Category: edci339

Before considering new technologies, institutions should consider the ethics, security, and privacy surrounding the technology. The technology under consideration should be non-discriminatory and unbiased. To ensure the reputation and history of the provider are reliable, it is important to research the suppliers. Additionally, institutions should choose technologies that are accessible and promote diversity while supporting unique educational needs. This may include having audio, visual, and text aids.
Notably, institutions should set a budget when considering adopting new technologies as it can be more costly to invest in ethical practices and this ensures the institution does not go beyond its means. Investing in ethical technologies may influence accessibility and equitability needs as higher costs can mean that not every institution or student may have access.

Researchers have stated that the integration of technology should foster innovative pedagogy and prepare students for society and that this may be achieved by using novel and engaging technologies (Ng, 2015).

It may also be pertinent to review the new technologies’ compatibility with other technologies already utilized by the institution as well as its ease of use to ensure students will be successful using the new media and can develop skills.
When implementing new technology, instructors should consider the values of the school and the educational goals in place to ensure learning outcomes are met. The instructor should account for the demographics of the students to meet equity, accessibility, diversity, inclusivity, and individual learning style needs, as some students may require more support than others. This means everyone’s needs are met and learning can be enhanced.

Additionally, it is important to maintain the privacy and security of the students, thus the technology should be reliable, and approved by the institution.

Finally, for a student-centered approach, the instructor should consider implementing technology that is user-friendly and compatible with the student’s learning skills for their ease of use.
Researchers have found that technology implementation is maximally effective when it aligns with learning outcomes and the institutional environment (Lai & Bower, 2019).

Hidden motivations that may impact the adoption of new technologies are institution cost concerns, maintaining the institution’s reputation, lack of research, and many more aspects that have negative effects on educational outcomes. To reduce costs, institutions may implement technologies that lack accessibility, user-friendliness, diversity, inclusiveness, or other features. Oftentimes technology that is lower cost may not use ethical practices. Additionally, lower-cost technology may not have as effective teaching methods and thus compromise learning outcomes.

If institutions do not research the technology they are implementing they may end up investing in websites that do not inspire meaningful learning and only serve to boost superficial institutional reputations. Without proper research into technologies, institutions may face using technology with limitations on learning, such as limited access to certain features and teaching.
Overall, experts have found that it is important to consider every aspect of technology and that it is not only a valuable tool but a medium that can influence the culture of learning by enhancing social and educational development (Cloete, 2017).

I chose this activity because there are many important considerations to factor in when choosing which technologies may be the most beneficial to learning that I was not aware of. Thus this aligned with my learning goals of how to select what media and networks should be utilized to personalize my learning and additionally to help guide others in their digital learning. Through my research, I learned what to be aware of and what I value in online learning. I feel as though now after my research, I can critically think about my technology use and what my personal beliefs in media ethics are.

References

Cloete, A. L. (2017). Technology and education: Challenges and opportunities. HTS: Theological Studies, 73(3), 1-7.

Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42.

Ng, W. (2015). New digital technology in education. Switzerland: Springer.

The MOOC I signed up for was an Introduction to Food and Health offered by Stanford University and found on Coursera. The course covers global nutrition and health crises, promotes healthful eating, encourages cooking at home, and teaches individuals how to optimize their eating for their health.
The course materials for each week are organized in one tab, and you can add notes and participate in discussion forums to communicate with your classmates and mentors.
Each module has a series of short videos available for your learning and then a quiz at the end of the module to test your knowledge, with unlimited attempts and time allowed. The course has four quizzes in total, each worth 25%, with a required minimum score of 50%.
The tools the course offers to keep you on track with your learning are a pop-up tab that allows you to set a weekly goal surrounding your studying, a schedule tracker that tells you when you started the course and your expected finish date, reminders of upcoming due dates, and messages about course updates from the provider.
Comparing this course to a ‘traditional’ course, it felt significantly more flexible while still having structure. Because the MOOC is completed remotely, I was able to work on it whenever I had time, no matter where I was. I would work on it during my break at work, on the bus, and in many other scenarios that would not be possible with a ‘traditional’ course. Because I saved time in commuting, I completed the course on a faster timeline instead of having to wait for synchronous meeting times. This proved beneficial because I could keep up with my job while ensuring I was learning without compromising my work or education.
As for legitimacy, this course does provide a valid certificate upon completion from Stanford University, however, the certificate costs around $60, thus slightly compromising accessibility. Because I was only trying out the course to gain further insights into MOOCs, I did not pay for the certificate and thus have no proof of my acquired knowledge. ‘Traditional’ courses are also costly, and generally a significant amount more than $6o, thus the MOOC was shown to be a more accessible and economical option.
The difference in certification between a ‘traditional’ course and a MOOC is that a ‘traditional’ course generally helps you achieve a degree whereas MOOCs can provide supplemental knowledge in specific areas without working towards a degree. Both options are beneficial and it would depend on what kind of education the individual was seeking.
As for autonomy, MOOCs provide more freedom and flexibility as they are completed online and asynchronously. This means less time spent on commuting, and additionally, the flexibility to work on the course at any time of day. This may be particularly helpful because it allows an individual to pursue further commitments such as hobbies, jobs, volunteering, and more while still being educated. Because of the lack of structure in a MOOC, this may encourage the student to develop skills in setting goals, developing a routine and schedule, and forming productive habits. In a ‘traditional’ course, there is less autonomy surrounding your schedule, however, having structure is sometimes necessary for individuals, and thus sacrificing some independence may satisfy learning needs.
Regarding connections with my instructor and peers, I found it very difficult to feel connected to other individuals enrolled in the MOOC. It is quite impersonal as many individuals only displayed their first name with no photos attached, thus concealing their identity. Additionally, the instructor sent a mass email that felt impersonal and many peers did not use the discussion forum to communicate. This course felt somewhat isolated as there was no sense of connection to other learners. In ‘traditional’ courses, I find it easier to form connections with my peers and the instructor because I can put a face to a name, speak with those around me, and often have the opportunity to meet with instructors around class time.
The assessment and evaluation methods for MOOCs and ‘traditional’ courses are very similar. Since the covid-19 pandemic, many instructors have opted for online, open-book assessments thus there are no significant discrepancies between the two course formats in this aspect. However, some ‘traditional’ courses still do use in-person assessments and this usually requires more memory retention skills, whereas online assessments are generally more concept-focused and thus require critical thinking skills. Both memory retention and critical thinking skills are valuable meaning the two different course formats will increase your learning skills.
I prefer a ‘traditional’ course over a MOOC for my learning because I feel more motivated towards the course when I feel connected with my peers and instructor. However, a benefit of learning from a MOOC is that all of the course information is available in one place online so you always have a reference point to go back to if you forget or miss something an instructor said.
Overall, there are advantages and disadvantages to both course formats. I believe the greatest asset for an in-person class is the connectedness that inspires interest and motivation, and for a MOOC it is the fact that it provides in-depth information with the ability to revisit course concepts.
I would consider the introductory nutrition course to be an xMOOC rather than a cMOOC as an instructor is providing all of the course material, assessments, and evaluations rather than student contributions. In the course, students can share what they have learned and discuss it in the discussion forum, however, the core concepts and expected knowledge outcomes are provided by the instructor as a ‘traditional’ course would be, further supporting its evaluation as an xMOOC.
This course would likely not be considered an ‘open’ course because Open Educational Resources (OERs) include the ability to retain, reuse, revise, remix, and redistribute content (Bliss & Smith, 2017). This course is the property of Stanford University and thus can not be revised, remixed, or redistributed, however, knowledge acquired may be retained and reused in the future by the student without directly using course materials. Because this course does not fully satisfy what it means to be an Open Educational Resource it cannot be considered as such.
I chose to do this particular activity because I do not have much experience with MOOCs, thus I wanted to do an in-depth comparison of the benefits of a MOOC and a ‘traditional’ course. My interest in this was geared towards finding out how to optimize my learning by discovering which aspects of a course I find to be the most effective. In the future, I can personalize my learning to get the most out of a course because I now possess the knowledge about what learning methods work for me. Additionally, I can help guide peers toward what learning style may suit them as now I now know the differences between ‘traditional’ courses and MOOCs.
This activity aligned with my learning goals because I have expanded my knowledge of the educational tools that are available to myself and my peers, as well as learning the advantages of online learning.
Through my critical review of MOOCs, I am now aware of the accessibility MOOCs provide because they can be completed remotely and at lower costs, the flexibility and autonomy you get as you decide your schedule, and the added benefit of increasing your critical thinking skills. In the future, I would take MOOCs to supplement the knowledge from my ‘traditional’ courses or to gain new knowledge altogether.

References

Bliss, T. J. & Smith, M. (2017). A Brief History of Open Educational Resources. In R.S Jhangiani & R. Biswas-Diener (Eds.) Open: The Philosophy and Practices that are Revolutionizing Education and Science. (pp. 9–27). London: Ubiquity Press. Accessed from https://www.ubiquitypress.com/site/chapters/e/10.5334/bbc.b/

Adam, M. (n. d.). Standford Introduction to Food and Health [MOOC]. Coursera. https://www.coursera.org/learn/food-and-health/home/week/1

The following course Course Outline 2021 was redesigned using the Universal Design for Learning (UDL) guideline framework (Meyer et al., 2014).

Redesigned Learning Objectives and Assessment Format Incorporating UDL

Any time a student has to present what they have learned, they should present information relevant to the course and that they find interesting. The representation of learning can be in any way they choose, it could be audio, visuals, writing, or another format the student deems suitable and effective. Allowing the students to present what they find to be interesting and relevant, gives a stronger sense of autonomy and additionally increases interest and motivation, thus efforts put forth.

The student should be given adequate time to complete any tasks, while also having guidelines set in place to promote meeting expectations and to allow the student to develop learning strategies. Another benefit of allowing the students to represent their knowledge in any format of their choosing ensures inclusivity for different skill sets and learning methods.

Students may select peer-reviewed resources themselves and/or they may ask the professor for suggestions. Finding effective resources on their own can enhance comprehension and promote student autonomy. Additionally, asking the professor for suggestions enhances learning how to be guided through information.

By the end of the course, students should practice expressing their learning and knowledge using multiple different forms of media and multiple different cited sources. They should have the opportunity to use any technology tools for presenting information they choose and they are allowed to ask for professor recommendations on tools.

The specific goals of the course should be met by all coursework being completed and presented using the tools of their choosing.

Incorporating these changes to the course learning objectives and assessment formats ensures the UDL guidelines are being followed thus optimizing learning.

To summarize,

Giving students the choice of what tools, resources, and formats they are using fosters interest, thus increasing effort and motivation. Ensuring there are still guidelines and expectations in place teaches self-regulation and strategies. These changes all follow the UDL engagement guideline.

Furthermore, giving students the chance to choose various tools and media formats to utilize allows them to practice different ways of presenting their knowledge and how they want to represent it. The opportunity to receive professor recommendations on helpful resources and tools can help enhance comprehension, and this all contributes to the UDL representation guideline.

Finally, allowing freedom of formatting allows the student to vary the tools and methods of response used, as well as allowing using different media for communication. Having deadlines and expectations in place encourages the students to set goals and timelines and this all contributes to the action and expression UDL guideline.

Required Readings

Required course readings should ensure accessibility by providing the reading options along with visuals, optional supplemental information, and audio.

Audio & Visual Recording

Permitted with permission from the professor, this is a helpful option for students with different learning needs.

I chose this activity because revising a course I was already very interested in and found to be quite well-run with a UDL framework approach showed me just how effective these methods could be to benefit a course. Incorporating a UDL approach to the course outline before my taking it would have optimized my interest, motivation, and efforts while also teaching me to set goals and utilize the various tools at my disposal. Although I found the course to be very engaging and educational, I believe utilizing more online tools and being allowed to choose my format for assessments would have expanded my skillset regarding the material and taught me a greater sense of autonomy. I chose this activity to develop what I deem to be effective methods for learning while still meeting course expectations and getting the opportunity to use many tools and resources. This aligned with my learning goals of broadening my views on flexible and personalized learning methods that are still effective and making use of all the tools currently available to students. In changing this course outline I learned that there are generally not many alternate options for students to explore for assessments, readings, and meeting course objectives, however, giving the option for students to personalize their learning could be beneficial for students to gain valuable skills.

References

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.

My Learning Map consists of the two courses I am currently enrolled in, EDCI 339 and EDCI 338. Aside from the general similarities of the two, that they are both completely online and asynchronous, thus I work on them from the same locations, the most surprising connection between the courses was how they utilize all the same online tools, allowing me to use what I learn in the courses reciprocally. Both courses are helping me become proficient in using Brightspace, Mattermost, and WordPress. To note, I am finding that I am generally interacting with these online tools the same amount for both courses, however, interestingly I use different networks to connect with my peers between the two. For EDCI 339 I use Zoom and for EDCI 338 I use Instagram. I have become quite familiar with both as the world becomes more and more adapted to online networking, however, in my experience, Instagram is regarded as more of a personal network and Zoom as more of a professional network, although both can be used either way. The reason for the difference in which platform we use for communication is likely due to student preference and familiarity. Additionally, EDCI 338 is about personalized learning and social media, and with Instagram being a prominent form of social media in today’s society, we may have unconsciously gravitated toward it. The preference for using Zoom for EDCI 339 may also be due to the subject of the course, specifically with it being about remote learning. Many students likely associate remote learning with using Zoom seeing as how that became the main way of communication when the covid-19 pandemic required school to transition to online.

Overall, I found EDCI 338 and EDCI 339 to be very connected with both courses covering different methods of learning, personalized and distributed respectively. Personalized learning focuses more on creating your learning pathway and determining your learning methods, whereas distributed learning focuses on all forms of remote learning. In my opinion, I find the two to be similar because I believe personalized learning can be distributed and vice versa. Due to my courses being so connected, I can apply concepts from one course to the other, enriching my understanding of topics and my educational experience. Using the same resources across courses has provided me with the opportunity and practice to become skillful and adept at navigating different online networks, and thus in the future I am confident I will be able to adapt and learn to use whatever network is required of me.  In doing this exercise I realized the value of course connectedness for learning and teaching, it gives one a wider skillset and builds confidence.

I chose this activity because it was a valuable opportunity for me to reflect upon what is similar between my courses and how my learning experience can benefit from the similarities. I learned the usefulness of acquired learning skills, how to connect them, and how to utilize these connections. Being able to recognize and form connections is extremely beneficial because it enhances learning and knowledge by stimulating more diverse and creative thoughts, and deepens knowledge on a topic. Upon completion of this activity and reflection, I determined Brightspace to be the most useful online network for learning as it has many helpful tools and is engaging. I achieved my learning goal of evaluating what I look for in a platform to optimize my learning. Deeming Brightspace the most useful platform may have been influenced by my familiarity and my experience using it throughout my various university courses. Thus, this activity brought me to the realization of how helpful it is to keep practicing and developing online networking skills to gain the most confidence and benefits out of your use. In completing this activity I learned that oftentimes university courses are more connected than they may initially appear and hence what you learn and the methods you use in one class may help you decide how you want to personalize your learning for maximum effectiveness.

To further clarify my map regarding the legend in the top right corner of the map, frequency describes how often I am engaging with the tools and resources highlighted, connection 1 or 2 ways means whether or not I am the only one participating in the connection or if I am receiving a response, and finally physical/digital/both describes whether the connection is occurring in the physical world, digitally online, or whether it can occur both ways.

Metaphorically speaking, according to Weller (2022), the only way to control the covid-19 pandemic pre-vaccine rollout is to “take away the virus’s food supply.” The direct meaning of this metaphor is to remove anything the virus may feed off of to prevent its spread and progress. The covid-19 virus spread rapidly among humans and developed and evolved through its proliferation. To cut off its “food supply” means to cut off close contact between humans to prevent the virus from being passed around and essentially allowed to “feed” off them.

The use of the metaphor by Weller (2022) is inspired by the theory in the film Jaws, that sharks are attracted to humans swimming in water and the disturbance this causes, making a shark attack inevitable. In the movie, it is suggested the only way to control sharks is to kill them or cut off their food supply. Thus, Weller (2022) compares the covid-19 pandemic to the Jaws shark theory, that the only way the virus can be controlled since it is not known how to kill it is to cut off its food supply. 

The reason I selected this metaphor is because of its relevance to not only what I study being a microbiology student, but additionally to society and education as we have all been drastically affected by the covid-19 pandemic. The selected metaphor describes a way to help control the spread of covid-19 in a broad sense, however, it also gives room for further interpretation and thought on the implication of what it is suggesting. That is an additional reason why I chose to analyze this metaphor, because of its depth. 

What I mean by the metaphor inspiring further thought is that because it is suggesting cutting off contact between humans, one might consider the implications of this and how certain things will be affected, specifically and significantly, education. Educational institutions are an ideal breeding ground for a virus as there are so many different networks the virus can be transmitted through. Students are attending different classes, seeing different friends, are involved in different activities and sports, and additionally have many more opportunities to connect with other humans and thus spread the virus. Cutting off these avenues transforms one’s educational experience entirely.

To cut off covid-19’s “food supply” back in 2020 schools switched to remote teaching and learning, influencing the future of education. Although now in 2023 we are transitioning back to in-person education, the aftermath of switching to completely online school during the pandemic has significantly impacted the way education looks moving forward. Many teachers and professors are now choosing to keep their teaching online as they have developed proficiency and a preference for remote methods. Online education has made immense progress because of the covid-19 pandemic as it forced the world to adapt to the online world and develop the proper tools and resources, paving the way for future online education.

Because of my background in studying microbiology and immunology, I believe the metaphor to be an appropriate statement that cutting off the “food supply” for covid-19 was essential to help prevent the spread of the virus. If humans are not in contact with one another, they cannot transmit the virus among themselves, thus decreasing overall transmission and spread. Although I believe the metaphor to be a correct notion, it does not consider or address the fact that what it is suggesting actually needs to be put into practice. Many individuals ignored covid-19 restrictions and continued to engage in social gatherings thus providing a mass “food supply” for the virus. The social habits of humans are an important factor when considering this metaphor as well as human beliefs. Some individuals ignored covid restrictions because they desired social interaction, while others simply believed the virus to be a hoax. So although I believe the metaphor to be an appropriate statement, one must consider the social implications of Weller (2022)’s statement. 

The impact this metaphor may have on individuals is likely minimal. There is so much information going around regarding covid-19 and people are going to believe what they want. Because this metaphor is based on a fictional movie it does not possess much credibility and thus would not be likely to cause any major policy changes. It is a widespread statement that “cutting off the viruses’s food supply” will help prevent the spread of covid-19, however, this world discussion was not influenced by Weller (2022)’s metaphor, and his thoughts were likely based on all of the information on covid-19 already out there. 

I picked this specific activity because metaphors are a powerful tool in all fields of education. They help to explain phenomena, behaviors, situations, etc. in simpler terms and provide further context in the form of comparisons. Using a metaphor to compare one situation to another is helpful because it provides an alternative explanation for what may be a complex topic. The analysis of metaphors is especially useful in education because it can open up discussions and provides learning opportunities due to the development of thoughts and opinions on the metaphor’s direct topic and surrounding information. 

This activity aligns with my learning goals because it allowed me to consider different methods of learning. In science I generally do not think to use metaphors or research them, however, they can be powerful tools to help explain difficult topics. Additionally, making an infographic for this activity helped me develop further proficiency in presenting information in a clear and concise way online. 

Through my critical review of this metaphor, I was able to reflect on how useful different methods of teaching and conveying information online can be, as well as how important it is to adapt to new digital networks for learning in light of education increasingly being delivered online since covid-19. This aligned with my learning goals of seeking out different methods of teaching and learning that may enhance education in the future. Additionally, I learned that metaphors are a useful way to open up discussions and generate deeper thought on certain topics because although metaphors encompass one topic, they frequently have deeper meanings and implications as well. Thus, metaphors often provoke thought, discussion, and curiosity on further topics, giving the potential for one to gain knowledge and enrich learning. In the future, I can see metaphors being beneficial to my own learning and teaching by causing me to go deeper in my analyses and research on topics.