Had a lot of fun creating my prototype for ECI 834 here's the skinny on my prototype components. I found Moodle to be a decent way to organize my course. I was able to link to a few outside resources and create what I think was a fairly organized and easy way to access and follow course content. Please check out the vlog I did with Dan Palmarin a Science teacher at Archbishop M.C. O'Neill Catholic High School and online teacher for Regina Catholic Schools Online Program. He helped me out with a few of my Moodle questions and did a great video on using Moodle.
The Course Profile *
Please indicate where your reviewer can find the course profile. If the course profile was blogged by multiple members, include the URL of only one post.
The Course Prototype *
Please indicate where your reviewer can find the course prototype (e.g. Canvas course URL, Seesaw class, Moodle URL, Google Classroom course number). Please include login information if required.
When prompted to log in, underneath the login is an option to log in as a guest.
The Course Modules *
Please indicate where your reviewer can find each module. You may also provide any background that a reviewer would need to understand when looking at your modules.
When in Moodle they will be able to access my course:
Workplace and Apprenticeship Mathematics 20 F2F Vendramin
They will be able to find and open Chapter One:
Chapter One - Slope and Rate of Change - Toggle
The sections for the modules are laid out as follows:
1.01 Fractions and Proportions File
1.01 Fractions and Proportions Video URL
1.01 Fractions and Proportions Formative Assessment URL
1.1 Rise Over Run File
1.1 Rise Over Run Video URL
Slope Three Act Math Play Assignment
1.2 Pitch / Angle of Elevation / Grade File
1.2 Pitch / Angle of Elevation/ Pitch Video URL
1.1 1.2 Rise Over Run and Pitch / Angle of Elevation/ Pitch Formative Assessment URL
1.3 Rate of Change Notes File
1.3 Rate of Change Video URL
1.3 Rate of Change Formative Assessment URL
Project One - Roller Coaster Project Assignment
Chapter One Check In and Review URL
Chapter One Slope Exam
The note will open as a pdf
The videos will open up in youtube
The formative assessment will open up in Formative
The 3 Act Math Play will open up in Formative
The Slope Exam will take you to a summative assessment inside Moodle
What other instructions might your reviewers need? Is there anything in particular that you would like the reviewers to consider or examine?
Appreciate feedback on the orgaizational structure and ease of use, would like to know if the videos gave clear and useful information, did you find the formative assessments useful, ideas for 3 Act Math Play, there is a Minecraft Project - no worries on doing, but would love feedback on the set up of the project. Was the slope exam at the end a fair summative assessment.
For this week's entry, I looked at the readings and prompts and was excited to delve into this week's assignment. After reading Bates' Chapter 7: Pedagogical differences between media, I reflected on some of the approaches and tools I use in my own class and how I approach content, content structure, and skills. I love Three Act Math Plays (click here for a list) and I agree with Dan Meyer's take on why these are effective (click here to watch his TED Talk). I appreciate the simplicity of the videos he creates and how they get students engaged, predicting, and playing with math.
I feel that these Three Act Math Plays illustrate many of the points Bates made in section 7.4 Video
- Video is a much richer medium than either text or audio, as in addition to its ability to offer text and sound, it can also offer dynamic or moving pictures.
- demonstrate ways in which abstract principles or concepts developed elsewhere in the course have been applied to real-world problems;
- demonstrate practical activities to be carried out by students, on their own.
- enabling students to analyse a situation, using principles either introduced in the video recording or covered elsewhere in the course, such as a textbook or lecture;
- adding substantial interest to a course by linking it to real world issues;
- students often reject videos that require them to do analysis or interpretation; they often prefer direct instruction that focuses primarily on comprehension. Such students need to be trained to use video differently, which requires time to be devoted to developing such skills.
I also feel that these the Three Act Math Plays would promote a connectivist approach as laid out in Bates Chapter 7.7. I would love to introduce Three Act Math Plays into an LMS and have students create there own Three Act Math Plays to show understanding, collaborate with others, and create rich learning opportunities.
Another point made in Bates Chapter 7.4 Video was:
- the use of low cost cameras and free editing software enables some forms of video to be cheaply produced
(I also think this would be a great way to use cell phones in the classroom as a powerful too a thread that was mentioned in a few Tweets posted to #ECI834 hashtag - twitter.com/mackeyshelby21/status/1091197747254972416 )
This made me examine the tools that were suggested which lead me to explore and create with a tool I have, but haven't used for a long time - Apple Clips (www.apple.com/ca/clips/). I found a few good tutorials online like this one (click here to see). But I had to explore it a little more myself, so I made a Vlog on explaining how Apple Clips works in Apple Clips (Vlog covers the prompts - provide an overview of the tool as well as a review of the tool, including its strengths, weaknesses, and potential for teachers as a content creation tool.). Then I created (it was a bit cold but we got it done) a video of a Three Act Math Play and also put that into a great tool I use called Go Formative (where students can watch the video and perform and share all three acts - while providing the teacher with valuable data and students with effective and timely feedback - check it out at https://goformative.com/clone/PREHXF ) I would follow this up by having students create their own Three Act Math Plays. I would create a hub where students would be able to access and learn by watching and completing each other's plays. I think this would be very powerful. This activity would create a great repository of learning, provide constuctivist way to learn, and maybe even share on social media. I had a great time with this week's assignment (will be using in the classroom for sure) and I look forward to any comments and feedback.
A Profile of A WA 20 Blended / Online Course Offering
As a connected educator in my division and one that has a passion for infusing technology into my classroom, this opportunity will let me explore current practice that I employ and look towards offering an enhanced learning environment. I will draw upon my experience with flipping lessons, providing students with online resources such as wikis and One Note, posts from classmates in ECI 834, access to teachers currently providing online experiences in my division, and personal learning experiences. I have also did some research on the internet and found a very good site that had research information, online/blended learning considerations and references - https://cft.vanderbilt.edu/guides-sub-pages/blended-and-online-learning/ (used headings to create my profile checklist below).
I currently teach math (amongst other teaching assignments and responsibilities) at Archbishop M.C. O’Neill Catholic High School. One math class that I have taught and will continue to teach is Work Place Apprentice Math 20 (click here for the curriculum - https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumOutcomeContent?id=161 ). I have infused technology in this class since I began teaching it and as a RCSD Connected Educator have access to a 1 on 1 laptop learning environment. I plan on using this project as blended learning opportunity in my classroom. Our division also has online school offerings and uses Moodle to deliver these experiences. I might also have an opportunity in the future to deliver a class in this method, so I am also fortunate to gain valuable feedback and experience through ECI 834.
Subject – Workplace Apprentice 20
Audience – Grade 11 (16/17 year olds)
Units – Slope and Graphical Representation
Blended Course – Face 2 Face / Flipped / LMS – Moodle (One Note)
I have taught a class called Communication Media in the past. In this class, I taught the three stages of creating a multimedia project. I used these stages to plan out my course profile. They are as follows:
Pre Production (consideration and planning of the course)
Production (the creation of the course)
Post Production (providing attributes and functionality that will provide the learner with opportunities to success engage and complete the learning objectives on the course)
Slope and Rate of Change (WA20.1) (WA20.9)
I think I have a solid profile in which to build my course. I am also lucky because I will get a chance to utilize this next semester in a blended learning environment. I will use it to flip instruction, help with formative assessment, and provide activities based on the outcomes that required for the unit. I also had a great discussion with a colleague on this type of learning and submitted as this week’s vlog.
6.2 A short history of educational technology
I think an educational technology is a skill, tool, or craft that helps people learn about themselves and the world around us. So I feel this would encompass skills like writing to maker-spaces, tools like the abacus to computers, and crafts from lectures to multimedia presentations. I think that using blended and online learning is part of the evolution of education technology.
Beyond the LMS
I found this an interesting read. I think LMS are part of education technology and offer innovative learning opportunities. I think these opportunities have evolved since this article was offered. I think LMS has evolved beyond the original LMS.
What does the research say about flipped learning
Blended and Online Learning
Evaluation of Evidence-Based Practices in Online Learning
How to Succeed in Your Online Courseshttps://www.chartercollege.edu/news-hub/how-succeed-your-online-courses
Metacognitive Awareness Inventory (MAI)
What's Your Learning Style? 20 Questions
Digital Citizenship Instruction in Saskatchewan Schools
Students: How to use Moodle
fter reading over my notes from class, reading Tony Bates Chapters, reading posts on Twitter and reflecting upon my own personal experience, I would definitely confirm that blended and/or online learning appears to be at least as an effective or more than traditional instruction. I have been integrating new technology into my classroom all of my career. Although I succeed and thrived in more traditional instructional environments, I could see the potential of using technology as a way to motivate, engage, and differentiate the learners I am blessed to work with. Society and learners have changed and I think it is a disservice not to pursue methods and tools that provide opportunities for innovative ways to get better. Innovation just doesn't comprise of new ways but also of better ways to approach a concept. Throughout my career, I have explored many ways and attempt to be a lead learner and share these experiences with students and staff alike. Many times I have felt like an island unto myself but more recently with the professional learner network I have developed on and offline and recent programs I have been a part of like the Regina Catholic School Division Connected Educator program, I feel that more educators are understanding the importance of blending technology into their classrooms. It is important that we introduce and engage students in 21st Century skills, that we embrace the ISTE standards, and that we understand how to pedagogically use technology to provide learners with opportunities that recognize learning styles and promote lifelong learning.
I have also experienced many blended and online learning experiences as a learner. Back in the early 2000, I received a degree in Educational Technology from the University of Cape Breton. I was able to experience first-hand how learning in an online environment works. I enjoyed my experience and felt it was a positive learning experience as I have had in traditional ways. I was engaged and had to be organized, disciplined, and have the rigor as I had in other environments. I also had the benefit of acquiring many new technology, interpersonal, and communication skills during this process as well. I continue to improve my professional development by accessing many learning opportunities provided by edtech companies. I am a Microsoft Education Fellow and have access to 100s of online workshops on a variety of topics such as how to connect on Skype, computational thinking, STEM, Sustainable Development Goals and more. With each online course I take, I receive a badge for completing but more importantly I feel that I have had the opportunity to stay current and improve. I also take part in a weekly Twitter chat on Monday nights. That chat is called #formativechat. Each week there is a robust conversation on topics that relate to formative assessment. The engagement and passion that come from the group of professionals that attend has had a positive impact on me and my classroom. Now, I am starting another online journey through my participation in ECI 834. I have enjoyed the first couple classes. It is great to be able to learn from home and learn in this medium. The ability to meet and share via Zoom in real time and communicate through blogs, Slack, and Twitter creates a robust and deep learning experience. All of these experiences also lead me to believe that blended and online experiences are valuable and confirm that these experiences are just as effective if not more as traditional instruction I have participated.
Still it is my experience that at the heart of positive classroom experience is an enthusiastic, organized, and engaging teacher. The ability to create and delivery content that learners will engage in and provide effective and efficient feedback is crucial to any learning environment. Learners can tell both on and offline if the instructor cares and is invested in the material and success of the class and learners.
y experiences taking part in blended and online learning has been an amazing journey. There have be many challenges along the way. At the start and really only until more recently most people either did not understand the potential or the viability of these experiences or were very afraid. I ran into opposition or was dismissed by many when I started infusing and blending technology into my classroom. I was lucky that there were just enough people and people in higher positions that supported me and saw the same vision and opportunities. Having technology that works is also a great challenge. As time has moved on this is becoming less of an issue, but still making friends with the IT department is always a good idea. Even though students today are seen as digital natives (not sure if I like this term or 100% agree with it), many still do not know how to learn with the technology they have grown up with. Some students already know, thrive, and love traditional instruction. Some students are ‘scared’ to learn with technology or have used it one way so much they can’t see the learning opportunities available. Some get distracted by technology and can’t seem to be able to concentrate at tasks at hand. There have always been challenges to motivating learners. There are also other stakeholders like parents and administration that can be challenges to blended and online learning. Not being able to see the potential or feel like they need to protect their children from the pitfalls of the online world or still clinging to traditional ways (I feel that by doing this is a big disservice but that could be a topic for another blog).
Even with the challenges in the way, I have had and have been able to provide some game changing instructional experiences that just could not be possible with traditional means. I also feel that I have helped prepare students more for the world we live in now and in the future not just the world that is behind us. I have been able to meet the needs of a greater number of students, provide engaging learning experiences that have had students think in innovative way, and most importantly build better relationships with my students. I have become a better teacher because of the access and opportunities afforded to me through online environments. This has fed my passion to be a lifelong learners as well. I have loved working with other teachers on their journey and being a mentor for those who would like to provide innovative ways to connect with their learners and other stakeholders. I also love the fact that there is always more to learn and get better at in these environments.
The questions posed are ones that I continually reflect upon as I try to provide learning environments that reach out and engage students. To provide opportunities that help students overcome physical, learning style, or other limitations are all possible in blended and online environments. There is so much potential to have every student find their learning path and enjoy the gift of learning. These experiences coupled with a passionate educator that can harness the power and grow in these environments provide effective learning environments.
I have included a vlog as part of this week’s entry to give a snap shot of what my class looks like and some of the ways I use blended learning and infuse technology in my classroom. You can also see some of the experience I have on my eportfolio http://deanvendramin.weebly.com or follow me on Twitter @vendi55
21st Century Skills
Microsoft Education Community
Hash Tags to Follow
I'm super excited to start my Master's Journey. I have followed my path and advice of being a life long learner. I have been involved in educational technology through out my teaching journey and I continue to try to understand how to learn and teach with it (I'm pretty sure this will be a lifelong journey for sure). I am currently the Math/Science Leader at Archbishop M.C. O'Neill Catholic High School. I am very interested in learning more about online and blended learning in this course. I am also excited about connecting with others and growing my professional learning network. Of course learning a class from Alec is an experience I am very interested and excited about. Have I mentioned how excited I am about this??? I may have an opportunity to teach an online course in the near future so the timing for this is perfect. I am interested in:
1)How to design a robust online/blended experience
2)Want to find out how to motivate learners online
3)Differentiate lessons online
4)Teach digital citizenship in this environment
5)Best harness the power of social media to enrich and engage learners.
I believe that online learning is here to stay and will continue to grow. I am excited to be a part of this exciting (there's that word again) course and learning experience. Over the past few years I have really turned to Twitter as a major source of my professional development. I am scrolling, reading, and commenting on Twitter basically daily plus adding my own content usually sticking to sharing my happenings in my class or projects I'm working on or have been a part of. I enjoy twitter chats and do a weekly chat on Mondays from 6:30-7:00 PM called #formative chat and have been involved in nation and global Tweet Meet ... here's a blog and Twitter Moment I created on this experience https://deanvendramin.weebly.com/blog/tweet-meet-is-sweet I also love compiling Tweets for my school (run O'Neill's Twitter Account) and myself ... for this I have Wakelet very useful here are a few compliations I have put together for myself - https://wakelet.com/@vendi55 You can follow me on Twitter https://twitter.com/vendi55 or to learn more about me visit my eportfolio deanvendramin.weebly.com
Checking in to ECI 834 on Zoom w/ Dr. Alec Couros.
Dean Vendramin. Educator for over 20 years. Currently Education Leader for Math/Science at Archbishop M.C. O'Neill Catholic High School. Have a passion for all things in education with emphasis on technology integration, assessment, professional development, and 21 Century Education. Posts are articles he has written for the Saskatchewan Teachers' Federation monthly newsletter The Bulletin, Saskatchewan Math Teachers' Society The Variable, blog requests from memberships he is a part of, and his own thoughts.