Module 5 Learning Activity: Micro storytelling, Speculation, and the Future (Twitter Chat)
Module 4 Learning Activity: Beyond Boundaries (Twitter Chat)
Category: edci339
Q1: How has technology changed education in your lifetime?
Q2: Continuing on the theme of technology… How will technology shape education into the future?
Q3: Who do you think controls the future of education?
Q4: is a follow-up to Q3: Who do you think SHOULD control the future of education? Why?
Q5: What should be our biggest fear or concern with possible/plausible futures for education based on emerging trends/technologies/models?
Q6 : How do we avoid the futures we fear in education?
self-reflection
I chose this activity because the last Module4 activity made me interested in participating again. This way of sharing my views with learners can enliven the overall learning atmosphere and give me a feeling of integration. In this way I would be more likely to engage in active learning.
Q1: What does ‘Open Education’ mean to you?
Q2: Expanding on Q1, if you had to characterized #OpenEd with just 1 word, what word would you use?
Q3: What common misconceptions exist about open education?
Q4: How are the roles of the students and the instructor(s) (and the content!) impacted by #openEd?
Q5: As a learner, would you like to see more openness in your courses?
Q6: What one piece of advice would you give to an instructor wanting to implement more open educational practices in their teaching?
Self-reflection
I chose this activity because I wanted to try to understand how to use Twitter as a platform for multimedia learning. It was a novel experience to participate in the Twitter chat, as the platform allowed me to clearly express my views in short sentences and to discuss and exchange ideas with other colleagues, which I found very meaningful as I had not used Twitter as an educational tool before.
This week I learned structured analysis including TPACK. With the current social background, the popularization of educational technology applications and the application of innovative and diverse teaching models have become the focus of educators. On the other hand, for learners, the widespread application of educational technology not only enables them to have a more diverse, real-time and highly interactive mode of interpersonal communication, but also promotes learners to be more effective in education and learning. The previous learning environment has richer and broader opportunities.
After learning about TPACK, I believe that TPACK is the knowledge that teachers need for practical technology to teach effectively, not only to know the operation of the technology, but also to know what technology to use. TPACK has three core elements:
1.Content knowledge: My understanding of this is the knowledge about the content of the subject taught, such as core concepts and theories, like an overall framework.
2. Pedagogical knowledge: I think it refers more to the process of teaching and learning, practice, teaching strategies and goals, etc.
3.Technological knowledge: This point is more difficult for me to understand, but in short, it is the correct use of technology, the selection of appropriate multimedia platforms, or the use of videos, images, etc. to achieve learning goals.
I think my previous class, EDD-101, did a great job on Technological knowledge. It used the right balance of assigning students to use media and participating in live conferences. For now, I think EDCI337 does the same. One point, the difference from EDD101 is that EDCI337 enables students to learn independently, express their opinions, and exchange ideas with our peers to a greater extent.
What kind of privacy expectations should students have?
I would think as a current student who takes online class, I believe that appearing on camera in class or during exams should be strictly protected. Students who are home schooled may appear on camera and unconsciously reveal information about their identity, such as financial status or religious beliefs, to their professors and other students. Failure to protect such privacy can lead to potential bias and other inappropriate behavior.
When is it acceptable or appropriate for institutions or instructors to engage in actions or to use tools that may challenge student privacy?
I believe that institutions or instructors can appropriately use video cameras to ensure the smooth conduct of examinations under the premise of privacy protection of students, the main problem is how to eliminate the problem of improper screen recording, which is a more important point to solve the problem of privacy protection
As for finding privacy policies of the University of Victoria, I think it is not difficult to find them, they are relatively easy to access, and their content is relatively straightforward, and their views are clearly stated. It states on its website that it “only collects personal information that is directly related to and necessary for the operation of our programs and activities” and you can see that it “has internal policies and procedures in place to clarify how it complies with the Freedom of Information and Protection of Privacy Act”.
However, before searching for these policies, I personally did not know anything about these policies and how the University protects our personal information from disclosure. But in the specific policy can be seen on the University’s privacy policy is very comprehensive, including a very wide range of aspects.
One of these is “Safeguards for Personal Information,” which indicates that the University will protect personal information in its custody or control from unauthorized access and collection by making reasonable security arrangements. Reasonable security arrangements are in place to protect against the risk of unauthorized access, collection, use, disclosure or disposal. Risk of Use, Disclosure or Disposal. This also eliminated my previous concerns about student privacy protection measures.
self-reflection
The reason I chose this activity is that I have not been paying much attention to my privacy as a student, and there is basically no research in this area, so I think this activity will help me to have some understanding of how my privacy is protected.
Time flies, and we are almost halfway through the semester. I have learned a lot of meaningful knowledge from the Distributed and Open Learning class and have made great gains in my learning awareness, which will help me organize my thinking to better face the upcoming academic challenges.
Through my studies, I realized that I need to organize my learning, set myself at the center of my learning, and increase my autonomy through the Connectivism I learned. I can even use what I have learned to reflect on the areas of my learning that are lacking this semester, and my experiences, and connect them to consider whether I would be more efficient and clear in the way I accomplish tasks and do things if I applied the knowledge from EDCI339.
I also use the Cognitivism introduced in Distributed Learning to connect new information to previously acquired knowledge to build an ideal mental structure.
In addition, I think I am gradually adapting to the Distributed Learning method of acquiring knowledge, and I think Distributed Learning has a better flexibility than the normal traditional teaching method, which allows me to allocate my time flexibly, especially at this particular time. Learning is becoming more and more important.
Overall, I think that Distributed and Open Learning is truly humane in the sense that we can understand and learn from each other by communicating our ideas with our peers.
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Please click link below to see zoomed image.
Reflection: The reason I choose this activity is because I often feel that the overall learning atmosphere is a bit confusing and fuzzy, and I always feel that I don’t know what to do to improve my learning level, and to detect the learning progress. Know the relationship between each lesson and what to do each week in each lesson, instead of rushing to complete the task before the due every time, so as to improve the quality of learning.
Behaviorism: As the name indicated, is a systemic approach to understanding human behaviors. Behaviorists believes that human behaviors can be changed through positive and negative reinforcement. One common example is that we can get good feedback on a school project we worked very hard on. This positive feedback creates a positive reinforcement which is very likely to lead us work hard in the next project. On the other hand, an example of negative reinforcement is that we may get marks taken off if we skip the class meeting.
Cognitivism: Cognitivism focuses on mental constructs. Cognitivists believes that human learning depends heavily on internal representations. People learn by constantly linking new information to previously gained knowledge. An example of cognitivism in the school context would be the discussion session. Professors usually ask us to reflect and discuss what we have learned, what are the self-related examples of what we have learned, therefore helping us builds an ideal mental construct from it. This reflects on Bates’ reading as he mentioned how cognitivists focuses on comprehension, mental process and how learners make sense of the new information.
Constructivism: Constructivism states that learning is a “social process”. Individuals are “consciously strive for meanings” that they constantly interpret/make sense of the world based on their past experiences gained through communications between learner and educator. An example comes to mind is that when I’m taking economics, whenever our professor introduces a new concept, he always explains it with previously learned concepts so that each concept builds on the previous one. For example, when he was teaching the concept of tariff, he re-introduces the concept of quota and explain how they are connected to each other. I believe it is very helpful for me to build a holistic picture of what am I learning.
Connectivism: Connectivism emphasizes on learner’s autonomy, and the diversity, openness and interactivity in learning. An example I can think of is that when our professors add class recordings and not requiring for participations, meanwhile encouraging students post their questions about course material in Discussion section at Brightspace. This reflects on Bates’ reading from the perspective of “Openness”, “Learner’s Autonomy” and “Interactivity”. It made learning a lot easier for students as they can access the lectures online whenever they need to. Also encourages the interaction between learner and instructor as well as between learner and learner.
Reflection: I chose this topic because I’m curious about different ways of learning and what’s the best way to maximize our productivity. This topic introduced four ways of learning from different standpoint. Bates’ reading provided a great detailed insight of each different learning theories and how it can be applied in learning environment. I believe this topic will be very helpful for my future learning as I can adjust my learning style to help me maximize my learning productivity.