OLTD 505 - Open Education Resources
OLTD Learning Outcome:
Share course-related learning with members of the course and greater educational community.
Evidence to support outcome: Blog Post, “Sharing”
Reflection to Support Evidence:
I chose this particular blog post as evidence of this particular outcome as I find the whole course really to be about professional sharing. At first, OLTD seemed quite complex in terms of learning new jargon and entering the world of OER. I found, as I went along, that it really comes down to sharing what we do well so that others can do the same. That is what I have tried to say in this blog.
I looked at this particular blog as a way of representing not only what I see as sound professional practice, but also what I have found in my own professional career in terms of the real self-efficacy of teachers. I have been learning a lot in this course about open access to learning materials and ideas. How this all relates to intellectual property and what, ultimately is sharable and what is not. Where my own ideas begin when I start with someone else’s. Thing can become complicated quickly. So, my blog focuses on what I see as the real common denominator – am I willing to share my great ideas and successful practices with others and not worry if they then modify these ideas to reflect what they want to do with them? The video by Sivers really indicates how most of us feel – “What? Me? I did something really good?”.
This particular outcome has been a growing thread in this cohort. I feel that all of us in this iteration of OLTD have really taken the ideals of sharing to heart, not because the program instilled the notion of sharing, but rather, gave us the opportunity to do what we obviously have had in our hearts all along – share our expertise and look for great ideas from others. The biggest hurdle for any teacher to overcome is fear. As is pointed out by Marianne Williamson, we fear our greatness more than our inadequacies. How do we get over this ingrained fear of giving a shout out to our fantastic ideas and practices? We start sharing. I am hopeful that this particular learning will be something that I can encourage and support with my own staff. If we are going to stumble around in the dark as we build our virtual school, we really should do it together.
OLTD Learning Outcome:
Articulate one’s summary of learning in the course in a multimedia, online format.
Evidence to support outcome: Final Reflection and Summary of Learning; Blog and Prezi
Reflection to Support Evidence:
To summarize my learning in OLTD 505, I needed to present some type of multi-media event that would do two things; first – show that I actually learned the major concepts from the course, and, second – to not embarrass myself with creating the presentation. After so many years of power points and slide shows, I was fearful to say the least. My Prezi / Audacity is the final result.
Finding the means to portray my learning in the course was entertaining and frustrating at the same time. However, isn’t that what constitutes good learning conditions? I had to experiment with a variety of unfamiliar programs and learn what not to do before I could learn what really worked well. That in itself was challenging, but articulating the array of different concepts around OER’s, copyright and copyleft, and how to share in unrestricted ways was daunting. Deciding to use Dr. King’s famous 1963 speech really had me out on a limb. When you listen to my parody, you will see I am not an orator like he was, but I hope that the means to present my learning makes sense and that no offence is taken with my use of his speech as none was meant. Trying to get the tone and cadence of a master preacher was difficult and quite fun. I had to start over many times due to laughing at myself while recording. The supportive feedback I received made the effort worthwhile, once again showing how we need to conquer our fear of failure and take the risk that our colleagues will actually support us as we share our ideas with them. This is a great lesson for teachers and students alike.
This particular outcome resonated deeply with me as an educator. I needed to put myself in an environment where I was challenged to do things I had no mastery of while still showing what and how I had learned the core competencies of the course. This is exactly what we ask of our students on a daily basis. What may be lacking in that, is how we want them to accomplish the demonstration of their learning. In other words, how will we assess them? Will it be by standard practices like paper and pencil tests or even project-based assessments? To do a summative assessment as something that is, at the same time, self-reflective and self-directed is surely the top end of Blooms Revised Taxonomy. Having to justify my learning in a way that I felt was creative and still showed that I covered all required concepts gave me a better perspective on the way I can demand the same from my students. While challenging, the process was fun and the end result was totally mine.
Share course-related learning with members of the course and greater educational community.
Evidence to support outcome: Blog Post, “Sharing”
Reflection to Support Evidence:
I chose this particular blog post as evidence of this particular outcome as I find the whole course really to be about professional sharing. At first, OLTD seemed quite complex in terms of learning new jargon and entering the world of OER. I found, as I went along, that it really comes down to sharing what we do well so that others can do the same. That is what I have tried to say in this blog.
I looked at this particular blog as a way of representing not only what I see as sound professional practice, but also what I have found in my own professional career in terms of the real self-efficacy of teachers. I have been learning a lot in this course about open access to learning materials and ideas. How this all relates to intellectual property and what, ultimately is sharable and what is not. Where my own ideas begin when I start with someone else’s. Thing can become complicated quickly. So, my blog focuses on what I see as the real common denominator – am I willing to share my great ideas and successful practices with others and not worry if they then modify these ideas to reflect what they want to do with them? The video by Sivers really indicates how most of us feel – “What? Me? I did something really good?”.
This particular outcome has been a growing thread in this cohort. I feel that all of us in this iteration of OLTD have really taken the ideals of sharing to heart, not because the program instilled the notion of sharing, but rather, gave us the opportunity to do what we obviously have had in our hearts all along – share our expertise and look for great ideas from others. The biggest hurdle for any teacher to overcome is fear. As is pointed out by Marianne Williamson, we fear our greatness more than our inadequacies. How do we get over this ingrained fear of giving a shout out to our fantastic ideas and practices? We start sharing. I am hopeful that this particular learning will be something that I can encourage and support with my own staff. If we are going to stumble around in the dark as we build our virtual school, we really should do it together.
OLTD Learning Outcome:
Articulate one’s summary of learning in the course in a multimedia, online format.
Evidence to support outcome: Final Reflection and Summary of Learning; Blog and Prezi
Reflection to Support Evidence:
To summarize my learning in OLTD 505, I needed to present some type of multi-media event that would do two things; first – show that I actually learned the major concepts from the course, and, second – to not embarrass myself with creating the presentation. After so many years of power points and slide shows, I was fearful to say the least. My Prezi / Audacity is the final result.
Finding the means to portray my learning in the course was entertaining and frustrating at the same time. However, isn’t that what constitutes good learning conditions? I had to experiment with a variety of unfamiliar programs and learn what not to do before I could learn what really worked well. That in itself was challenging, but articulating the array of different concepts around OER’s, copyright and copyleft, and how to share in unrestricted ways was daunting. Deciding to use Dr. King’s famous 1963 speech really had me out on a limb. When you listen to my parody, you will see I am not an orator like he was, but I hope that the means to present my learning makes sense and that no offence is taken with my use of his speech as none was meant. Trying to get the tone and cadence of a master preacher was difficult and quite fun. I had to start over many times due to laughing at myself while recording. The supportive feedback I received made the effort worthwhile, once again showing how we need to conquer our fear of failure and take the risk that our colleagues will actually support us as we share our ideas with them. This is a great lesson for teachers and students alike.
This particular outcome resonated deeply with me as an educator. I needed to put myself in an environment where I was challenged to do things I had no mastery of while still showing what and how I had learned the core competencies of the course. This is exactly what we ask of our students on a daily basis. What may be lacking in that, is how we want them to accomplish the demonstration of their learning. In other words, how will we assess them? Will it be by standard practices like paper and pencil tests or even project-based assessments? To do a summative assessment as something that is, at the same time, self-reflective and self-directed is surely the top end of Blooms Revised Taxonomy. Having to justify my learning in a way that I felt was creative and still showed that I covered all required concepts gave me a better perspective on the way I can demand the same from my students. While challenging, the process was fun and the end result was totally mine.