_
OLTD Learning Outcome: Understand, design and commit to student success in online learning environments.
Evidence to support outcome: Annotated Bibliography
Reflection to support evidence:
I have chosen the annotated bibliography I created for OLTD 501. This was done as a way of identifying current research and scholarly thinking on a topic I feel is important to Online Learning. The focus for my bibliography is: “ Impact of Synchronous and Asynchronous Delivery Methods on Online Learning”
The articles I read all deal with the comparison of asynchronous and synchronous methods of online instruction and learning. The researchers in one form or another all seem to support the idea that passive learning which is the hallmark of asynchronous methods has its place in terms of delivering content for students. Its advantage is that the student can revisit the content as often as they wish while the teacher only needs to deliver it once. Synchronous methods are generally seen as the best way to provide opportunity for process and application of the learning. All the authors seem to agree on the idea that the best design of an online learning environment needs to be a combination of both synchronous and asynchronous methods and opportunities.
I chose this particular outcome as I feel it focuses my intent for taking this program. As I move into the operational phase of creating our virtual school here in Yukon, I want to learn from what the best practitioners have to say about online design as well as incorporate what I have come to learn about best practice for instruction throughout my career. I have examined a wealth of data charting the success rates for students over the past 6 years and know that the Distance Learning practices of only asynchronous methods does not work. I also know from my experience that the best learning takes place when relationships are created between learner and teacher. At the end of the day, it is not my success as the teacher that should be driving educational design, it should be the success of the student.
OLTD Learning Outcome: Integrate current cognitive learning and brain-based learning theory
Evidence to support outcome: Personal Learning Model
Reflection to support evidence:
I chose this particular piece of work as supporting evidence as it was a great way to focus on how we all learn while having us apply this to our own beliefs based in our teaching experiences. The Personal Learning Model was created in OLTD 501 as a way to explore our own beliefs about learning while looking through a lens of established research and theories.
Perhaps the most interesting aspect of this particular assignment was the creation of a model particular to my own way of thinking. Of course, it was important to examine how existing theories link to what I see as important markers in how children learn. Being able to link constructivism, connectivism, and experiential learning to a model that is uniquely mine, was an unexpected bonus in the course. My attempt to show how I see the dynamic relationship between teacher and learner was at once frustrating and liberating. I hope to be able to fine-tune the model over time into a 3D representation of that dynamism.
I believe that this is a critical learning outcome for all teachers. All of us working in Education, have had many opportunities to read, discuss, and be trained in, the many pertinent learning theories created over the last 50 years. We have been asked to make them integral to our planning and instructional methods. Yet, I know of very few teachers who actually reflect on learning theories with any kind of frequency. This is not a criticism of my colleagues, but rather a reflection on how much has happened in the last 15 years in this area. It is hard to keep up and keep current. However, we have to always put our professional practice into perspective, that what we do in our efforts to understand how children learn can only lead to a better fulfillment of each child’s learning potential.
Evidence to support outcome: Annotated Bibliography
Reflection to support evidence:
I have chosen the annotated bibliography I created for OLTD 501. This was done as a way of identifying current research and scholarly thinking on a topic I feel is important to Online Learning. The focus for my bibliography is: “ Impact of Synchronous and Asynchronous Delivery Methods on Online Learning”
The articles I read all deal with the comparison of asynchronous and synchronous methods of online instruction and learning. The researchers in one form or another all seem to support the idea that passive learning which is the hallmark of asynchronous methods has its place in terms of delivering content for students. Its advantage is that the student can revisit the content as often as they wish while the teacher only needs to deliver it once. Synchronous methods are generally seen as the best way to provide opportunity for process and application of the learning. All the authors seem to agree on the idea that the best design of an online learning environment needs to be a combination of both synchronous and asynchronous methods and opportunities.
I chose this particular outcome as I feel it focuses my intent for taking this program. As I move into the operational phase of creating our virtual school here in Yukon, I want to learn from what the best practitioners have to say about online design as well as incorporate what I have come to learn about best practice for instruction throughout my career. I have examined a wealth of data charting the success rates for students over the past 6 years and know that the Distance Learning practices of only asynchronous methods does not work. I also know from my experience that the best learning takes place when relationships are created between learner and teacher. At the end of the day, it is not my success as the teacher that should be driving educational design, it should be the success of the student.
OLTD Learning Outcome: Integrate current cognitive learning and brain-based learning theory
Evidence to support outcome: Personal Learning Model
Reflection to support evidence:
I chose this particular piece of work as supporting evidence as it was a great way to focus on how we all learn while having us apply this to our own beliefs based in our teaching experiences. The Personal Learning Model was created in OLTD 501 as a way to explore our own beliefs about learning while looking through a lens of established research and theories.
Perhaps the most interesting aspect of this particular assignment was the creation of a model particular to my own way of thinking. Of course, it was important to examine how existing theories link to what I see as important markers in how children learn. Being able to link constructivism, connectivism, and experiential learning to a model that is uniquely mine, was an unexpected bonus in the course. My attempt to show how I see the dynamic relationship between teacher and learner was at once frustrating and liberating. I hope to be able to fine-tune the model over time into a 3D representation of that dynamism.
I believe that this is a critical learning outcome for all teachers. All of us working in Education, have had many opportunities to read, discuss, and be trained in, the many pertinent learning theories created over the last 50 years. We have been asked to make them integral to our planning and instructional methods. Yet, I know of very few teachers who actually reflect on learning theories with any kind of frequency. This is not a criticism of my colleagues, but rather a reflection on how much has happened in the last 15 years in this area. It is hard to keep up and keep current. However, we have to always put our professional practice into perspective, that what we do in our efforts to understand how children learn can only lead to a better fulfillment of each child’s learning potential.