After reading the middle of Weller’s (2020) book, I connected more and more to some of the technologies he described. Chapter eleven (open educational resources: OER) resonated with me as being the most currently relevant topic.

Weller (2020) spends chapter eleven discussing the importance of OER and its significance in ed-tech. As part of the open education movement, I believe that OER is extremely relevant as it attempts to remove the barriers to content sharing, which increases accessibility. Creating licences through mediums like Creative Commons allows content to be shared while maintaining rights to the creator and allowing resources to be adapted and changed, increasing the potential for creating new and relevant content (Weller, 2020). OER’s relevance today is in promoting accessibility and removing technology barriers, allowing access to as many people as possible. As Catherine Cronin states in her discussion about Weller’s book, OER is not just about open resources but about promoting and allowing room for diverse opinions and voices from marginalized groups (Cronin in Pasquini, 2021a). This ‘openness’ is reflected in our society today in many ways, from the Truth and Reconciliation act in Canada to the Black Lives Matter movement; OER and open educational practice (OEP) gives room for all voices. 

As well as being relevant, Weller’s book also provides some insights into potential conflicts. One such aspect is his chapter regarding Twitter and social media. Weller (2020) highlights the benefits and potential of social media, saying it “…provides ed tech with… a set of tools and possibilities…” (p.114). He mentions that using social media comes with risks, but this chapter’s overall tone is one of optimism and possibility (Weller, 2020). 

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In my workplace as a K-12 teacher, social media platforms have essentially been established as hindrances to education. They have not even been truly considered because of the considerable risks associated with them (bullying, data management, privacy, etc.). In the audio podcast between chapters, Laura Pasquini and her guests, Chrissi Nerantzi and Sue Beckingham, discuss some of the dangers of social media. Nerantzi mentions that social media sites are exclusive and favour the voices of privilege: older white males (Nerantzi in Pasquini, 2021b). Pasquini (2021b) also touches on the larger, money-making corporations that fund and back many social media sites, which raises questions about data management, privacy, and purpose. These issues, as well as others, create a well-founded wariness in the K-12 educational system. 

Although I understand the risks of young adults using social media, Weller brings to light some benefits, such as collaborative learning and student engagement, that have potential in the K-12 system (Weller, 2020). It is also important to note that young adults are incredibly adept with social media, as it is being used consistently and constantly (AACAP, 2018). I cannot help but wonder if our education system considered some potential benefits and what the impact would be on our students’ learning. Do the benefits of social media outweigh the risks for the K-12 system? 

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References

American Academy of Child and Adolescent Psychiatry (AACAP). (2018, March). Social media and teens. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Social-Media-and-Teens-100.aspx#:~:text=Seventy%20five%20percent%20report%20having,not%20including%20time%20for%20homework. 

Pasquini, L. (Host). (2021a, January 21). OER (No. 12) . In Between the chapters. Transistor. https://25years.opened.ca/2021/01/27/between-the-chapters-oer/

Pasquini, L. (Host). (2021b, February 25). Twitter and social media (No. 17) . In Between the chapters. Transistor. https://25years.opened.ca/2021/02/28/between-the-chapters-twitter-social-media/

Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. https://doi.org/10.15215/aupress/9781771993050.01 

For our new course, we are taking a look at the history of educational technology (ed tech), specifically the influence of the internet on higher education. Weller’s 25 Years of Ed Tech (2020)  has provided some insights into the beginnings of technology in education. 

Another aspect of Weller’s book that I found interesting was his chapter regarding learning theory and ed tech, specifically constructivism. He devoted a lengthy chapter to the ‘hype’ of constructivism on the implementation of technology in education. Weller (2020) illustrated educators’ keen interest in constructivism and online learning, as this learning theory centered around experiential learning that was student centered. He quotes King’s catchy phrase to elaborate on the shift in pedagogy: “…the professor, instead of being the ‘sage on the stage’, functions as a ‘guide on the side,’” (King, 1993, as cited in Weller, 2020, p.29). Weller goes on to elaborate on specific pedagogies that fit under the constructivist learning theory. It is clear from Weller’s (2020) description and evidence that constructivist learning theory played a significant role in online learning, but were there any other theories that were being discussed? Weller makes a comment that constructivism was the overwhelmingly popular choice for e-learning, but did that mean that other pedagogies were overlooked because of the immense interest in constructivism (2020)? Also, as web-based learning progressed, were other pedagogies and theories being explored? I have not yet read the entirety of Weller’s book, so perhaps he addresses this more towards the end. 

So far, I am learning the importance of looking back in order to move forward. 

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References

Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. https://doi.org/10.15215/aupress/9781771993050.01 

Lewington, J. (2019, April 24). Why are Canadian universities so slow to adopt digital learning? Maclean’s. https://www.macleans.ca/education/why-are-canadian-universities-so-slow-to-adopt-digital-learning/ 

One of our culminating activities was to pose questions to George Velatsianos, an esteemed researcher. It was an enlightening experience to hear him expand on our thoughts and offer some sage advice.

Team 1’s question was about how to affect change at a policy level (Veletsianos, 2022a). This intrigued me, as I have aspirations one day of being in a position to make changes. Veletsianos (2022a) expanded on both the skills necessary to create change as well as the importance of collaboration and building solid relationships. It is sometimes easy to focus on the skill’s aspect of change, but Veletsianos’ comment regarding strong relationships was a good reminder of our human need to connect. In my own practice, I strive to build relationships and make connections; it builds trust, which in turn allows for honest and effective discourse. 

Team 4’s question regarding innovation and ed tech provided much discussion from Velatsianos and gave room for some great thoughts regarding not simply the technologies being used but questions about our educational system as well (Veletsianos, 2022b). Veletsianos (2022b) brought up the fact that the technologies being used should raise questions about assessment, structure, and teaching practices. Two research articles I have read recently discuss online learning environments that have affected educational structures. Cartner & Hallas’ (2022) article brings up a perceived gap when it comes to effective and relevant assessment regarding online learning, and Pires et al.’s (2020) research illustrates YouTube’s potential as an informal learning tool amongst young adults. Both these research articles suggest adapting educational systems to allow for technology in education; Veletsianos’(2022b) response reflected these thoughts and questions around our systems. He brings up an idea that I’ve been pondering for some time as well and that also fits with team 1’s affecting policy change: if given the opportunity to develop a new system that reflect technology’s huge impact on our society, what could/should it look like? 

Who knows? Maybe one day I can sit in the seat of change and opportunity and work with researchers like Dr. Veletsianos and explore the possibilities. I’ll end this post with a quote from Socrates that gives a glimpse into the journey that lies ahead.

“The secret of change is to focus all of your energy not on fighting the old, but on building the new” (Higgins, 2022).

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References

Cartner, H., & Hallas, J. (2020). Aligning assessment, technology, and multi-literacies. E-Learning and Digital Media, 17 (2), 131-147. https://doi.org/10.1177/2042753019899732

Higgins, S.(2022, March 14). 44 Inspirational quotes about change that will help you think differently. Hubspot. https://blog.hubspot.com/sales/quotes-about-change 

Pires, F., Masanet, M.-J., Tomasena, J. M., & Scolari, C. A. (2022). Learning with YouTube: Beyond formal and informal through new actors, strategies and affordances. Convergence: The International Journal of Research into New Media Technologies, 28 (3),  838-853. https://doi.org/10.1177/13548565211020545

Veletsianos, G. (Executive Producer). (2022a). Team 1. [Audio Podcast]. https://www.dropbox.com/s/nixczg5texj1fba/team1.mp3?dl=0

Veletsianos, G. (Executive Producer). (2022b). Team 4. [Audio Podcast]. https://www.dropbox.com/s/n54h2hgtnmliezz/team4.mp3?dl=0

Below is an infographic that my team and I created to illustrate the key points of adult learning theory, personality learning theory, and CoP and CoI.

Use this website to view the interactive features!

There are several key aspects that go into a good research question. Based on several resources I have viewed, here are two characteristics that stood out to me as important:

1- Be specific, focused, and clear

Laurier library’s video recommends having a concise question that is not vaguely worded or broad in scope (Laurier Library, 2017). If your question is specific and clear, it can effectively address the issue, making it easier to find pertinent information regarding your topic. 

2- Be relevant 

According to McCombe’s blog post, a good research question should be relevant to your field of study. A relevant question should address a challenge or issue within your topic while also attempting to add new or additional information for others to consider (McCombes, 2022). 

References

Bunce, D.M. (2008). Constructing good and researchable questions [Infographic]. Flynn Research Group. http://www.flynnresearchgroup.com/group-news-blog/2020/2/22/developing-researchable-questions 
Laurier Library. (2017, December 12). Developing a research question [Video]. Youtube. https://www.youtube.com/watch?v=1oJNO6PYZe4
McCombes, S. (2022, May 7). Developing Strong Research Questions | Criteria and Examples. Scribbr. https://www.scribbr.com/research-process/research-questions/ 

Secondly, I would like to share my resources in an open setting. I need more boundaries and limitations to protect what I’ve created to do this. For this goal, groups would be ideal. Dron and Anderson suggest that groups have clear boundaries, a purpose, and rules in place; certainly a more structured approach than networks (2014). To maintain ownership of my materials while still allowing them to be used is paramount for me. 

Collectives are also an interesting subject regarding both goals. Collectives are a collection of products, artifacts, and actions of people (Dron and Anderson, 2014), yet the ‘teacher’ aspect of a collective is not the main focus of either of my goals. This shows that I could have multiple modes of connections (some collective aspects, some network aspects, etc.) when I am working towards each of my goals; a kind of “mix-and-match” approach. 

As my learning continues, I am eager to interact with these various modes and see what impact they will have. 

References

Dron, J, & Anderson, T. (2014). Teaching Crowds. Athabasca University Press. https://doi.org/10.15215/aupress/9781927356807.01

In this week’s assignment, we were asked to create a visual representation of a ‘network’ that we belong to. I chose to show my working community as a teacher.

I have represented two main areas of contact in my community: Digital (which includes mainly Google classroom and email, but also Zoom) and face-to-face interactions. 

The blackboards represent me; all arrows originating from the blackboards are daily interactions I initiate (digital or in person, as noted). The arrows that arrive at these blackboards indicate the groups/people that initiate contact directed towards me. There are also arrows between groups that communicate with each other. The interactions stemming from other groups could represent face-to-face interactions, digital interactions, or both. All communications represent work-related discussions, although it is important to note that many work-centered talks often turn into personal conversations. 

At first glance, it’s messy, as it is in actual reality. There are many people I interact with on a daily basis, sometimes digitally and in-person during the same day. 

What was telling about this visual was how many people I interact with daily and the potential connections between interactions. For example, a discussion regarding a student with my vice principal (VP) turns into another conversation with the VP and the student’s other teachers. The VP may also contact the parent, and the student may talk with their parent. The other teachers may contact me and potentially the learning assistance team, counsellor, or EA. 

Our daily conversations can have an extensive reach, indeed.

After reading and analyzing the articles, blog posts, and videos for this Unit, I better grasp the importance and impact of creating an online presence and identity.

As a high school educator, the need to balance public and private is essential to me. Yet there is an increased demand for people to have a more significant digital presence, making this idea of identity a little trickier. As Helen Nissenbaum in Danah Boyd’s article states, it becomes a process to “regain a sense of control in a networked society.” (2011, p.12). 

To regain control, I need to rethink my traditional thoughts about public versus private. Knowing that I will have a visible digital identity, I will research different tools and strategies to help me curate a professional and personal presence aligned with my values that I can control (Boyd, 2011).

Two primary goals came to mind after reading Helen Beetham’s framework for “digital capabilities for learners”: “Digital communication, collaboration, and participation” as well as “Digital creation, innovation, and scholarship” (2015, p.2). 

Goal 1-To be a more collaborative digital citizen

Henry Jenkins’ book “Confronting the Challenges of Participatory Culture” addresses the importance of “participatory culture” in a digital world (Jenkins, 2009). I need to become a more active collaborator online and move away from being a “consumer” to grow my online presence. Participatory culture will allow me to develop a more active role as a “producer”, which ultimately will help my digital footprint develop and grow (Jenkins, 2009, p.12). 

I consider myself flexible and understanding; these are valuable skills as a collaborator. I do not, however, have much knowledge about online collaborative tools. This is an area that I will need to explore and research to grow my digital presence this way.

Goal 2-Creating and sharing educational documents in an open setting. 

Helen Beetham’s framework for Digital Capabilities correlates to the goal I have to share and collaborate as an educator. She has a statement which mentions acting as, “…a digital change agent” (2015, p.2). By working towards sharing resources, I can then take this knowledge and encourage my colleagues and my students to do the same. 

This goal’s ‘Open Setting’ aspect is directly relatable to session at RRU’s Virtual Symposium. He made the connection between the sharing of resources in a regulated way (Creative Commons), leading to more “collaborative, flexible learning.” (Lalonde, 2018). 

So by sharing my resources and ideas through mediums like Creative Commons, I can grow my digital presence, mainly because my name and resources can be searchable and usable. 

To enhance my visibility and presence in this area, I will have to better understand Open Educational Technology (OET) and Open Educational Resources (OER). 

Measuring Success

I believe the ultimate measure of success would be an increased digital presence. Creating an account or space where I can share my resources would be a more tangible measure of growth. As for my collaboration goal, I’d like to create some lessons/breakouts regarding collaborative online tools and practices to share with my colleagues. I can do this through staff meetings or professional development sessions. These efforts could lead to increased effective collaboration and even grow a larger online digital community of teachers in my district, leading to an increased digital presence.

References

Beetham, H. (2015, Nov 10). Building capability for new digital leadership, pedagogy and efficiency. Jisc Building Digital Capability Blog https://repository.jisc.ac.uk/6236/1/Digital_capabilities_learner_profile.pdf 

Boyd, D. (2011). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi (Ed.), A Networked Self (pp. 39–58). New York, NY: Rutledge https://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf 

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press. https://doi.org/10.7551/mitpress/8435.003.0004 

Lalonde, C. (2018, April 19). Sharing and CC licensing. In E.Childs (Chair), 2018 Virtual Symposium [Symposium].