Learning Tools
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AS AN EDUCATOR and LEADER - In January of 2012, I enrolled in Learning Tools, having no idea what the course would be comprised of. Nor did I know what the culminating tasks would be. Guessing, I would have thought we were going to be introduced to a series of online and multimedia tools to use in the classroom, and possibly highlight how one would use items such as Adobe Flash, Java, or Fusion to create their own learning tools. Either way, my predictions were wrong.
I was impressed with what we did learn in this course, and how much it built on what I previously learned in Principles of Learning (EDUC 5001) and Research Methods (EDUC 5002). At this conclusion of the program, I feel that I am equipped with the knowledge one would need to enter into an alternative career in the education sector, perhaps in education software development. |
The course emphasized various learning theories, and how one would apply those to a Learning Tool and tech-infused world. Theories such as as ARCS Model of Motivational Design, Cognitive Information Processing (CIP) Theory, and Experiential Learning were just a few that I better understood. Furthermore, Bloom's Taxonomy, and its digital counterparts Bloom's Digital Taxonomy and Cognitive Process Dimension allowed me to see how traditional learning theories are applied to web-based learning tools (WBLT).
I was excited at the beginning of the degree to create all sorts of engaging web-based learning tools that I thought were amazing. On the contrary, my creativity came to a full-halt when I realized that an online tool was not just a game, or drill style task. It is far more than that. I gained all my understanding about web-based learning tools and how they should be developed, designed, delivered, received, and utilized by readings such as Kay and Knaack (2008), and Clark and Mayer's Design Principles, adapted from their book, "E-Learning and the Science of Instruction" (2007). From those texts, I felt I was able to develop and evaluate my own WBLT. No longer would I be one to just subscribe or implement any WBLT into my classroom.
The course had me develop both a WBLT evaluation metric and my very own WBLT prototype. Developing and critiquing a WBLT using the metric allowed me to, for the first time, see how various components of any tool engage, encourage retention and transfer, and heighten the student's learning experience; more so than if the learning experience were to be done in an alternative method.
The development of a WBLT prototype allowed me to create a program I found sufficient for my students. The background knowledge I acquired from the course allowed me to create a fun and creative literacy tool that strengthened student's abilities in inferring. I wish I had the software development skills to create such a program, and have it developed for when I executed the lessons/ unit in my classroom. The WBLT prototype I created infused ARCS, Constructivist, CIP, and Experiential Learning experiences. Furthermore, it met the benchmarks of four levels of Bloom's Taxonomy, and satisfied the E-Learning principles of personalization, multimedia, contiguity, and modality.
In relation to student engagement, the prototype tapped into student interests by using humour, real-world relevance, meaningful interactions among peers, and intrinsic motivation to increase the propensity of the student to utilize the WBLT.
As an educator, I hope to continue using the skills I acquired in analyzing and evaluating WBLTs, both on their effectiveness in my classroom, and in the acquisition of the skill they were proposed to be used for. As a leader, I hope the understanding I have about WBLTs allows me to assist other teachers on how to effectively and authentically infuse technology and engaging student materials in the classroom. On another thought, as a learner, this learning has inspired me to perhaps delve into the educational gaming industry, or educational software development. Once again, my experience in the M. Ed. program has broadened my horizons in education.
I was excited at the beginning of the degree to create all sorts of engaging web-based learning tools that I thought were amazing. On the contrary, my creativity came to a full-halt when I realized that an online tool was not just a game, or drill style task. It is far more than that. I gained all my understanding about web-based learning tools and how they should be developed, designed, delivered, received, and utilized by readings such as Kay and Knaack (2008), and Clark and Mayer's Design Principles, adapted from their book, "E-Learning and the Science of Instruction" (2007). From those texts, I felt I was able to develop and evaluate my own WBLT. No longer would I be one to just subscribe or implement any WBLT into my classroom.
The course had me develop both a WBLT evaluation metric and my very own WBLT prototype. Developing and critiquing a WBLT using the metric allowed me to, for the first time, see how various components of any tool engage, encourage retention and transfer, and heighten the student's learning experience; more so than if the learning experience were to be done in an alternative method.
The development of a WBLT prototype allowed me to create a program I found sufficient for my students. The background knowledge I acquired from the course allowed me to create a fun and creative literacy tool that strengthened student's abilities in inferring. I wish I had the software development skills to create such a program, and have it developed for when I executed the lessons/ unit in my classroom. The WBLT prototype I created infused ARCS, Constructivist, CIP, and Experiential Learning experiences. Furthermore, it met the benchmarks of four levels of Bloom's Taxonomy, and satisfied the E-Learning principles of personalization, multimedia, contiguity, and modality.
In relation to student engagement, the prototype tapped into student interests by using humour, real-world relevance, meaningful interactions among peers, and intrinsic motivation to increase the propensity of the student to utilize the WBLT.
As an educator, I hope to continue using the skills I acquired in analyzing and evaluating WBLTs, both on their effectiveness in my classroom, and in the acquisition of the skill they were proposed to be used for. As a leader, I hope the understanding I have about WBLTs allows me to assist other teachers on how to effectively and authentically infuse technology and engaging student materials in the classroom. On another thought, as a learner, this learning has inspired me to perhaps delve into the educational gaming industry, or educational software development. Once again, my experience in the M. Ed. program has broadened my horizons in education.