This is the third class that I have taken from Alec and Katia, therefore I am comfortable with the openness of these classes – now that is! I wasn’t always comfortable(and at times, while I feel comfortable, I still do not feel that I have the confidence), but have learned to embrace the lack of boundaries and the encouragement to try new things. I have not taken a closed form class myself, but have seen them as some of the teachers I would with have shown me what they are like. So, without the lack of experience of the closed forums, I do not feel that I can adequately discuss my experiences with them, however my first impressions of the courses were “YUK” as they seemed very assignment driven – used as a homework spot rather than a discussion spot, and from what I have been told – just like we discussed in class last week, everyone responded to everyone else so it looked overwhelming!
In the video below – we see how protective Sheldon is about his “spot” on the couch and explains to Penny just why it is his spot. I was somewhat like Sheldon with the start of open courses. I had a spot – and my spot was simply to watch from a distance and offer my opinion in the comment section rather than chiming into Zoom and actually speaking. My spot was comfortable – I could respond without judgement (still do this), and I did not feel judged when I “wrote my mind”, often encouraged by Alec and Katia as they made a comment about my thoughts.
As Andrew posted – open forums do provoke a sense of anxiety, you have no control over who will read your post or what they will think about you. What changed for me moving to an area of comfort in an open space was VALIDITY and AUTHENTICITY – I found that I was doing a lot more research and spending more time looking at other readings than those that were required. I found that I became more invested in the topic when I was asked to post in an open forum as I felt it allowed me to engage in student centred learning. Just like Amy wrote in her blog, I was more careful about what I was writing about – meaning, I made sure that I fully understood the topic and that I stood behind my opinion of the topic. This is especially true as I am in essence, putting myself out there for all to judge and see.
Throughout the major assignment that we have been working on this semester, I have done a lot of trials in regards to opening up my courses. In some ways, I have surprised myself and in others, my experiences have been a conformation. I have really enjoyed using the Canvas LMS, and have found that for students in grades 11 and 12, they are able to handle the platform of the course. My students who are forced to use it have done so willingly, and to my surprise as I try to flip parts of my course with the students whom do not have to use an open forum – there has been no hesitation and they took to it easily, commenting that they liked the trust that I had in them to complete their work on their own.
Well I agree that flipped classes are not open classes – there are aspects to my course that will be open – but it is getting the students comfortable with this concept that has been the challenge. As I am new to the school that I am teaching in this year, the students tell me that they have never been able to use their devices before in the classroom (had a very closed experience before) and are overwhelmed with the technology. Clearly, I have some work to do (with the students, not the admin as they are very supportive) – but as the year has gone on, I have seen a level of confidence emerge from the students with the use of technology and openness via blogging.
I am curious about your administration – how do they support you in regards to using technology to create an open environment?
Do you believe that if you create an open course that you will increase student centred learning ?
This week’s task included positioning a personal point of interest onto a collaborative Google Map. An easier exercise for me, as was somewhat familiar with the idea about layers and positioning the “pin” as used Maps to let people know where we were when overseas last year. Can see potential in the use of this when it comes to curriculum:
Clinical placements- have an interactive map of available placements so that students could see what the placement caters for; what to consider in terms of transport; flatting; best coffee shop (you, know- the important stuff)
Alumni- may be another layer to the above where past students could indicate where they were for clinical and where they are now. Could be an interesting research project to see if there is any correlation…
Personally- a protected map of where have reviewed international curriculums with imbedded documents for comparisons
“Six second intro video…”- how hard can that be? Thinking of myself as being fairly familiar with other forms of digital technology, did not think that this would be too difficult. The set up of Twitter did not take too long as was guided through the mobile app. However, the video itself took some getting use to. Working out the orientation, finding a quiet time in a shared office, considering a “storyboard”… Wouldn’t believe that the 6secs took some 20min to plan and reshoot.
All good learning- knowing that is now considered a common form of digital communication. Let’s just say, I’ve quickly found my learning curve…
With my recent focus being on student enrolments and getting the first couple of weeks of classes up and running I feel quite excited to be now setting off on my own path of discovery with #mosomelt launching for 2017. Having participated in #mosomelt before I know a little of what is ahead but at the same time am still very much a learner.
Since my last venture into Vine-land I see that it has been renamed Vine camera yet it looks a feels very much the same. I like the idea that you can create 6 seconds of video with no post production editing needed. It takes some thought to decide how you will fill that 6 seconds and could be a very creative tool for students as the user must learn how to cover a lot of ground while being very concise.
So on this return to the App I probably have more ideas of its uses and potential within learning and teaching. What I certainly don’t have is a clear sense of how it works- after capturing my 6 seconds of video. The images and icons presented as instructional guides for editing, saving, posting etc, to me, don’t seem very intuitive and it took several attempts to delete my first very rubbish video but then also to work out how to save a slightly better one. It really was a case of random navigation and a visit to Google search to work out how to save and post to the Google Community and Twitter. I’m interested in others’ experiences as this is a continuing issue for me . Somehow there is a mis-match between the App’s guidance and the way my brain is wired. Luckily there are obviously others like me…enough to warrant kind people creating YouTube clips and Google searchable instructions- that make sense to me! Phew!
A straight path misses many opportunities for learning…
Overall, Mysimpleshow was as easy to use as the website claims it to be, however I felt that it did take longer to edit. I found that I did not like the text options that it offered, and chose to do my own voice over. The site does limit you to 300 words per slide, which may be a good thing for our students to have to practice, being concise and getting their point across fast.
I am feeling that this course module is not that hard of an assignment, and for that reason, I feel that I may be falling off the rails in regards to the assignment. Just like Kara, I feel that I too may be addicted to change, that or I am not afraid to try change in my classroom and for the most part, my student are willing to go along with me on this ride. Or maybe it is just that I am creating while teaching the course and using it immediately, that I am becoming very comfortable with teaching a blended course?