Evidence:
Narrated Screencast of Google Slides Presentation Date of Creation: May 2016 Learning Outcomes: 1. To become familiar with common terms, defionitions and elements related to online environments 2. To develop practical and technical skills in all phases of concept, development , design and implementation and more, Reflection to Support Evidence
The creation of this screencast provided me with an opportunity to reflect on and synthesize the material covered in OLTD 505. It also allowed me to apply some skills acquired during the completion of my learning project which focused on Google Apps for Education. Prior to embarking on my learning journey I had only a minimal knowledge of the Google Apps for Education suite. I did not know that Google Slides, the tool I used to crate my presentation, even existed! I can now create presentations with multiple slides, speaker’s notes, transitions, animations and embedded images, videos and links. I am also able to relate some of the tool’s limitations such as the inability to include audio or videos (unless they are housed on YouTube.) Open Educational Resources and Copyright were unfamiliar territory to me. I, like many others, equated free with open. I now have a better understanding of copyright, open resources and Creative Commons licenses. OLTD 505 and my Google training provided me with the skills to filter searches by usage rights so that I can narrow selections to those I can copy or reuse. Being exposed to the incredible amount of open resources that exist, having an opportunity to test-drive a few and being directed to rubrics to evaluate the many open resources available to educators has added additional tools to my teaching toolbox and made me more thoughtful about my practice, examining all the resources I use in my instruction more thoroughly. Making my learning visible was a challenge. It did inspire me to add to my screencasting skill set and explore new tools such as Flipagram, Google Slides and YouTube. .Reflecting on the power of sharing and making learning visible has made me reflect on ways that I can make my own learning more visible and support my students in doing the same. Technology affords many opportunities to share with a larger audience and generally engages students . I feel a sense of accomplishment at completing all thirteen units of my online Google training. It was more intense and comprehensive than I imagined. I am eager to take on the role of EdTech mentor at my school next year when Google Apps for Education rolls out in my district. I would not necessarily have considered this prior to embarking on this learning journey. It is my hope that by the time you read this I will have passed my certification exam and be a Level 1 Google Certified Educator. I may even be on my way to obtaining my level 2 certification! In the spirit of sharing I am posting my screencast and the link to my slideshow in the hope that it might spark the imagination of someone else. Connectivism at its finest. https://docs.google.com/presentation/d/1glmdEl03LpeOhpQmN4anMuOkPSiQuc9E2ShwuJU4bxs/edit?usp=sharing |
Evidence:
Blog Post Date of Creation: May 2016 Learning Outcomes 1. To share engagement strategies and tips Reflection to Support Evidence
The creation of this blog post demonstrates several aspects of blogging that I became familiar with in OLTD 505. I had dabbled with blogging prior to OLTD 505. My posts were well-written and engaging but did not take advantage of the many features that blogging has to offer. Blogging differs from other forms of journalism in that it can and should contain multimedia materials such as audio or video files. The ability to hyperlink means that authors can direct readers to the source of information and do not have to reiterate it in their own article. It can simply be summarized and referenced. Blogging is a tool that educators can use to motivate students by providing them with an authentic audience and purpose for writing. The impact of the audience effect has been well documented. Quality of work rises significantly when individuals are provided with an authentic audience. Utilized effectively it can help students develop research skills (including referencing sources properly), the ability to critically asses and summarize information,and the ability to communicate effectively. Blogging is perhaps the ultimate tool for Connectivists as it allows learners to share their learning with others. Educators should consider blogging as part of their instructional design as it provides an alternative to pen and paper as means for representing understanding and communicating using the written word. Universal Design for Learning advocates providing multiple means of representation. |