POT restarted in Week 13 (Introductions).

For Week 14 (Classroom Elements), I learned how to post an image in a blog. In addition, I shared with my fellow learners how this particular image was used in my dissertation study and reflected on how very powerful images can be in both face-to-face and online learning environments.

In Week 15 (Audio & Video), I recorded my post using Audacity for the first time. In my post, I discussed the potential benefits of using Audacity in an online Medical Terminology Course.

Screencasting and Multimedia were the topics for Week 16. As such, technology took center stage. During the week, I experimented with Lucid Chart, Prezi, and Screen-o-matic and decided to use Lucid Chart to digitally create a concept map of a respiratory disorder. Using Lucid Chart reminded me of using a classroom whiteboard to connect concepts for students.

The topic of Week 17 was Online Leaners. By reading the posts of my fellow learners, I became aware of how important FAQs are for the efficient functioning of an online course. I also learned how to build a survey using Survey Monkey.

In Week 18 (Classroom Management and Facilitation), I learned to use pedagogy as the guide for course development and technology as a support for pedagogical goals. Also, I independently researched information on the cloud-based software, Open Class, and shared my findings in the post.

Learning Theories and Online Learning was the topic for Week 19. From the resources provided by the POT faculty and from what I discovered through an Internet search, I learned about the (proposed) learning theory of connectivism and how it can guide the design and desired outcomes of online courses.

In reading and viewing the POT learning resources provided during Week 20 (Intro to Educational Technology & Instructional Design), I was given an historical perspective of technology in online learning. Also based on the learning resources, I found myself pondering ways to get students to “think.”

Week 21 (Web-enhanced and Hybrid Open Classes) was filled with very thoughtful resources and discussion regarding MOOCs and emergent learning. Wanting to learn even more (i.e. emergent learning), I further researched student outcomes relate to MOOCs and shared this information with my fellow learners.

In Week 22 (PNLs), I learned about the importance of Personal Learning Networks.

For Week 23 (Presentations), I introduced the topic, Online Learners; specifically addressing demographic data related to online learners, reasons why students take online courses, and how to prepare students for online learning. My initial plan for the presentation was to create a Slidecast – which seemed a fitting way to introduce this topic. However, after uploading the power point slides to Slideshare and recording the audio with Audacity, I discovered that I was going to have to upgrade my Slideshare account (i.e. pay money) to create a Slidecast……and changed my mind. I then decided to use the power point slides with voice-over audio. Once I completed this, I converted the presentation to a YouTube video (first one) so that it could embedded in my blog.

Using the POT Certificate Class Self-Assessment Rubric, I would grade myself as follows:
Very likely to achieve learning objectives: Quantity of Posts, Length of Posts, Completing and Absorbing Readings, Studying Videos, and Time Spent on Course

Somewhere in between very likely and moderately likely to achieve learning objectives: Content of Posts

Moderately likely to achieve high learning objectives: Commenting on Colleagues’ Posts

Not as likely to achieve learning objectives: Extending participation in the online learning community (although I did attend the MCC-sponsored PDP offering, 3C Media)

Beyond using the rubric, it is difficult for me to comment on the quality of my posts. All I can say is that I sure tried to be thoughtful and engaging…. even though I do not currently teach an online course.

My thoughts regarding this program are nothing but positive. Both the POT instructors and my fellow learners were extremely supportive. On a personal note, my goal for this semester was to become more confident and competent with technology. Well, I have definitely become more competent with technology (keeping in mind that I began with essentially no skills), but still need to work on the element of confidence. Irrespective of my challenges with technology, I believe that I have the knowledge and skills to successfully design and teach an online course. Thanks to the POT faculty and learners for making this happen.

Here is my presentation!

In his video, “Sharing the Moral Imperative,” Dean Sharesk challenges all educators to build personal learning environments that promote a culture of sharing. He goes on to say that students are the direct beneficiaries of sharing among educators. Well, I could not agree more that students benefit from what is made open and public by instructors at other institutions of higher learning. For example, third-semester nursing students at MiraCosta College view YouTube videos on heart disease to help them learn about cardiac disorders. What is unique about these videos is that were developed by an instructor who used to teach at MCC, but now teaches in a nursing program in Washington state. I recently visited with the instructor that lives in Washington state and informed her that a MCC nursing instructor (who is a POT graduate) uses the videos in her course. This news of course delighted her, yet in a sense seemed to surprise her. Because she “passively” shared this information, she has/had no idea how many students world-wide have benefited from her work.

As she and I spoke further, I came to learn that she had “flipped the classroom” in a course that she teaches. I then informed her that the instructor at MCC using her videos had done the same thing. I then suggested that the two of them communicate with each other to “share” their experiences. However, if I had already completed Week 22 of POT before we spoke, I would have suggested that they both build a personal learning network in which sharing would be purposeful and intended. According to Alex Curos, the first step in building a PLN is building a twitter network.

Speaking of Twitter, Martin Weller stated that “The use of Twitter can both boost and predict citations of journal articles.” As someone who just completed a doctoral dissertation, I absolutely want to learn more about this……………….

Lots to ponder after completing this week’s assignments. Here are some of my thoughts as they pertain to “emergent learning “and MOOCs.

First, I want to thank, Cris, for the dynamic introduction and for referencing Claire Majors’ work regarding communication networks. After listening to the video, I conducted an Internet search to find out more about the relationship between emergent learning and a distributed communication network. In the article entitled, Emergent Learning and Learning Ecologies in Web 2.0, Williams, Kanouso & Mackness (2011) concluded that emergent learning is likely to occur when “when many self-organizing agents interact frequently and openly, with considerable degrees of freedom, but within specific constraints.” Furthermore, they surmised that if the openness of a distributed communication network is not balanced by “constraint and inclusive values” emergence can degenerate into isolation for a learner. This isolation may in turn reinforce prejudice rather than produce the “wisdom of the crowd.” The challenge for faculty, therefore, is finding and maintaining balance in a course designed as a distributed communication network.

A MOOC is an example of distributed communication network in the sense that a MOOC promotes connections among learners. According George Siemen, MOOCs foster self-regulated, motivated, and autonomous learners….and emergent learning. However, in the report entitled, Innovating Pedagogy 2013, by Sharples et al. (2013) indicated that fewer than 10% of people who register for a MOOC complete the course. Also, they found that viewing is far higher than engagement and that there are different types of participant, including the viewer, the volunteer student, and the social learner. What I have gleaned from this report and the other material on MOOCs is that more research is needed to uncover the short and long-term benefits of MOCCs for all categories of learners.