Extend mOOC

An iteration of Extend as a medium sized Open Online Course (mOOC) hosted in the EdX platform. Sign up at http://bit.ly/ExtendMOOC

Extend mOOC, Extender Blogs, mOOC Cohort

The End of the EDUC5405 Journey

I believe that online courses should be designed flexibly to reflect that each delivery will be a little different because there is a new cohort of learners each time and because the instructor will either be new to the course or will have learned lessons in previous deliveries that they may want to address in other iterations. My hope for the course was to learn more about digital technology to provide options for faculty who also want a flexible course […]

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Adapting Games for Online Delivery

Gee (n.d.) identifies 16 learning principles that can be found in good (video) games: identity; interaction; production; risk taking; customization; agency; well-order problems; challenge and consolidation; “just in time” and “on demand”; situated meanings; pleasantly frustrating; system thinking; explore, think laterally, rethink goals; smart tools and distributed knowledge; cross-functional teams; and performance before competence. Sojourners’ Trail (Greason 2020, August 1, 7:23 a.m.) is an example of an educational video game that meets these criteria. Well-designed games can be effective learning […]

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Communicate with a Community to Learn

I am a social constructivist, that is, I believe that knowledge is constructed actively and with others (McLeod, 2019). And although it may be more challenging, I believe that social learning can also take place in an online course… even an asynchronous one. Starting a conversation and learning together when everyone is separated in space and time requires more structure and more facilitation on the part of the instructor (Pisarello, 2020). The instructor will need to model making connections, especially […]

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Visual Organization for Learners

Learning is visual as Peters (2014) reminds us in chapter 5. Learning designers can facilitate this principle in a variety of ways from chunking information, using headings, and graphic highlighting (bold, italics, and underlining) to creating visualizations of information to applying graphic design principles when creating documents or other learning aids. Some resources to help improve skills in this area include: Kim Golombisky & Rebecca Hagen, White Space is Not Your EnemyRobin Williams, The Non-Designer’s Design BookNancy Duarte, Slide:ology A […]

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Badges in Adult Education

“IMG_0821” by RSC Scotland is licensed underCC BY-NC-SA 2.0 Badges can be used for a variety of purposes in adult education, for example, micro-credentials or learning that is not commonly indicated by a transcript such as co-curricular activities (Educause, 2019). Conestoga College uses both: Continuing Education Micro-Credentials and Co-Curricular Record (CCR). Most of my experience with badging comes from professional development. My colleague and I used it as part of a workshop to introduce the possibilities of online learning to […]

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Project Management Tools in the Adult Ed Classroom

Simple Kanban Board by Jeff Iasovski. CC BY-SA 3.0. Although we did not have an opportunity to explore Trello in our class, I have used this project management (PM) tool in my full-time job for several years now, both for individual and team projects. It did not occur to me to use this tool in the classroom as well, but I wanted to see how other teachers incorporate this PM tool, especially in adult education. Trello is a free application […]

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To Discuss or to Dialogue

Many of the concepts from the readings for lesson 2 were familiar to me from focusing on pedagogy while I was getting my doctorate and from developing training for Subject Matter Experts (SMEs) in my role as an ID. I have used the Community of Inquiry (CoI) framework with SMEs to indicate their role in creating community in the online course that they were designing with my support. Figure 1. Community of Inquiry framework (Adapted from Garrison et al., 2000) […]

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Welcome to Digital Tech in Adult Ed (EDUC5405)

When I wonder what my cats would say about me, I suspect they would focus on what I can do for them. I took this photo when I first brought this catnip plant home in May. Hello to my peers in Digital Tech in Adult Education (EDUC5405)! My name is Carrie, and I’m a Degree Quality Consultant at a community college in Southwestern Ontario. Before I started this role, I was seconded as a Curriculum Consultant during a family leave […]

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TESS2019 and Experimenter Badge

I attended both days of TESS2019 earlier this week. On the first day, I presented on an experiment from my most recent delivery of COMM1085: two uses of a checklist in Brightspace/D2L/eConestoga that were designed to incorporate more UDL into the course. On the second day, I participated in a workshop to explore the Experimenter mindset using H5P. I was electrified… (boo! literal image…) Photo by Pixabay on Pexels.com I used the platform provided to apply for my Experimenter badge […]

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So Why SoTL?

This post is my response to the SoTL #2 Engage with SoTL activity, included in the Scholar Module of Ontario Extend.  Right from the first time I found myself in front of a classroom, I knew I needed to conduct research in education. Teaching and learning are incredibly complex activities, and as a twenty-something TA flung in front of a group of undergraduates, I was acutely aware of how little I knew about all of it. Years and multiple degrees […]

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