Things to do by July 15
Register for a WordPress site.
Copy Blog Post 1 from CourseSpaces and re-create it as a new post on your own blog.
Complete the Learning Pathways Survey.
Read Claire Howell Major. (2015). Teaching Online - A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 88-105) Note: UVic login required.
Read Jordan, K., & Weller, M. (2017). Jordan, K. & Weller, M. (2017) Openness and Education: A beginners’ guide. Global OER Graduate Network.
Begin planning your Digital Equity and Perspective project with your Learning Pod
The Digital Equity and Perspective project is due Friday, July 17 and is worth 40% of your final grade.
As you know by now, the remainder of EDCI 339 will be run from WordPress. Please bookmark https://edtechuvic.ca/edci339 for easy reference. Keep in mind that there are two sections of EDCI 339 that are using this site for their course (A03 with me and A04 with Verena Roberts), and the readings are different for each section.
You can find links to my updates under 'Sections' then 'Section A03 with Colin'. The links to updates will open in a new tab or window (depending on your browser settings). To return to the course site, switch to the original tab or window, or close this tab.
Your work in the rest of the course will happen on your own blog that you should have set up by now. It is very important that you get to work on this as soon as possible so that we can work through any difficulties you may encounter.
Writing Prompt for Individual Post #2
After completing the readings for Topic 2, please create a new post on your own blog and respond to one or more of the following prompts:
What do you notice?
What do you think the authors got wrong?
What do you wonder?
How can you apply what you have learned to your work in this course?
What do you want to get clarification on?
Close this window or tab to return to the course site.
Good morning everyone!
Just a quick update for you with a couple reminders.
Tomorrow, Wednesday July 8, is the last day to drop EDCI 339 and get a full refund on your tuition. I don't want you to leave, but if you need to, your time is limited!
The FIPPA quiz is available in CourseSpaces and will be available until Friday, July 10, 10:00am PDT.
Make sure you read yesterday's post and follow the checklist provided.
There is a bunch of reading to do along with the quiz and your first post. Please make sure you complete these activities by Thursday, July 9 (although the quiz will be available until Friday morning...)
Thank you to those who have filled out the Learning Pathways Survey and introduced yourself in the forum! It really is important to work quickly and consistently throughout this course as the pace is very fast. Please let me know if you are having any challenges!
Things to do by July 9
Read the syllabus!
Read the posts on FIPPA, Cloud Computing Guidelines, and Passphrases.
Complete the Learning Pathways Survey, accessible on the Social Spaces page
Complete the FIPPA Quiz. (available July 7-10) (10%)
Tell us about yourself in the Introductions forum.
Complete Individual Post #1 (details in CourseSpaces)
Sign up for a Learning Pod.
Sign up for a WordPress site.
NOTE: If you already have a site on opened.ca from another course, you are encouraged to use that site.
Topic 1 Readings
Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.
Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press. [Chapter 1]
Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2
Many educators, both in public (K-12, higher ed) and private (corporate, non-profit) education systems have found themselves in a situation that requires them to think for the first time about how their learners access learning opportunities. Due to coronavirus and COVID-19, most public spaces have been physically closed, including schools and businesses of all kinds, but required to stay open to continue operations through some sort of technology. This has led to an inevitable question:
What is the best technology for education?
Some might think it is a learning management system, like Moodle, or D2L Brightspace, or maybe Zoom, or MS Teams, or AI. The list could go on for a very long time, as you may have experienced in the spring of 2020. The fact is, none of these technologies can do anything to teach. All of these technologies are completely reliant on the input of a caring and competent person to engage with the people on the other side of the 'screen', who are the learners. And that is a focus of this first topic in EDCI 339.
As you read Stommel (2018), think about ways that we are constrained by the technologies we use. For instance, where is this post displayed in CourseSpaces? Is that an ideal space? How does Moodle (the software that UVic calls CourseSpaces) and the technical infrastructure define how we interact with each other? With the content?
How can community develop in these remote and technologically mediated learning environments?
One strategy that we are employing in EDCI 339 is to have you work in Learning Pods so that you can have a smaller group of people with whom we hope you will connect and support during the course. This is a structure based on the practice of cooperative learning, a set of strategies that create the conditions for significant levels of interaction between learners in a course.
To help you get an idea of how this structure is theorized in higher ed, the topic 1 reading from Vaughan, Garrison, and Cleveland-Innes (2013)[chapter 1], (which is a free download!) describes the idea of a Community of Inquiry which consists of three presences:
How should educators respond to the proliferation of "educational" technologies that are really just ways for corporations to steal learner work and data?
Your third reading this topic, (Regan & Jesse, 2019)(requires a login to the UVic library using your Netlink ID), explores the ethics of big data in educational environments. Why do we allow, no, why do we pay companies like TurnItIn to scrape learners' work (assignments) through invasive surveillance only to have them profit from your work.
Did you know? TurnItIn was recently purchased for $1.75 billion...
To access the instructions, click on 'Individual Post #1', then read the details on the right side of the page. Click 'New blog post' to add your response. Instructions are also listed below...
Individual Post #1 Instructions
Your task in this post is to respond to the three topic 1 readings.
Let your curiosity be your guide in how you respond, but here are some possible questions you might answer:
what was the muddiest concept in one of the readings?
what did you disagree with?
what was your 'Aha!' moment?
what do you want to learn more about?
...feel free to ask (and answer) your own question.
Your post should be 300-500 words and should extend the concepts discussed in the readings.