References