Apply>Practice
While all of the assignments in the program required us to create something and apply and demonstrate what we were learning, a few also brought us outside the theory and into the realm of practice. I am including two major artifacts that demonstrate the application of my learning to practice.
Artifact 1
In Constructivist Strategies for E-learning (ETEC530) we were required to design an online lesson based on constructivist strategies. I created a Webquest based on a project-based inquiry strategy. I designed the lesson using the strategies outlined by Driver-Oldham (Matthews, 1994) and produced a product that I could use in my own Grade three science classroom.
Reflection
The MET program has had an impact on my thinking about educational technology. Before I enrolled in the program, I was very interested in technology, however I would categorize myself as someone who used “shopworn computer activities” (Scardemalia & Bereiter, 1994), that is technology tacked on to traditional ways of teaching. I used technology for the sake of technology and because it was cool. I have come to appreciate however, that the use of technology in learning must be transformed. My lessons and any technology chosen, should be driven by pedagogy and not trends.
Evidence of the development of my thinking about educational technology during ETEC510.
This assignment allowed me to demonstrate my new understanding. Not only was I required to create the lesson based on constructivist principles and strategies, but I also needed to justify it once it was done. The inclusion of technology was carefully selected to match the goals and objectives of the lesson. For example, the use of a Webquest, offered students the access to banks of authentic resources (Learning Resources Unit @ BCIT, 2003) about typhoons to use in building their own knowledge.
Lesson Plan
Webquest
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Artifact 2
In Culture and Communication in Virtual Learning Environments (ETEC565G) we were required to write a research proposal to investigate some aspect of culture and communication in a virtual environment. My proposal, The Role and Expression of Face in a Chinese, Computer Mediated Environment (Penner, 2012) is research that I hope to conduct sometime next year with a cohort of Chinese theological students who are participating in the first offering of an online course.
Reflection
Tasks Accomplished and Skills Demonstrated
Knowledge Gained and Impact Made
This proposal was the second one I have written during my MET program. The first one was completed for ETEC500 at the start of my studies, and this one was completed near the end. Compared to the first proposal, I went into the assignment with confidence having gained previous knowledge about proposal writing in my first course at the beginning of the program. After reviewing key sections of the textbook, I felt that I gained a clearer understanding of the workings of a research proposal. Rather than focusing on learning how to write a proposal, I was more able to focus on the topic of research and making sure that the proposal was clear and workable in a realistic situation. A significant aspect of this proposal was an online small group seminar for the purpose of giving and receiving feedback from the instructor and other classmates. We were required to review and prepare comments on each group member's proposal and also present our own, fielding questions. At this point of the proposal, I realized that my research question was too broad. Taking the feedback that I received, I significantly reworked the proposal to create the final version which I feel is authentic and within my capabilities as a new researcher.
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References, Links, and Key Resources
Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen and S. Land (Eds.), Theoretical foundations of
learning environments. Mahweh, NJ: Lawrence Erlbaum.
Lankshear, C., & Knobel, M. (2008). The “twoness” of learn 2.0: Challenges and prospects of a would-be new learning paradigm. Closing keynote
presented at the Learning 2.0: From Preschool to Beyond, Montclair State University, Montclair, NJ.
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics
Collaboratory.
Matthews, M. R. (1994). Science Teaching: The role of history and philosophy of science. New York: Routledge, chapter 7.
Penner, J.K. (2013). The role and expression of face in a Chinese computer-mediated environment. (Unpublished graduate paper). University of
British Columbia, Vancouver.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen and S. Land (Eds.), Theoretical foundations of
learning environments. Mahweh, NJ: Lawrence Erlbaum.
Lankshear, C., & Knobel, M. (2008). The “twoness” of learn 2.0: Challenges and prospects of a would-be new learning paradigm. Closing keynote
presented at the Learning 2.0: From Preschool to Beyond, Montclair State University, Montclair, NJ.
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics
Collaboratory.
Matthews, M. R. (1994). Science Teaching: The role of history and philosophy of science. New York: Routledge, chapter 7.
Penner, J.K. (2013). The role and expression of face in a Chinese computer-mediated environment. (Unpublished graduate paper). University of
British Columbia, Vancouver.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.