Part 1: Evidence and Reflection of my Learning in EDCI 339
I will reflect on and provide evidence of my learning by explaining how I met each course’s learning outcome. In this course, I implement this learning by reading the material given by the professor and the articles I have found, writing blog posts, and then getting feedback from the group members and their blogs. I finally came up with this learning outcome and reflection. You will find my notes and work in the EDCI339 class on this page.
Outcome 1: Describe the potential of human-centered learning in distributed and open learning contexts.
The essays given by Topic 1 professors all focus on people-centered learning. In the article The community of inquiry is perhaps the most promising methodology for the encouragement of that fusion of critical and creative cognitive processing known as higher-order thinking, I noticed the COI framework mentioned by the author, the key element of which is society, cognitive and pedagogical existence. In my Topic 1 post, I mentioned that for various reasons, many students’ learning style has become an open learning model, with less human-to-human communication, and educators caring more about outcome evaluation. I also focus more on the protection of students’ privacy as the open teaching model develops, just as Bill Fitzgerald pointed out that without a comprehensive overhaul of student privacy, the collapse of one company will only open the door for another.
This is my reply to Mengqi Zhang and Zitong Zhao’s blog on topic 1.
In the second theme, I mainly explored the management of media resources in open education. In my topic 2 post, Classify and sort the aggregated media resources and integrate them with users on the basis of clear themes of media resources, rather than consciously uploading all resources, so as to present diversified channels of course resources, so as to realize the realization of Atkins, D.E., Brown, J.S. Hammond, A.L. (2007) “This report is a groundbreaking examination of the OER movement, second, the potential linkages of emerging complementary IT infrastructures; Second, potential linkages with emerging complementary IT infrastructures; Third, the focus shifts to their potential for participatory and networked learning.” I also hope that universities can continue to tap the potential of participatory and networked learning to help develop more quality resources and smarter classrooms to enable students to get more Resources.
Here are some of the responses I got and the blogs I responded to.
In my post on topic 3, I think there are still many shortcomings in learning methods, and new education methods are worth exploring and innovating. I also read from the article that 57% of students in BC cannot afford textbooks. I think the fundamental value of resource sharing in the open education model is to support people-centered learning. I also learned more about the financial burden of higher education on students from Moky’s blog.
Here’s Juliet’s comment supporting a people-centered approach to giving underprivileged students more opportunities.
In Topic 4, Mai (1978) discusses open pedagogy in the context of creating an “informal classroom where children might be trusted to learn by exploring according to their own interests, instead of being bored, demeaned, and alienated” (p. 231 ). Dufeu (1992) argues that open pedagogy is a philosophy in which the content of the course, as well as its progression, is determined by the needs and preferences of participants. Daniel (2004) refers to open pedagogy as one “that treats the student as an intellectual equal” (p. 9). The four tests mentioned in the article are summarized in my Topic 4 post. To help students learn under the premise of being people-oriented.
Here are some comments from my pods and my comments to them.
Through these activities, I learned that both distributed and open learning are designed to help students, and they are both based on a people-centered philosophy. The importance of privacy is also the development of aggregated resources.
What I learned was important because all education is people-oriented and people-centered is something that students experience clearly as they learn. Students will have a greater sense of participation and desire to explore and innovate.
Outcomes 2 and 3: Explore and engage with current literature on the distributed and open education movement, AND Critically reflect on and articulate concepts around modality, pedagogy, and access, including distributed and open learning theory, online and open learning history, privacy laws, online learning communities, open research, and open data.
At the beginning of this class, I read about the FIPPA legislation in BC, and I also mentioned in my topic 1 post that If we don’t address the root cause of this problem, it will only lead to more and more similar incidents in the future, and it will be very difficult to improve the law, so what can we do to protect our privacy when nothing has changed? I also commented on a similar philosophy to Julie’s blog at the same time.
Topic 2 mainly takes us through the history of open and distributed learning. In my Topic 2 post, I focus on integrating the existing digital resources of OER and especially developing the media resource management platform with the functions of resource aggregation, resource sharing, resource dissemination, and resource service, so that users can flexibly use all resources of the media resource management platform to carry out teaching and learning activities can be applied to university learning. I think there is still a lot of room for improvement in the open teaching model. It should be more convenient for learners by integrating more resources. its future direction.
Below are Juliet’s responses to my blog and my comments on Juliet’s blog.
In my thread on topic 3, my point hopes to make use of the open teaching method properly, use the open education resources, and break the traditional closed education system, so that teachers and students can cooperate, learn and improve each other in teaching and learning. To improve the students’ creativity and independence. at the same time. I hope to properly interpret the problems students want to know and try to break the barriers of data so that students can understand the relevant knowledge as Comprehensively and detailed as possible. To accomplish this, I think the first thing to do is to open up teaching resources and make inquiry a primary task for students, and the second is to give students ample time to collaborate and communicate to facilitate the classroom and teachers should acknowledge the diversity of students’ conclusions.
This is my comment on Mengqi’s blog.
In my Topic 4 post, I summarize the four test methods mentioned in the article and my own understanding, People who study these problems need to carefully consider the indicators they use when determining whether the open educational resource teaching method will increase learning outcomes. These may be suitable for measuring the impact of the use of open educational resource teaching methods. But I think there may be better indicators in the future.
This is Mengqi’s comment on my blog.
In the Digital Equity & Perspective Pod Project, we also made a distinction between distributed and open learning environments for students. Here is our chart.
By completing these activities, I learned about open learning, distributed learning, FIPPA, ORE, and more.
What I have learned is very important to me, because my understanding of open learning is getting deeper and deeper, and the aggregation of big data resources is also the future development direction, educating different learners with different teaching methods and allowing them to have independence The ability to learn is a very important thing.
Outcome 4: Examine and reflect upon the potential for equitable access for all learners in online and open learning contexts.
I learned a lot mainly through my topic 3 readings, that a large proportion of students are not doing poorly because they don’t want to study, but because they don’t have enough financial means to afford the high cost of textbooks. Many poor people crave knowledge that can change their lives, but they risk giving up their studies because of a lot of financial pressure. To me, knowledge cannot be measured by money, and I agree with the idea of paying for knowledge, but I think the price of knowledge should be controlled at a reasonable price that is acceptable to most people, and the integration of resources and resources for open education. Sharing has really helped most students, allowing most students to have the opportunity to pursue higher education.
Here is the original text of the article and Mengqi’s comment on my blog and my comment on Juliet’s blog
By completing these activities, I learned that there are many students in the world who cannot afford textbooks, and discrimination on educational platforms.
What I learn is important to me, because I know how the world is different, and when I can study without financial pressure, there are still many students who can’t afford textbooks and need to make money while completing their studies, I think this is a failure of the education model, we should integrate learning resources to help more people in need and ensure that no one is discriminated against.
Outcome 5: Conduct research into and critically reflect upon emerging and future educational technologies.
In this reflection, I came to this result through the Digital Equity and Perspective Pod Project. In our blog, we have created a fictional character Lisa, she is a sensitive, artistic, and excellent girl with some social fears. Under the open education, she can relieve her own pressure and have a good attitude in the way of learning. More access to knowledge resources. She can use all kinds of new software and technology to help her do the things she is interested in.
By completing these activities, I learned about the advantages of open education and the convenience of software to help students with social disabilities.
What I learned is very important to me, because open teaching and convenient software can not only help students with social disabilities but also students who are eager to learn and need resources and students whose English is not their first language. I believe this will enable students to enjoy their study time even more.
Outcome 6: Practice digital, networked, and open literacies in support of learning about distributed and open learning
First, I wrote a test in Brightspace and introduced myself, and communicated with my classmates.
After Theme 1 I signed up for WordPress and started blogging for the first time. Then I started interacting with my pod group for the first time.
Because of habit, we all added WeChat and set up a WeChat chat group, and we usually chat in WeChat.
By completing these activities, I learned to use Mattermost and WordPress, and use the familiar software WeChat.
What I learn is important to me because the software and websites help me communicate and build relationships with my teammates. Blogging was also my first contact so I learned a lot.
Part 2: “Showcase” Blog Post
Description of changes:
In my topic 3 post, I received a reply from Ryan, and from his reply, I learned more about the use of open teaching. Learned about the TPACK teaching model through a website during my search for materials. TPACK is a model that helps teachers consider how their areas of knowledge intersect in order to effectively teach and engage students with technology. From this model, I think that if teachers impart knowledge to students, they should consider the availability and accessibility of knowledge itself. So combine the content of the blog, and expand your point of view. That is, as educators, we should be aware of the efficiency and universality of acquiring knowledge.
Reference
The community of inquiry is perhaps the most promising methodology for the encouragement of that fusion of critical and creative cognitive processing known as higher-order thinking. (Lipman, 1991, p. 204)
Bogle, A. (2014). What the failure of InBloom means for the student-data industry. Slate Future Tense Blog. Accessed March 8, 2016, from http://www.slate.com/blogs/future_tense/2014/04/24/what_the_failure_of_inbloom_means_for_the_studen
Major, C. H. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 76-108)
Jordan, K. & Weller, M. (2017). Openness and Education: A beginners’ guide. Global OER Graduate Network.
Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community.
Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.
Steve G. (2018, Sep 18). Privacy in the Classroom: Why Should I Care? Common Sense Education.
Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).
