ETEC 510 - Design of Technology-Supported Learning Environments
Deconstructing the design elements of technology-supported learning environmentsTaking something apart in order to see how it is put together is how ETEC 510 deconstructed my understanding of design in general, and the specifics of educational, learning, teaching and course design. I've never been very good at taking things apart with any notion of looking at how it works. Tinkering at things to figure out how it does what it does was of no interest to me. But, ETEC 510 renovated me. I am now quick to analyze and critically examine learning environments for effective design elements and affordances.
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Immediate ValueA meaningful activity described and my experience of it.
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A meaningful activity in ETEC 510 was the collaborative small group creation of online course modules focused on mentoring. My group was able to apply positive problem solving within the Blackboard learning management system (LMS), break down tasks into component parts, develop and agree on design principles, and create a meaningful on-line course for mentoring. The course modules was migrated to a UBC blog at the end of the project to enable access to content beyond the ETEC 510 timeframe. These "Mentoring Modules" can be accessed HERE.
My renovations in ETEC 510 required that I strip away all the unnecessary elements of both the topic and the design to get to the fundamental features. I needed to work through the chaos around the topic of mentoring and sift through the elements of designing effective online learning to meet the needs of a specific set of learners. |
Potential ValueSpecific resource from this activity and why it is useful
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The resulting resource applied the SECTIONS framework (Bates & Poole, 2003) to online modules that responded to the needs of mentors in multiple contexts. Through analysis and design, the online course modules my group created were focused on the needs and skills for individuals involved in mentoring others.
By focusing on a desired outcome, online mentoring modules, my group was able to deconstruct the project into component parts. Each group member needed to examine our own unique skills and talents, as well as the purpose and audience for the modules. We needed to agree on specific design principles before we could create the learning space. |
Applied ValueHow I used this resource in my practice and what it has enabled.
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While taking ETEC 510, I was involved at the district level in my school board working to support mentoring programs for new educators and school leaders. I applied my learning to enable components of the district’s mentoring program to be accessed online for the first time.
When renovating a house, the applied value is evident in the improved design of the space. Moving a light switch can make a difference if well placed and easy to access. Removing a wall can open up a space to enable communication and engagement. Applying essentials of effective design within learning environments is important for all educators. For on-line learning modules focused on supporting mentoring programs, the features of design can create a welcoming space where communities can engage in meaningful collaborative explorations. |
Realized ValuePersonal and organizational affect and success resulting from the activity and artifacts.
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My personal success was
· deeper understanding and work within collaborative teaching/learning environments · design and creation of ‘interactivities’ online course material within LMS, blogs and wikis • examining and exploring affordances within the design of online learning for new possibilities (blended learning, gaming, global contexts) Renovation projects often require changing roles – from electrician to plumber, carpenter or tile setter. In ETEC 510, my role changed from consumer of online learning to producer. This renovation changed my perspective on who and what I am as an educator and learner. My success was realized in the value of the learning product I created and how others use it. This is determined by the affordances and interactivities designed into the learning space. |
Reframed ValueNew definition of success
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Success is creating a valid, useful, well-designed product that can be used by others for meaningful learning. In ETEC 510 I examined ways to allow ‘students’ to create and design rather than merely consume learning products.
By renovating my view of how learning can be effectively designed, I stripped away unnecessary, meaningless tasks. I now examine and reflect on my teaching to find situated, contextual and authentic learning activities for my students. I create learning spaces where students can construct their own knowledge, collaborate on meaningful tasks, and create authentic artifacts of their learning. |
References and Research that supported 'my renovations'
Anderson, T. (2008). Towards and Theory of Online Learning. In Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Bates and Poole. (2003) A Framework for Selecting and Using Technology. In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.
Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Papert, S. (1984). New theories for new learning. School Psychology Review, 13(4), 422-428.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
Bates and Poole. (2003) A Framework for Selecting and Using Technology. In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.
Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Papert, S. (1984). New theories for new learning. School Psychology Review, 13(4), 422-428.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.