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

Digital Literacy: A cautionary tale about why we need to agree on what this means…

In the Ontario Extend Technologist module, we’re asked to consider the term “digital literacies” and to review some research and frameworks for understanding the way digital communications influence learning and literacy. Often, the term “digital literacy” is used interchangeably with “understanding how computers/laptops/mobile devices work” or “good at Internet things”.  I want to dispel that idea now – here, digital literacy is a bigger concept than just knowing how to use a device or an app. The JISC resource on Developing […]

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Module 1, Act. 8 – Teaching Philosophy Metaphor

Photo by Lucas Clara on Unsplash Why do I do what I do? What do I believe? What do I want students to walk away with after taking a course that I've helped design? I think I'm going to use a metaphor of an over-prepared adventure tour guide. You know, the one with the overstuffed backpack who is prepared for everything, tries to ensure that everyone is safe and having fun, and ready to show people the ropes in a new […]

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Extend Module 1.8: What is your metaphor for teaching and learning?

What is your metaphor for teaching and learning? Photo by rawpixel on Unsplash As an educator, I’ve always opted to be the “guide-on-the-side” rather than the “sage-on-the-stage.” Here’s why: Learning isn’t about me. I’m not here to steal or dominate the show. Rather, I’m here to guide you through the show. I hope you’ll enjoy it! Sure, like a sage, I do have some wisdom to offer students. After all, I consider myself an expert learner (I know how I learn best, for […]

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Extend Module 1.7: Thought Vectors

Photo by rawpixel.com on Pexels.com Find a nugget in a reading. Check out the Faculty Patchbook and select an article that resonates with you. Take a single passage from the article that grabs you in some way and make that passage as meaningful as possible. It could be a passage that puzzles you, or intrigues you, or resonates strongly with you. It could be a passage you agree with, or one you disagree with. The idea here is that the passage evokes some […]

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Extend Module 1.6: Please Allow Me to Introduce my Field

Photo by rawpixel.com on Pexels.com Create an introductory activity connected to your discipline to get to know your learners. For example: In a human geography class you could ask every student to describe their favourite place. For earth science the question could be “What mineral would you be based on hardness? Why?” For English literature, each student could discuss what fictional character they would like to invite to dinner, and why. In history, ask what figure, living or dead, would […]

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Extend Module 1. 5: Like Driving a Car

Photo by Tim Gouw on Pexels.com What concept in your discipline is like driving a car? Can you identify the component skills required to master this concept or skill? For me, reading is like driving— or rather riding in— a car. Here’s why: I cannot confidently drive a car. Heck, I only have a G1 license! Anyways, this is all to say that when I’m in a car, I’m not the one driving, which is closer to writing, but rather I’m the […]

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Digital Literacy in the Paramedic Profession

Starting my full-time teaching around 15 years ago the college community was fighting against the digital era in many ways.  Many discussions during school meetings revolved around how we would be able to stop students from engaging in the digital world while in class.  Let's block them from accessing their phones, the internet etc. Interesting how times have changed.My initial teaching in the program was in the lab so my exposure to the digital world was rather limited.  We began […]

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Module 1, Act. 7 – I’m being a circle – Nugget

Photo by rawpixel on Unsplash "You may not have realized this yet, but our attempts to teach are much like our attempts to play Tetris. We have plans to maneuver students into just the right places so that they all fit nicely and then disappear. But when we play the game, they show up in all these different sizes and shapes and speeds and get jumbled up and the game is over and we reflect on what happened before trying again." (Jodie Black & Terry Greene)​​ […]

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