EdTech 543 - Social Network Learning - Criteria to Assess Effective Curation

When I first enrolled in the MET program and explained to my colleagues that it was 100% online, many were skeptical. Most that have gone through a Master's program say that the collaboration is the best part of receiving your degree.

Education has changed so much over the last five to 10 years. I see it in my classrooms everyday. The amount of collaboration I see with students and the different ways in which they collaborate with each other makes me realize that face-to-face education is only one part of learning for the 21st Century student. I have expected my students to collaborate on many assignments and complete from home but I have never actually experienced the process as I did in this assignment. Yes, I have used Google Drive to collaborate with others in the program before but it was more like splitting parts of an assignment - you do your part and I’ll do mine. This was a much different learning experience.

This week’s artifact was to create a checklist of 15 to 20 criteria that will serve as a tool for assessing the quality and value of an education-related curated topic. We decided to modify the concept of the CRAAP test, first presented in 2010 by California State University. The test, which is an acronym meaning "Currency, Relevance, Authority, Accuracy, and Purpose," is designed to determine if a resource is appropriate for a research setting by evaluating the previously presented criteria and asking a series of questions. The group believed that Relevance, Authority, and Purpose fit well with analyzing the process of curation. Additionally, and extra "P" was added to represent the "presentation" of the information.

I worked within a Personal Learning Network to create this list. The group was fabulous. First, two of the group members had commitments on the weekend (me included) so we needed to complete the assignment early. All members worked diligently on the project and finished before the weekend. For this I say thank you. Second, everyone put in ample work and contributed to the final draft of the list.

As in any discussion - whether face-to-face or online - there were questions to be answered. The original idea of using the CRAAP model sounded great to start but then seemed to hamstring our thoughts and frustrate some of the members. With constant give and take discussion, all issues were resolved professionally. The collaboration included Google Doc chats, Facebook posts and the writing and editing of the list and references on the shared document itself. In the end, I think everyone was happy with the result. We will now move on and use our list in evaluating our own curated topic.

Reference

Evaluating information: Applying the CRAAP test. (2010, September 17). Retrieved from http://www.csuchico.edu/lins/handouts/eval_websites.pdf

EdTech 592 - Portfolio

EdTech 592 - Portfolio has seen both stress and revelation - this is only the first three weeks. The amount of work put into the first four weeks of the course is incredible. I am so glad that both Dr. Perkins and Dr. Rice warned us in advance. It has been difficult mostly because I am still teaching until the end of June. Wouldn't you know it, a lot of the hard work will be completed by then. On the flip side, the course has been a real joy. The two assignments that I have completed so far have dealt with reflecting on all of the work I have completed over my time in the MET program. It is truly amazing all that we have accomplished. The professional growth and improvement in my educational technology skills have surpassed my expectations and I am proud to be only one course away from graduating with a Master's degree from Boise State University.

The Artifact Alignment Table that I created used to reflect upon all of our work in the program. From this table I chose different artifacts that clearly showed which artifacts demonstrate competency of the various AECT standards and indicators. The Artifact table that will be on my portfolio is shown below.

AECT Standards, 2012 version	Links to Artifacts
STANDARD 1 - CONTENT KNOWLEDGE Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Creating Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.	EdTech 513 - Worked Example Screencast EdTech 502 - Webquest
Using Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.	EdTech 541 - Cross Curricular Integration EdTech 533 - Interactive Virtual Tour
Assessing/EvaluatingCandidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.	EdTech 541 - Mobile App Lesson EdTech 542 - The Thinking Entrepreneur
Managing Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.	EdTech 505 - Final Evaluation (School XYZ Finance Club)
Ethics Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.	EdTech 502 - Web Accessibility EdTech 503 - Creating and Using Feedly: The RSS Feed
STANDARD 2 - CONTENT PEDAGOGY Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Creating Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.	EdTech 513 -Multimedia Instruction (Multimedia and Contiguity Principle) EdTech 503 - Final Project
Using Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.	EdTech 541 - Interactive Presentation EdTech 533- Teaching Playlists
Assessing/Evaluating Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.	EdTech 503 - Final Project EdTech 542 - Assessment Section
Managing Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.	EdTech 541 - Adapted/Assistive Technology EdTech 542 - Student Learning Guide
Ethics Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.	EdTech 542 - Final Project
STANDARD 3 - LEARNING ENVIRONMENTS Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Creating Candidates create instructional design products based on learning principles and research-based best practices.	EdTech 504 - Synthesis Paper EdTech 513 - Worked Example Screencast
Using Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.	EdTech 501 - Annotated Bibliography EdTech 504 - Annotated Bibliography
Assessing/Evaluating Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.	EdTech 542 - Final Project - Assessment Section EdTech 502 - Jigsaw
Managing Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.	EdTech 501 - School Evaluation Survey, School Evaluation Plan
Ethics Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.	EdTech 502 - Copyright Scavenger Hunt EdTech 533 - Special Effects
Diversity of Learners Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.	EdTech 541 - Adaptive/Assistive Technology Strategies EdTech 502 - Web Accessibility
STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Collaborative Practice Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.	EdTech 503 - slide presentation
Leadership Candidates lead their peers in designing and implementing technology-supported learning.	EdTech 503 - Final Project
Reflection on Practice Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.	EdTech 501, 502, 503, 505, 513, 541 and 542, Learning Log
Assessing/Evaluating Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.	EdTech 542 - Student Learning Guide EdTech 505 - Request for Proposal (RFP)
Ethics Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.	EdTech 502 - Web Accessibility EdTech 542 - Final Project
STANDARD 5 - RESEARCH Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Theoretical Foundations Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.	EdTech 501 - Elements of Educational Technology
Method Candidates apply research methodologies to solve problems and enhance practice.	EdTech 533 - Calgary Peace Bridge
Assessing/Evaluating Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.	EdTech 505 -  Final Evaluation (School XYZ Finance Club)
Ethics Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.	EdTech 504 - Synthesis Paper EdTech 501 - Tech Trends (paper, Google Slide presentation

EdTech 543 - Module 3 - Digital Footprints: How to Protect My Online Reputation

This VoiceThread shows my plan to increase my digital footprint while, at the same time, keep a strong online reputation.

The following links show my references (also shown in the VoiceThread).

Before I enrolled in the MET program, the concept of a digital footprint was something I was not too worried about. I purposefully did not join any social networking sites so as to keep my personal and professional lives separate. I realize now that, although having a very limited footprint, I have neglected a huge aspect of learning.

Now that I am a part of many social networks - YouTube, Facebook, Twitter, Diigo and Linkedin - and, as well, I write a blog weekly to discuss the learning that has occurred in the course, I am starting to enhance my digital footprint. My goal now is to create a strong digital footprint sought with professionalism, strong communication and consistency. I am in the process of overhauling all of my profiles so they send the same message. As well, I will be creating my own website with my own domain.

EdTech 543 - Module 3 - Digital Footprints

As a teacher, I have always tried to separate my personal and professional life. Before taking the MET program at Boise State, I had never uploaded a video to YouTube or joined any social networking sites. I really saw no reason to put myself out there online. My privacy was more important than the personal connections I could make. The people I wanted to converse with knew me personally or I went out of my way to get to know them. Today, I have a YouTube channel and I am enrolled in Google+, Facebook, Twitter, Diigo and LinkedIn. Am I nervous about this? Of course. But I am excited at the possibility of engaging my students in 21st Century education and being up-to-date in the strategies educators use in sharing information and resources. I think connectivism is the way of the future and it is up to me to embrace this new learning pedagogy. The knowledge and collaboration out their on the web truly is a blessing for education.

Koekemoer (2012) states that a digital footprint “refers to your reputation online” (S. 3). It is important to know our individual digital footprint so, using Google, I searched for information about myself. I found I have a very small digital footprint on the web. Other than some pictures of me coaching hockey school, the only things I could find were the social network profiles and YouTube channel I discussed above, and, since I have only put professional content on any of these sites, I am not worried about any negative footprints.This lack of evidence on the web is not all good however. It is similar to a credit score. If you have no record of borrowing money, your credit score is not good - even if you have never had credit problems. The negative of such a small digital imprint is the lack of connections I have in the education (or any other) field - something I hope to change throughout this course and going forward in my professional career. Being that I have a clean slate, my inadequate footprint does offer me the possibility to develop a digital imprint that will not only show my professionalism but also market me for future endeavours.

References

Google images - Advanced search - Free to use or share. Retrieved from https://www.flickr.com/photos/penbentley/11092069533

Koekemoer, A. (2012). Your digital footprint in a social media world. Retrieved from
http://www.slideshare.net/AntonRSA/your-digital-footprint-in-a-social-media-world

EdTech 543 - Social Network Learning - Twitter for Professional Development

Twitter for Professional Development

One of the main reasons for taking EdTech 543 - Social Network Learning - was to learn about the importance of social media and its impact on teaching and learning. So far I have learned that being connected has many positive implications to education. This post concentrates on the use of Twitter as Professional Development.

I am a rookie when it comes to using most social media, especially Twitter. I created a Tweetdeck and am now following five educational hashtags. I’m sure as I become more familiar with the use of Twitter I will add more hashtags to my learning environment. The hashtags I am currently following are the following:

1. #edchat
2. #edleadership
3. #PBL
4. #21stedchat
5. #edtech

Here is a screenshot of the hashtags I am now following:

I chose these hashtags from a list of educational resources that seem to be well used and fit my educational interests.  I am a huge fan of the redesign of schools, constructivist and connectivist ideas of education, the use of 21st Century skills in our education system and leadership.

What surprised me the most when adding the hashtags to my Tweetdeck were the amount of valuable tweets within seconds. I did not even have time to add another column to my Tweetdeck and there were over 20 new tweets from the previous hashtag. I can not believe all of the insight, resources, ideas and collaboration that is happening before my eyes.

Here are just three things I have gained from joining these hashtags. These all happened within minutes of adding these hashtags to my Tweetdeck.

1. I found an amazing resource. It’s all about the hashtag: 20 essential #EduChats for Teachers. This resources talks about essential #EduChats for Teachers. It discusses 20 different Twitter chats that can be followed including the times. I will be using this resource as part of a future EdTech assignment. I will be choosing chats and times from this list to explore the use of Twitter chats.
2. A second resource is a blog on What Students Say about PBL Outcomes.. I have just finished a course on Project Based Learning and am currently an advocate for this type of learning. I am pushing this notion in our school, but, at times, I have hit roadblocks with teachers. This article will lend a hand in this fight.
3. A great post on a class project completed via Hangouts. One student is in another place - could be anywhere around the world - and the class is engaged in her presentation. It is real time and all parties are involved in the presentation. Amazing how technology can be used. Something like this is so valuable in that I teach in a school with many ethnic variation and many times students are gone on holidays for up to two or three months. What a way to get the student involved in the classroom atmosphere from anywhere.

I am quite excited about the new era of professional development. Twitter - and other social media outlets - offer so much knowledge and expertise in education. The PD is immediate and can be accessed -  anywhere, anytime. Teachers must use this social media when learning new pedagogy in teaching and learning if they are to keep up with 21st Century education.

EdTech 543 - Week 2 - Communities of Practice, Connectivism, Personal Learning Networks

Learning networks have always been a part of everyday life. Whether it is the receiving advice from your friend about gardening over the telephone or asking your uncle how to shoot a hockey puck, we learn from the interaction of others. Today, we call these PLNs (Personal Learning Networks). Siemens (2007) states, “Through the process of interaction and communications, the entities that constitute the network will form a mesh of connections. Knowledge is embedded in this mesh of connections, and therefore, through interaction with the network, the learner can acquire the knowledge.” Today, these connections are obtained in various ways. Formal and informal discussions with colleagues and peers, social media, and online communication (emails, webinars) are examples of ways to connect and gain knowledge.

Communities of Practice (CoPs) are another way to connect. They are similar to PLNs but they are more specific to a topic, interest or experience. CoPs have three distinct elements that set them apart from other groups. According to Wenger (2007), a CoP must have a domain (a shared interest), a community they learn from, and practice (sustained interaction and membership). Wenger (2007) goes on states that these “groups of people share a concern or a passion for something they do and learn how to do it better as they interact regularly.”  It would seem that they are not a large as an individual PLN, but, in fact, are much larger. The reason is - even though specific in nature - CoPs encompass individuals to the community and these individuals bring to the community their own PLNs as well.

Connectivism is a way or understanding learning. There is still much discussion as to whether it is a learning theory however, it it is valuable when understanding learning in the 21st Century.  Kop (2008) states that “the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community.” It is a combination of individual PLNs, CoPs and the immense knowledge that can be found on the internet through search engines, social media and open online resources. This huge network of information is called Connectivism. Each connection or “node” is part of learning and it part of  the larger concept - Learning by Connecting. The amount of knowledge is so immense, that the true skill involved is distinguishing what information is relevant to individual learning.

Here is a link to my creative expression.

My creative expression is an interpretation in an art gallery. I tried to show the distinction of the concepts of Personal Learning Networks, Communities of Practice and Connectivism by placing these individually in each room. The first room discusses Personal Learning Networks. The pictures relate to how personal networks have been formed over the last number of years. Originally, we used letters, telephones and face-to-face interactions to connect with our networks. As technology has increased, we now have added social media to the fray. The second room discusses Communities of Practice. The large picture shows how CoPs are developed - through groups with common interest, ideas of improvement or experiences. The pictures on the right show two examples for each of these concepts. The third room shows a large picture representing Connectivism. The picture shows the essence of Connectivism. Individual communication, group communication, social media, search engines and open online resource material are all included in this picture. Finally , the last room tries to show the connection between the three rooms. I tried to show how 21st Century learning requires our Personal Learning Networks, grows in capacity when using Communities of Practice (many PLN’s involved in a group) and finally grows exponentially when we put it all together in a connective network.

References

Downes, S. (2007). Learning networks in practice. Retrieved from http://nparc.cisti-icist.nrc-cnrc.gc.ca/eng/view/accepted/?id=fa5f5f4d-b6c8-4dac-ab6e-49b75570f988

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distributed Learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1103

Smith, M. K. (2003, 2009). Jean Lave, Etienne Wenger and communities of practice. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/communities_of_practice.htm