Synopsis Exploring the underlining philosophy of the open resource movement, classes of resources, quality considerations, and implied v. real costs, students will identify quality OER resources including a variety of media, software, and platforms for use in their contexts. Participants will investigate platforms and methods for creating and collaborating on OER resource developments.
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.
I also was exposed to different facets of blogging. I was cognisant of the need to write for a wider audience but had not considered the value of including multi-media, links to supporting resources and hashtags . Blogging, I have come to realise, is much more than the written word.
.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.