Introduction

This narrative outlines the learning journey I have undertaken during the course ‘Teaching for E-Learning’ by linking the artefacts I have created during the course’s activities to the specific learning outcomes of the course. These outcomes are:

LO 1:  “Demonstrate in-depth understanding of the central concepts, theories, and current areas of debate in the study of teaching in online environments”;

LO 2:  “Identify, discuss and analyse the roles and responsibilities of the teacher in E- learning situations and demonstrate their application in practice”; and

LO 3:  “Define teaching challenges arising from the use of educational technologies for distance and distributed teaching in their own educational setting and develop, discuss and implement ways of meeting those challenges in that setting.”

Getting Started in 261.766

To start, I introduced myself to others in the course.  This brief introduction [Artefact 1] established me in the learning community and provided context for my co-learners when reading what I shared.  Next, I reflected on what I wanted to accomplish in the course [Artefact 2] and outlined my goals:  to be a better homeroom teacher by using technology in a more integrated, meaningful way; and to be a better e-learning coordinator by providing my colleagues with expert support as they attempt to make sense of today’s technology in their classrooms.

Module 1:  What’s behind my teaching?

Module 1 made me critically reflect on the decision making behind my teaching.  Firstly, I read Pratt (1998); then I analysed my teaching approach [Artefact 3] which led me to conclude that depending on the context in which I am placed I vary the perspective with which I view my teaching.  I likened this to having a set of monocles in my pocket which I use to sharpen my focus and gain perspective on my practice; however, no rule applies to how many I might ‘look through’ at any one time, allowing me to employ overlapping perspectives at the same time, or switch between them when needed.

Tasks 1.2 and 1.3 made me compare my views of teaching to my actual teaching practice [Artefact 4] and consider how I define ‘learning’ [Artefact 5].  I found both tasks challenging to undertake yet hugely rewarding, as I rarely consider what ‘teaching’ and ‘learning’ actually means.  I identified my expected view of learning as one of critical reflection by the students to reinforce them having positive views of the learning process;  I then questioned whether or not I actually do enough of this with my own students.  This led me to conclude that although teaching is an arduous task, with carefully timed and aligned reflection I can deal with the difficulties and achieve success using technology.  

In Task 1.4 (Assignment 1) [Artefact 6] I questioned whether the impact of e-learning on my teaching implies an evolution (gradual change), revolution (extreme change) or mere continuation of the status quo.  I concluded an evolution: a process of change resulting from selection pressures acting on my pedagogical approach, leading eventually to a profoundly different style.  I realised that the changing environment leading to the need for my adaptation was an inexorable force that would only grow stronger; meaning that if I did not adapt, I would likely ‘die’.

By completing the module 1 tasks, I achieved LO 1 and LO 2.  The central concepts, theories and areas of debate related to those where we consider what it means to ‘teach’ and ‘learn’.

Module 2:  Underpinning Teaching With Technology

Module 2 made me consider the issues surrounding the use of technology in teaching and further develop a theoretical foundation for all of the course’s learning outcomes.  In task 2.1 each course participant posed a thought-provoking question based on the module’s readings for their peers to consider and respond to.  My question and its ensuing discussion [Artefact 7] focused on the changes needed to shift communities’ paradigms around many of the approaches now being employed in progressive schools where technology and pedagogy is used in transformative, ‘radical’ ways;  it seemed relevant to question how we might help communities better understand these poorly understood (or greatly misunderstood) approaches.  It was interesting to note that many of my colleagues experience the same problem in their communities;  where fear of the unknown leads parents to favour traditional schools over progressive ones without a firm theoretical foundation on which to base their choices.

In Task 2.2 I reflected on which of the five aspects of meaningful learning identified by Howland, Joanssen and Marra (2012) was most relevant in my context [Artefact 8].  I chose cooperation, pointing out that the opportunity for my learners to collaborate should be (and generally is) ubiquitous throughout the topics we learn and the technologies that we have at our disposal.

Task 2.3 made me consider the relationship between technology and pedagogy; whether one should be more of a focus according to the literature.  As I pointed out in my forum posting for this activity [Artefact 9], I see many teachers falling into what I consider the ‘technology trap’ where they use technology more because they feel they have to then for any particular pedagogical reason.  The schools they teach in often consider themselves to be doing great things with technology, but the reality is often sadly the opposite.  The module 2 readings argue that pedagogy must form the basis of change with technology.  As an e-learning coordinator, my focus will be to consider the pedagogy first.

Assignment 2 [Artefact 10] required me to explicate the critical elements of e-learning as identified in the module 2 readings.  With reference to Howland, Jonassen and Marra (2012), I defined each aspect, detailed its significance in e-learning, and discussed possible implications for teacher roles and activity.  I also chose a sixth element which I considered necessary for successful e-learning: Pedagogy 2.0. I based this choice on my observation that online learning activities can include the first five elements without being truly transformative with regards to e-learning.  In my subsequent narrative I reflected on my current practice, realising that I am yet to consistently include all six of the critical elements in my e-learning programmes.

Overall, module 2 made me reflect on theories central to my effective development of e-learning programmes (LO 1) and the roles and responsibilities I have as a teacher and e-learning coordinator currently developing blended learning in my classroom and school (LO 2).  The second assignment, completed during module 2, allowed me to work towards LO 3, by having me discuss and implement solutions to challenges in using educational technologies.

Module 3:  Engagement and E-Learning

Studies in module 3 helped me to understand the many dimensions of engagement in a learning environment, identify the factors that contribute to that engagement, and explore the implications for my practice and learning environment.  McCombs and Vakili (2005) and Gibbs and Poskitt (2010) readings particularly resonated with me, and I critiqued these readings in task 3.1 [Artefact 11 and Artefact 12].  Gibbs and Poskitt (2010) widely reference Hattie’s seminal paper on Visible Learning (Hattie, 2009) which is a foundational document in the professional development programme at my school.  I aim to develop strong, explicit links between specific technologies and those strategies which are most influential in increasing student achievement (Hattie, 2009) and engagement (Gibbs & Poskitt, 2010).  

During module 3, I facilitated an online seminar [Artefact 13] involving several colleagues thinking critically about the challenge of using digital portfolios as an e-learning tool.  I was pleased with the progress made by the participants; although as I identify in my self-reflection my use of certain tools did not serve me well at times and may have stymied the progress of the seminar.  I also participated in online seminars facilitated by my peers (as shown in Artefact 13).  In facilitating my own discussion, reflecting on this, and participating in seminars run by others, I have been able to meet all three of this course’s learning outcomes: utilisation of concepts etc (LO 1); demonstrate as an e-learning teacher (LO 2); and discuss ways of overcoming challenges in e-learning.

Module 4: A Focus on Teaching for E-Learning

In module 4 I looked further into my role as an online teacher and the issues I might face in the future.  I reflected on my context as a year 8 teacher and e-learning coordinator, discussing the method I will use to develop blended learning [Artefact 14] and how I will guide colleagues to become better technology users [Artefact 15].  This reflection will help me overcome challenges and become a better e-learning teacher for both my students and my colleagues.

Other Artefacts of Note:

I have included other artefacts which demonstrate my progress towards becoming a better teacher/trainer of e-learning [Other Artefacts].  The first is a link to my personal blog site which shows my ongoing informal reflection; the second are links to my school blogs/websites which I use with my learners; and the third links to my e-learning consultancy website which shows how I am attempting to grow my reach and impact further afield than merely my school.

References:

Gibbs, R. & Poskitt, J. (2010). Student Engagement in the Middle Years of Schooling (Years 7-10): A Literature Review. Wellington, NZ:  Ministry of Education

Hattie, J. (2009). Visible learning : a synthesis of over 800 meta-analyses relating to achievement. London ; New York : Routledge

Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Goal of Technology Integration: Meaningful Learning. In Meaningful Learning with Technology (4th ed., pp. 131-159). Boston, MA: Pearson Education, Inc.

McCombs, B. L., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582-1600. doi: 10.1111/j.1467-9620.2005.00534.x

Pratt, D., & Associates. (1998). Alternative frames of understanding. In Five Perspectives on Teaching in Adult and Higher Education (pp. 33-53). Malabar, FL: Kreiger.