OLTD 504 - Learning Systems
OLTD Learning Outcome: Demonstrate basic competency with design and implementation within a variety of LMS and non-LMS environments and tools.
Evidence to Support Outcome: Moodle Master Training Tutorial Screencasts; 'Choice' 'Forum'
Reflection to Support Evidence:
The evidence I selected for this outcome is a screen cast I made in OLTD 504 for instructing how to use elements of the LMS, Moodle. Specifically, this was to show that navigation and design within Moodle is possible for novices and also to experiment with making a screen cast for the first time.
I have never agreed with the old adage, “those that can do, and those that can’t teach”. Learning how to create a simple survey using the element of ‘Choice’ in Moodle and the element of ‘Forum’ for setting up a community blog or discussion page would certainly support my feelings. There is no way to teach someone about these complex tasks without first becoming somewhat adept yourself. To then provide a succinct and informative instructional screen cast tops off the learning curve.
It made sense for me to choose this outcome as I have to use the LMS, Moodle in my own virtual school. Being able to help my staff learn about how to use aspects of this LMS that they may be unfamiliar with is something I feel is required of me. When I learned about the elements within Moodle, focusing on ‘Choice’ and ‘Forum’, I gained the confidence that I needed to not only show my colleagues how to incorporate them in their own course design, but to feel good about taking risks with the unknown. My biggest challenge, and accomplishment, with this assignment was to put together an instructional tutorial about how to use the two Moodle elements using a non-LMS tool. I had never made a screen cast before so the relative success of the project was quite satisfying.
Evidence to Support Outcome: Moodle Master Training Tutorial Screencasts; 'Choice' 'Forum'
Reflection to Support Evidence:
The evidence I selected for this outcome is a screen cast I made in OLTD 504 for instructing how to use elements of the LMS, Moodle. Specifically, this was to show that navigation and design within Moodle is possible for novices and also to experiment with making a screen cast for the first time.
I have never agreed with the old adage, “those that can do, and those that can’t teach”. Learning how to create a simple survey using the element of ‘Choice’ in Moodle and the element of ‘Forum’ for setting up a community blog or discussion page would certainly support my feelings. There is no way to teach someone about these complex tasks without first becoming somewhat adept yourself. To then provide a succinct and informative instructional screen cast tops off the learning curve.
It made sense for me to choose this outcome as I have to use the LMS, Moodle in my own virtual school. Being able to help my staff learn about how to use aspects of this LMS that they may be unfamiliar with is something I feel is required of me. When I learned about the elements within Moodle, focusing on ‘Choice’ and ‘Forum’, I gained the confidence that I needed to not only show my colleagues how to incorporate them in their own course design, but to feel good about taking risks with the unknown. My biggest challenge, and accomplishment, with this assignment was to put together an instructional tutorial about how to use the two Moodle elements using a non-LMS tool. I had never made a screen cast before so the relative success of the project was quite satisfying.
OLTD Learning Outcome: Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.
Evidence to Support Outcome: Non-LMS Toolkit
Reflection to Support Evidence:
I thought the best evidentiary piece for this particular outcome was the non-LMS Toolkit I put together for OLTD 504. The toolkit needed to provide an alternative to commercial Learning Management systems such as Moodle or D2L. To provide similar or better management of the online learning environment, the toolkit needed to address elements from 3 different domains: Community, Content, and Assessment.
This particular artifact was very helpful in focusing my attention away from the vast array of Web 2.0 tools and promises so as to limit what I wanted to use these tools for in specific ways. In order to see the usefulness of the tools, I needed to vet them against what I wanted to accomplish with them or what I wanted the students to accomplish. Of course, for me, being user-friendly is a critical aspect of any web tool. The tools themselves needed to replicate or surpass what an element of a commercial LMS could do. As I state in the summary of my toolkit, there will always need to be room for new tools to be added. Certainly, there is no shortage of new ones being created.
The value of this particular assignment cannot be seen only as learning about fun new web toys. As an administrator of a virtual school, I need to see how to help my staff find ways to supplement and enhance their online learning environments with tools not found in the LMS we use under direction. Although the LMS contains powerful tools and functions for delivering content and assessment pieces for each course, it is not easy to truly individualize as a teacher, how you want your students to participate in your lessons. Finding specific tools that provide increased flexibility, increase engagement, and, at times, are just plain entertaining makes teaching / learning a lot more dynamic. At the end of the day, being able to cross over between an LMS and a self-built suit of web tools will only make the job of teaching and evaluating much easier.
Evidence to Support Outcome: Non-LMS Toolkit
Reflection to Support Evidence:
I thought the best evidentiary piece for this particular outcome was the non-LMS Toolkit I put together for OLTD 504. The toolkit needed to provide an alternative to commercial Learning Management systems such as Moodle or D2L. To provide similar or better management of the online learning environment, the toolkit needed to address elements from 3 different domains: Community, Content, and Assessment.
This particular artifact was very helpful in focusing my attention away from the vast array of Web 2.0 tools and promises so as to limit what I wanted to use these tools for in specific ways. In order to see the usefulness of the tools, I needed to vet them against what I wanted to accomplish with them or what I wanted the students to accomplish. Of course, for me, being user-friendly is a critical aspect of any web tool. The tools themselves needed to replicate or surpass what an element of a commercial LMS could do. As I state in the summary of my toolkit, there will always need to be room for new tools to be added. Certainly, there is no shortage of new ones being created.
The value of this particular assignment cannot be seen only as learning about fun new web toys. As an administrator of a virtual school, I need to see how to help my staff find ways to supplement and enhance their online learning environments with tools not found in the LMS we use under direction. Although the LMS contains powerful tools and functions for delivering content and assessment pieces for each course, it is not easy to truly individualize as a teacher, how you want your students to participate in your lessons. Finding specific tools that provide increased flexibility, increase engagement, and, at times, are just plain entertaining makes teaching / learning a lot more dynamic. At the end of the day, being able to cross over between an LMS and a self-built suit of web tools will only make the job of teaching and evaluating much easier.
OLTD 504 and the Critical Challenge Question
How can Learning Management Systems (LMS and/or Non-LMS) help me develop courses where students learn in the best way for them (teacher-structured/ personalized), while providing me with the tools I require for efficient and efficacious presentation, moderation, support, and assessment (for, as, and of learning)?
For me to keep learning environments student-centered and dynamic, I need tools that allow me to create the situations where critical relationships can flourish. To move from a f2f environment to a virtual one and maintain those conditions where dynamic relationships can occur, I needed proper tools to facilitate this. I can appreciate where a LMS such as Moodle provides me with the base set of tools needed to move content and assessment into the digital realm, but what happens when I want to do things my own way? How can I truly make a course my own without finding tools that allow me to reach my students in ways that resonate with who I am as a teacher. With an LMS, I have to use the set of tools contained within the program, which, although good, are always the same. Finding non-LMS tools that suit what I am doing allows me to work toward dynamic engagement. If something doesn’t work, I can discard it and find an alternate solution. Once again, the wisdom of the ancients remains applicable – in all things there should be balance. We would be foolish not to use the best tools from both LMS and non-LMS.
How can Learning Management Systems (LMS and/or Non-LMS) help me develop courses where students learn in the best way for them (teacher-structured/ personalized), while providing me with the tools I require for efficient and efficacious presentation, moderation, support, and assessment (for, as, and of learning)?
For me to keep learning environments student-centered and dynamic, I need tools that allow me to create the situations where critical relationships can flourish. To move from a f2f environment to a virtual one and maintain those conditions where dynamic relationships can occur, I needed proper tools to facilitate this. I can appreciate where a LMS such as Moodle provides me with the base set of tools needed to move content and assessment into the digital realm, but what happens when I want to do things my own way? How can I truly make a course my own without finding tools that allow me to reach my students in ways that resonate with who I am as a teacher. With an LMS, I have to use the set of tools contained within the program, which, although good, are always the same. Finding non-LMS tools that suit what I am doing allows me to work toward dynamic engagement. If something doesn’t work, I can discard it and find an alternate solution. Once again, the wisdom of the ancients remains applicable – in all things there should be balance. We would be foolish not to use the best tools from both LMS and non-LMS.