Unit 5- Pecha-Kucha learnings

Dibblee- PechaKutcha Presentation

For the final project in this course, we were asked to do a self reflection on what we have learned and how far we have come in this part of our educational journey.  I sharing my Pecha Kucha presentation as I feel it summarizes my learnings in 5105 to date.  I recognize that I started this journey with little experience using technology tools.  There were many reasons for this and I also felt limited by what I could do in my Grade 1 French Immersion class.  But now I have realized that there are many tools in my tickle trunk!  Once I teach my students the basics of logging in online and using a mouse for the chrome book or swiping on the i-pad, the possibilities are endless. I also have other technology tools that I can use in my school, to incorporate educational goals in literacy and math.  In all subjects I can support my students with new devices and games.  I can maintain a strong teacher presence as they manipulate their technology tools.  I have realized many of the benefits of eLearning for the second language learner, which has surprised me to some extent.  My students are excited to use technology and to learn new skills that allow them to be creative in an online world. (

Here is a short list of a few activities you can start to do with your young learners in class:

Use Google Apps for Education tools, Beebots or other coding creatures, Wixie, Storybook, Online math games like Prodigy or Zorbits, OSMO, ipad for writing, drawing, taking pictures, doing recording student voices, Xtra math or abcya or splash math,  videos online for singing songs, watching animals in the wild, learning how to do things, Spheros, Lego games online, Popplet, Tiny tool, Green screen and Ink Pad, Padlet, Dulingo, fun brain.  These are just a few and many of which I have now used and explored.  The search is really up to the time you have to experiment with your students around what works for them, knowing the context and content of your educational lesson that day. 

Here are my students reading together outside.  This is why I do what I do, they are why we teach and I want to ensure that I provide the best possible learning experiences for them.  

Here is my last post, I feel it reflects my efforts in 5105 as I strive to learn about new technology tools and how to adapt my lessons to meet my students needs. 

 

 

dibblee-pechakutcha-presentationDownload

Unit 4- Artifact – Checklist

This 4th Unit discussed the shift in online learning for the teacher, as they become more of a facilitator.  The focus remains on the student and their learning however in the virtual environment, teaching presence must be felt by all.  We were asked to reflect on the best ways we can facilitate learning for our students, using eLearning and how teachers can be more ‘present’ given the limitations and challenges of learning and teaching online.  What are the best tools for the expert facilitator online?  This was a big question and as we looked back on our Assignment from Unit 3.  We were asked to create a checklist for self evaluation and self reflection as we tried to think how we could be present for our students in an online world.

To do this, I wanted to reflect on significant changes that I would have to make in order to become an online teacher (how do you do this I wonder Lisa?).  This was challenging.  Using a totally new to me technology tool, I tried storybook as I have always wanted to use this tool with my students and thought that it was too difficult!  It is easy and here is my first attempt as I think about that new checklist about teachers as facilitators and learners learning at home, in the comfort of their comfortable and sunny room!  See in front of the computer there, that’s me!  This simple Storybook highlights the changes of a teacher, from the classroom face to face with her students, to the online world, what a transition!

https://www.storyboardthat.com/storyboards/dianadib/teacher-presence/copy

So my artifact was to try to come up with a checklist of reflection questions and feedback for a teacher who is new to supporting eLearning.  Are they considering all of the factors that impact teacher presence online?   Here is my preliminary list and I am open to your ideas and suggestions!  I took time to research online and one of the best articles I found was called “The Role of the Online Instructor/Facilitator”.  The researchers cited four main areas of change focused on pedagogical, social, managerial and technical.  I also really liked this summary found here https://study.com/academy/lesson/teachers-checklist-for-online-interactive-learning-coil.html which included:

• Principle #1: Let the students do the work.
• Principle #2: Interactivity is the heart and soul of effective asynchronous learning.
• Principle #3: Strive for social and cognitive presence. (Zane, 1995).

I appreciate the Interactivity and the focus on the students.   This is my first attempt at a teacher Checklist for establishing a positive and supportive online presence.  This is my Artifact for this Unit as I feel it includes many of my thoughts and reflections.  I have learned a lot about online facilitation and teacher presence, both in this course and others I have completed in this degree.  I value your feedback as I know it would challenging to complete all of these in the virtual world.  Given that we are moving towards this in many ways, I am passionate about keeping a Strong human connection to each other online.  I feel that it is vital to do and I think both teachers and the students learning online can gain so much from sharing and learning from each other.  We have opened up so many channels of communication around the world, and we must learn more about each other to gain a greater understanding  and mutual appreciation.  This checklist creates pause for reflection as I approach the end of this class with everyone in 5105.

Checklist for teacher presence.

Am I responsive to my students’ needs	Am I aware of who my students ARE! Ie. my students’ needs, knowledge and experiences as well as learning goals
Am I creative and flexible with the use of learning tools, learning styles, learning techniques	What did I want my students to learn, and how well did this work- were they engaged and motivated throughout the course
Do I use a variety of teaching techniques and try to support all of my students	Did I support collaboration, communication and sharing of ideas among the students
Do I respond to all students in effective ways, to ensure understanding and do I provide clear, ongoing communication	Did I ask the right questions and did students think outside the box
Am I a good, active listener to my students	Did we create a positive, active online community based on mutual respect
Do I surprise and challenge them	Was I involved and engaged in our conversations and did I provide ongoing feedback
Do I use different techniques in different lessons	Did I care and demonstrate this caring for my students and their learning
Do I help students to become critical thinkers and problem solvers	Was I supportive of their ideas and how did I deal with any conflict
Do I model positive online behaviors by being present often online and do I encourage questions	Was I consistent with my expectations and goals for this course Did I share my passion for learning and did I share my stories too?

This checklist is a good reference point for any teacher, teaching online or face to face.  I feel it is a good artifact for Unit 4 as noted above.

References

Zane, B, 1995.  The Role of the Online Instructor/Facilitator. Educational Technology. 35(1) 22-30. Retrieved from http://www.cordonline.net/mntutorial2/module_2/Reading%202-1%20instructor%20role.pdf