{"id":427,"date":"2019-07-20T13:47:05","date_gmt":"2019-07-20T20:47:05","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/?p=427"},"modified":"2019-07-20T13:47:05","modified_gmt":"2019-07-20T20:47:05","slug":"design-plan","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/design-plan\/","title":{"rendered":"Design Plan"},"content":{"rendered":"<figure id=\"attachment_428\" class=\"thumbnail wp-caption alignleft\" style=\"width: 310px\"><img decoding=\"async\" class=\"size-medium wp-image-428 lazyload\" data-src=\"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-content\/uploads\/sites\/95\/2019\/07\/hand-3190204_1280-300x183.jpg\" alt=\"\" width=\"300\" height=\"183\" data-srcset=\"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-content\/uploads\/sites\/95\/2019\/07\/hand-3190204_1280-300x183.jpg 300w, https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-content\/uploads\/sites\/95\/2019\/07\/hand-3190204_1280-768x467.jpg 768w, https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-content\/uploads\/sites\/95\/2019\/07\/hand-3190204_1280-1024x623.jpg 1024w, https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-content\/uploads\/sites\/95\/2019\/07\/hand-3190204_1280.jpg 1280w\" data-sizes=\"(max-width: 300px) 100vw, 300px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 300px; --smush-placeholder-aspect-ratio: 300\/183;\" \/><figcaption class=\"caption wp-caption-text\">Pixabay Creative Commons License<\/figcaption><\/figure>\n<p><span style=\"font-weight: 400\">In answer to the design challenge: \u2018How might we encourage remote and rural located mentors to develop a relationship with their student, a partnership with the instructor and develop an attitude of empathy, patience and support?\u2019, a design plan has been formulated.<\/span><\/p>\n<p><b>Description:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The proposed digital learning resource is meant to increase student\/mentor\/instructor connection and collaboration to facilitate relationship building that will result in the development of empathy, patience and support. The tool will be accessible to rural and remote mentors and facilitate a community of practice that is mentee driven. The community of practice (COP) will be supported by mentors and the instructor, permitting the development of a partnership between the two parties.<\/span><\/p>\n<p><b>Learning Goals:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The digital learning resource will:<\/span><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Create an environment that fosters a relationship between mentor and student<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Produce the opportunity for a partnership between mentor and instructor<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Revise the existing one-time training into an ongoing opportunity for mentors to feel connected <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Demonstrate how empathy, patience and support are created through relationship\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><b>Intended Audience:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The intended audience for this tool will be practicum mentors working as early childhood educators in the rural remote regions of the West Kootenay.<\/span><\/p>\n<p><b>Rationale:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">During the empathy phase of this design challenge mentors clearly identified \u2018relationship\u2019 as the main component for mentorship and student success. It was also expressed that mentors are seeking a partnership with the instructor. To provide the opportunity for connecting, I have decided to create an online environment that will allow for conversations and discussions to take place and facilitate the creation of a COP for students, mentors and the instructor. A COP is a group of people with a common focus or goal (Wenger-Trayner, 2015). \u201cMembers of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems\u2014in short a shared practice. \u201c (Wenger-Trayner, 2015, p. 2). The community of practice will be driven by the students as part of their practicum requirements and will be supported by mentors and instructors. In partnership with the instructor, mentors will have the opportunity to share their expertise with bi-weekly presentations that will contribute to the discussions within the community of practice. Participation in the community of practice will result in documented training hours mentors can use for recertification, which is mandatory for this field.<\/span><\/p>\n<p><b>Tools:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The digital resource will be a MOODLE page housed on the ILearn MOODLE site at Selkirk College (SC). SC is using this Learning Management System (LMS) for all its online courses.\u00a0 MOODLE is easily accessible, free and secure, adhering and fulfilling college privacy policies. ILearn is part of this LMS but is more easily accessed because users will not need to have a Selkirk College identity or account. The ILearn MOODLE site will have a new module every three weeks, each module will have the capacity to house online discussions, videos, resources and ZOOM for online meetings. All tools used within this MOODLE site will contribute to relationship building through the formation of a COP.<\/span><\/p>\n<p><b>Assessment\/Evaluation Plan:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Communities of practice develop over time and their impact may be difficult to measure. As a main component of the digital learning resource, the impact of the COP will be measured \u201cusing quantitative and qualitative data to measure<\/span> <span style=\"font-weight: 400\">different types of value created by the community<\/span> <span style=\"font-weight: 400\">and trace how members are<\/span> <span style=\"font-weight: 400\">changing their practice and<\/span> <span style=\"font-weight: 400\">improving performance as a<\/span> <span style=\"font-weight: 400\">result\u201d (Wenger-Trayner, 2015, p. 6). To measure and evalute\u00a0<\/span>(IDEO, 2015) the success or impact of the digital learning resource I will use group interviews as well as focus groups to collect feedback and stories from the field for qualitative data. The number of people participating will contribute to the quantitative data.<\/p>\n<p><b>Learning Theories &amp; Instructional Design Principles Used:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">I will use Connectivism as my guiding learning theory for this digital learning resource. Connectivism is identified by Anderson (2016) as \u201cthe learning theory for the digital era\u201d (p. 43). The theory has been criticized for \u201cthe lack of a substantive role for the instructor and the extensive requirements placed on the learner who would need to be capable of and motivated sufficiently to engage in self-directed learning\u201d (Anderson, 2016, p. 44). It is these qualities of connectivism that align with my digital learning resource. Students will drive the COP, which will require independent and reflective learning. The learning process of reflection will also be utilized by the participating mentors and the instructor, resulting in new perspectives and possible new practices in the field (Wenger-Trayner, 2015). Furthermore, the partnership between mentors and the instructor will locate the instructor in a reduced power position, allowing for a new and more relaxed relationship.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The instruction design principles used to guide the creation of this digital learning resource will be the SECTIONS model by Bates (2015). SECTIONS stands for:\u00a0<\/span><span style=\"font-weight: 400\">Students, Ease of use, Costs, Teaching functions, Interaction, Organisational issues, Networking, Security and privacy. This framework specifically addresses using technology in higher education and assists in decision making about choosing the right media for the purpose of teaching and learning. Because the digital learning resource created for this design challenge will be part of a higher education program, the SECTIONS model will address all important elements to consider within the context of post-secondary education.<\/span><\/p>\n<p><b>Instructions for Use:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The ILearn MOODLE site will be accessible to all participants following the creation of an ILearn account, which will require an email and private password creation. The first module will contain a video of instruction on how to use the learning site, a discussion forum to serve as the place for conversation for the COP, a resource folder containing practicum related resources and information, a Q&amp;A discussion forum, and a ZOOM link to the first online gathering. The first ZOOM gathering will be facilitated by the instructor with a presentation on the \u2018Image of the child\u2019 to inspire the start-up of the COP. Students will begin and lead the discussion on the COP forum and mentors will be encouraged to weigh in. For the second module, three weeks later, mentors will be encouraged to step forward to facilitate the second ZOOM gathering. In partnership with the instructor, mentors will be able to share their expertise and select a topic to present on.\u00a0<\/span><\/p>\n<p><b>Plan for Use:<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Before the first ZOOM gathering at the beginning of the first practicum, students and mentors will be given a direct link to the ILearn module with instructions on how to access the site. Once everyone is signed in as a participant the interactions with the site will be up to the participants themselves. Students will need to access the site and participate in the COP as part of their practicum requirements. Mentors will be invited to participate in the discussions as part of their documented training hours which will be awarded after practicum is completed. These hours can be used as professional development (PD) for recertification purposes. Practicing early childhood educators need to proof 40 hrs of PD when recertifying every 5 years. The ILearn site is publicly accessible once an account is created; because it is still part of the college LMS it also fulfills all privacy policies currently in place at the college.<\/span><\/p>\n<p>References:<\/p>\n<p><span style=\"font-weight: 400\">Anderson, T. (2016). <\/span><a href=\"http:\/\/aupress.ca\/books\/120258\/ebook\/03_Veletsianos_2016-Emergence_and_Innovation_in_Digital_Learning.pdf\"><b>Theories for learning with emerging technologies<\/b><\/a><span style=\"font-weight: 400\">. In G. Veletsianos (Ed.), <\/span><i><span style=\"font-weight: 400\">Emergence and innovation in digital learning: Foundations and applications<\/span><\/i><span style=\"font-weight: 400\">(pp. 35 \u2013 50). Edmonton, AB: AU Press. Retrieved from <\/span><a href=\"http:\/\/aupress.ca\/books\/120258\/ebook\/03_Veletsianos_2016-Emergence_and_Innovation_in_Digital_Learning.pdf\"><span style=\"font-weight: 400\">http:\/\/aupress.ca\/books\/120258\/ebook\/03_Veletsianos_2016-Emergence_and_Innovation_in_Digital_Learning.pdf<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Bates, A. W. (2015). Chapters 6-8. In <\/span><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\"><b><i>Teaching in a digital age: Guidelines for designing teaching and learning<\/i><\/b><\/a><span style=\"font-weight: 400\">. Vancouver BC: Tony Bates Associates Ltd. Retrieved from <\/span><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/part\/9-pedagogical-differences-between-media\/\"><span style=\"font-weight: 400\">https:\/\/opentextbc.ca\/teachinginadigitalage\/part\/9-pedagogical-differences-between-media\/<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">IDEO (2015). <\/span><a href=\"http:\/\/www.designkit.org\/methods\"><b><i>Design Kit \u2013 Methods<\/i><\/b><\/a><span style=\"font-weight: 400\">. Retrieved from <\/span><a href=\"http:\/\/www.designkit.org\/methods\"><span style=\"font-weight: 400\">http:\/\/www.designkit.org\/methods<\/span><\/a><\/p>\n<p>Rawpixel (2018, March 1). Hand-Business Plan-Business-Designer-Design [Digital Image].<\/p>\n<p><span style=\"font-weight: 400\">Wenger-Trayner, B. &amp; Wenger-Trayner, E. (2015). Introduction to communities of practice: A brief overview of the concept of its uses.\u00a0<\/span><span style=\"font-weight: 400\">Retrieved from <\/span><a href=\"https:\/\/wenger-trayner.com\/introduction-to-communities-of-practice\/\"><span style=\"font-weight: 400\">https:\/\/wenger-trayner.com\/introduction-to-communities-of-practice\/<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In answer to the design challenge: \u2018How might we encourage remote and rural located mentors to develop a relationship with their student, a partnership with the instructor and develop an attitude of empathy, patience and support?\u2019, a design plan has been formulated. Description:\u00a0 The proposed digital learning resource is meant to increase student\/mentor\/instructor connection and [&hellip;]<\/p>\n","protected":false},"author":95,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10],"tags":[],"class_list":["post-427","post","type-post","status-publish","format-standard","hentry","category-lrnt527"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/427","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/users\/95"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/comments?post=427"}],"version-history":[{"count":2,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/427\/revisions"}],"predecessor-version":[{"id":430,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/427\/revisions\/430"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/media?parent=427"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/categories?post=427"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/tags?post=427"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}