Working through the Experimenter module proved to be fun! As you can see in my little video: https://youtu.be/FIyKfA9FG1A , it was important that I take the time to learn about these tools and the associated techniques. It was so cool to try out the new tools but not everything is a good fit for my more... »
For this exercise, I chose to create an Infographic slide for those students who do not see value in the time it takes to write up their lab work in an Electronic Lab Notebook (ELN). I wanted to transform my current slide to make it more appealing. Rather than have just a list of points more... »
This is a remote game that has been setup for students to play on their tablets or smart phones. The idea is to re-enforce the association between electronic components, their symbols and their descriptions so that students can knowledgably create schematics of circuits.
For this exercise I chose to make use of both an animated GIF and a regular GIF to introduce the Safety slide set that I show to students at the start of the course: Electronic Engineering Skills. I use this slide to identify some of the hazards involved in working with electronics.
I enjoyed working my way through the experimenter module. As I mention in reflection video, it was a treat to use these tools from the content creator perspective… even though I’ve used many of them from a student’s perspective. I hope you enjoy going to through my work.
I love the simplicity of Padlet. The choice to introduce any technology to a course needs to have its value weighed against the cost to introduce it in terms of time and money. Padlet has an extremely low cost of entry. It’s free to use and the UI is extremely simple so requires little instruction.
I found this really valuable glossary of terms used in online learning to be included in a course for students new to that type of environment… but the graphic associated with it was very poorly done… so I updated it, to be more useful.
I’ve created a GIF to present the structure of Maslow’s Hierarchy of Needs. Most students who take the course that I discuss this in have seen this before, so this is more of a refresher activity… so the GIF I think is sufficient for this purpose.
“Harvard University is doing it. So are Baylor, Berkeley, Boston and Brown Universities. Not long after the launch of YouTube, course trailers began making an appearance online. Some faculty are embracing the concept, taking advantage of the opportunity to promote their discipline and to encourage a broader audience of students to enroll in their courses.”
“No invitation is complete without a response and a course trailer is a great conversation starter. As students begin to situate themselves in the course, think about how you can extend the dialogue sparked by the trailer across the semester.”
“Like memes, animated GIFs are often used to generate a laugh, a smile, maybe just a ¯_(ツ)_/¯. But considering them as short-form video, their looping structure is effective for demonstrating natural processes or showing hands-on techniques where repetition can aid understanding.”
“The UdG Agora is the site for University of Guadalajara (UdG) Student Centred and Mobile Learning Diploma. The goal of this faculty development program is for UdG professors to confidently integrate student centred and mobile learning strategies and activities in their courses.”
“This article can help you if you are worried about designing infographics or visual projects from scratch. In this post, you will learn how to create an infographic and other visual projects in five minutes using Piktochart.”
“Have you ever had a TON of information you needed to get out but don’t know how to do it effectively? Fret no longer. Today you will learn how to relay mass amounts of information in an effective, beautiful way. That’s right, we’re talking infographics.”
Mind Map of the syllabus to the Introductory Real Estate for Law Clerks Course – answering the focus question “What is the purpose of this course”. I had some trouble using Goggle maps for first time – hand drawn map contains more course detail – Ardel
This Table reflects great limitations that were experienced in the past year due to COVID. It does not reflect my usual collaborative experiences but it does show how our team works together on a single project (a Capstone course). My usual PLN/collaboration work begins in the time period before a semester begins. I usually attend more... »
For the Table exercise that reflected on this past year’s activity that offered opportunities to network, I must admit that networking was very limited this year. Normally I liaise with others in Professional Organizations such as the IEEE or the SMTA, and I attend and participate in local meet-ups. This past year I was so more... »
While my network is still young… it’s growing and maturing. I’ve now had an opportunity to connect with some more people and to analyze the nature of those connections. I have a lot of work to do here to grow the network and get more engaged… but it’s a start.
I’m just getting started of developing my personal learning network. Actively pursuing this hasn’t been a priority for me in the past, but as I’ve begun to engage in the instructional design and ed tech industry, I see that it’s becoming increasingly important.
I’m not in the habit of sharing much on social media, so I find this makes me a little uncomfortable. I don’t like opening the opportunity for what I communicate to be taken out of context. For this reason, I would prefer to build networks in person rather than online. I’ll try it though.
3 Motivations: Increased reflection on teaching and learning among colleagues. I love the opportunity to learn from my peers and when we are virtual these days, it’s not happening as much (and even when we were face to face sometimes this doesn’t happen organically). I see this as a way to cultivate new relationships with more... »
This module was a good exercise. I have some experience putting together research applications, but have always on some level, considered research separate from teaching. The results apply to teaching practice, but I hadn’t considered how I could treat my classroom as a source of inquiry. I like the idea.
I’m happy to see this module included in the course, as I was immediately concerned about the ethical considerations of using one’s students in any research project… and there hadn’t been any mention of it until now.
I’ve recently read an article about the impact that complex presentations have on learners’ cognitive load. I frequently use animation and multimedia in my presentations to encourage student engagement. Is it possible that while increasing engagement, I’m decreasing learning? I hope not!
I happen to be in the process of pursuing a graduate degree in learning and technology, which aligns extremely well with the value represented in this exercise. As a result, the motivations listed here really resonate with me.
“I would like to (*selfishly*) share my perspective on the relationship between critical reflection and SoTL, and how critically reflecting on my own teaching practice led me to pursue SoTL as a primary area of research focus.”
“Welcome to this annotated literature resource for the Scholarship of Teaching and Learning (SoTL)! Here you’ll find helpful summaries of key literature that will support your practice or research in postsecondary teaching and learning.”
“There can never be an exhaustive list of prototyping methods, since there is quite literally an endless number of ways you can build prototypes. What we can do, however, is provide a useful list of the eight most common prototyping methods, together with best practice tips that help you maximise your prototyping and testing sessions. more... »
Created by Ontario Extend (@extend) • 1562 views • 39 responses • 4 resources
It is now time to reflect on what you have accomplished through your experimentation efforts in this module. Prepare a detailed written reflection that includes responses to the questions below. Which three experimenter activities did you choose to complete and why? Include links to your Activity Bank responses. Identify and explain three overall lessons learned more… »
Created by Ontario Extend (@extend) • 370 views • 5 responses • 1 resource
Quizlet began as one learner’s method to improve their learning by creating online vocabulary quizzes and has grown to be a platform for creating sets of practice exercises for any discipline. Interaction types include content review, flashcards, matching games, spelling and more learning tools. Quizlet Live is a platform for producing in class interactive activities. more… »
Created by Ontario Extend (@extend) • 600 views • 14 responses • 1 resource
Creating a Padlet is often described as building a living, breathing web page. You will see it in use the Curator Module. Padlet offers a virtual bulletin board for sharing words, web sites, audio, video, and creating connecting between items. Padlets can be set up to allow contributions without logging on or they can be more… »
Created by Ontario Extend (@extend) • 992 views • 48 responses • 1 resource
A personal learning network, although often emergent and continually developing, does not just happen. It requires cultivation. To begin your thinking on how to cultivate your PLN, read Howard Rheingold’s Advice on Building a PLN. Find a professional group or individuals who align with your professional interests. Start by reviewing the Twitter EdChat calendar and more… »
Created by Ontario Extend (@extend) • 1369 views • 85 responses • 3 resources
Now it is time to try out your chosen technology and design a prototype of your Technology-Enabled Learning Activity solution. Prototyping can sound daunting if you think of it in relation to engineering or lab work. But at its basic level, it involves putting a small tangible creation in front of your users instead of more… »
Created by Ontario Extend (@extend) • 1180 views • 94 responses • 1 resource
After you have selected a technology for your Technologist Module project, refer back to the idea you defined for the Learner Challenge activity. Circle back to the Learner Challenge Bank padlet where you added your own challenge. This time add a new padlet post (again double clicking on an area near your first one) that more… »
Created by Ontario Extend (@extend) • 1660 views • 20 responses • 2 resources
Here you will experiment with H5P as a way to add interactive web elements to almost learning content hosted in WordPress or LMS platforms such as Canvas, Moodle, or Blackboard (these may require a plugin), or any other web site where you can add custom HTML code. The name comes from the elements you create more… »
Created by Ontario Extend (@extend) • 2650 views • 104 responses • 2 resources
Consider an element of your course for which you might want an accompanying image. Search for an openly licensed image using different search strategies and sites described in the Curator module. You might consider using: Creative Commons Search MediaWiki Commons Flickr Creative Commons Unsplash Pixabay Which one did you find easiest to use or best suited the kind more… »
Created by Ontario Extend (@extend) • 1484 views • 34 responses • 3 resources
Think about the past year of your professional life… List the projects or ideas that you have collaborated on with others. Now, on a piece of paper, or using one of the Image tools in the Extend Toolkit, draw a dining table or modify an open licensed image of one. Choose one of the projects more… »
Created by Ontario Extend (@extend) • 2027 views • 82 responses
There are many ways to search for Open Educational Resources. A great place to start your search might be by using a referatory. A referatory is a search that simply links out to content hosted elsewhere while repositories host file(s). Referatories may have broader reach, and you may find the same OER in a referatory and a repository. There are two main referatories for finding more… »
Created by Ontario Extend (@extend) • 4190 views • 118 responses • 1 resource
Identify a concept that is often misunderstood in your discipline. Next, extend your thinking on this misunderstood concept. Can you think of an analogy that can help make the concept make sense to students? Does this analogy take into account where students are coming from in their previous experiences? Or how could you break that more… »
Created by Ontario Extend (@extend) • 1538 views • 46 responses • 3 resources
As you explore Professional Learning Networks (PLNs) in greater depth, you will want to think about how you can use digital technologies to breathe new life into your professional growth and better support your teaching. A helpful approach is to map your own PLN. This activity asks you to consider and then represent who belongs more… »
Created by Ontario Extend (@extend) • 3011 views • 111 responses • 4 resources
Mind mapping has been found to be an effective means of helping students organize new learning while reinforcing previous learning and improving information retrieval. Keep in mind that mind maps are not just good for students, they are great for teachers too. When planning your course, you could use a mind map to decide what more… »
Created by Ontario Extend (@extend) • 1938 views • 79 responses
We have a collaborative Padlet and you are all invited to the population party. Padlet is a great tool for curating your own course resources, personal interests, and more (learn more about Padlet in the Extend Toolkit) You can make it as private or public as you like and include any mode of material. Our more… »
Created by Ontario Extend (@extend) • 2800 views • 121 responses • 2 resources
Create an empathy map following these steps: Gather information from and about your learners. You may already have useful information that you have gathered through feedback from course evaluations, emails, and other communication, but ideally you’ll create a specific method of gathering feedback for this exercise. You might do this through conversations or other forms more… »
Created by Ontario Extend (@extend) • 2460 views • 101 responses • 1 resource
Try watching a TED talk or conference keynote video yourself to practice your own note-taking skills using Cornell Notes. Split your page so that it looks like Cornell notes (see image below) Take notes that make sense to you in the right-hand (two-thirds) space. When you are done, use two different colour markers to highlight more… »
Created by Ontario Extend (@extend) • 2474 views • 101 responses
Brainstorm a list of WIIFM (what’s in it for me?) from a student perspective. If you can’t think of more than “because you should know it,” then you need to talk to your students and get a better sense of where they are in their learning and where they are going. If you know your more… »
Created by Ontario Extend (@extend) • 2138 views • 98 responses • 2 resources
To learn to drive, you require many component skills, including knowing where the gas and brake pedals are and when to use them, how to steer, when and how to use your mirrors, all while following the rules of the road. Experienced drivers find it very difficult to think of each component separately, not as more… »
Created by Ontario Extend (@extend) • 1973 views • 99 responses • 1 resource
Find and make meaningful a “nugget.” Review The Faculty Patchbook, a collection of faculty authored overviews of specific pedagogical skills. Then, select one article that resonates with you. Select a passage from the article that grabs you in some way and prepare to make that passage as meaningful as possible. It could be a passage more… »
Created by Ontario Extend (@extend) • 2000 views • 99 responses • 3 resources
Throughout the Teacher for Learning module we’ve explored various types of metaphors for teaching and learning. Prior learning was baggage. Motivation was drive. Mastery and organization of knowledge are like component building blocks toward a cohesive structure. Self-direction and metacognition are like our own internal GPS signaling our own personal wayfinding. Now it’s time to more… »
Created by Ontario Extend (@extend) • 2036 views • 124 responses
The Define step is about narrowing in and identifying a problem, or in our case, a challenge, based on what you know and have discovered about your learner. This is key to the design process as it is the focal point that you will use to build your solution. It is tempting to start BIG, more… »
Created by Ontario Extend (@extend) • 2308 views • 93 responses • 3 resources
Now that you have selected the technology that you will integrate into your teaching and learning, it is good practice to assess its fit beyond your learner challenge definition, to include other factors around support requirements. A helpful framework to guide this assessment is the SECTIONS model, developed by Tony Bates and shown here. It more… »
Created by Ontario Extend (@extend) • 1475 views • 47 responses • 1 resource
Everybody involved in teaching has questions about the success of their practice. We deal with some of the questions informally all the time. In other cases, we seek to formalize our enquiry by doing research, and that is what the Scholarship of Teaching and Learning (SoTL) is about. This video features several educators defining SoTL more… »
Created by Ontario Extend (@extend) • 679 views • 5 responses • 2 resources
The UDG Agora Project Challenge Bank is one of our inspirations. This collection of activities (which is much like our own Activity Bank) was created as part of a faculty development program for the University of Guadalajara specifically focused on integration of technologies and strategies that are effective on mobile devices. Explore the UDG Challenge bank more… »
Created by Ontario Extend (@extend) • 1269 views • 23 responses • 4 resources
An infographic is “data, presented visually, that tells a story” (from Creating Infographics). We have no shortage of tools and articles for how to generate an infographic, but the most important steps happen before you open a tool- identifying your audience, the topic, researching and tracking the data you will use, and planning out the more… »
Created by Ontario Extend (@extend) • 830 views • 4 responses • 1 resource
Field work is an immersive and experiential way to engage students in the learning process. However, when you cannot hold a class on the Athabasca Glacier to examine glacial retreat or transport 60 students to Paris, France to study the urban form and function of the city, virtual tours provides a way to create that more… »
Created by Ontario Extend (@extend) • 903 views • 4 responses • 1 resource
Have you ever taken a photo or created a graphic that you would like to use or found the perfect image on the Internet and wanted to use it? It is time for you to learn about the location and attribution of openly licensed images (OER Commons) or see the Consider This! activity from the Curator more… »
Created by Ontario Extend (@extend) • 799 views • 8 responses • 4 resources
A bridge or hook is an effective teaching approach to gain a learner’s attention and build motivation. For this activity you will create a video that serves as a bridge or hook of interest to welcome students to your course. You will want to do something more creative than a talking head in front of more… »
Created by Ontario Extend (@extend) • 854 views • 13 responses
Online survey or audience response tools are powerful for capturing opinions and understanding your students or colleagues better. Explore an online survey tool. Experiment by creating and conducting a five-question survey of your peers about ways to use technology-enabled activities. Users of the Google suite might try Google Forms, which store data in a spreadsheet more… »
Created by Ontario Extend (@extend) • 1160 views • 20 responses • 4 resources
Most is know the animated gif as a means of expression an emotion via social media, but is there a more useful purpose in education. Absolutely. Think of this “short-form” video as way to show a phenomenon or the steps in a process where it would help understanding to see the steps repeated. For example, more… »
Created by Ontario Extend (@extend) • 1999 views • 74 responses • 1 resource
Apply the Assessing Online Resources Using CRAAP assessment to one resource that you chose for your contribution to the shared Curation as Creation | Creation as Curation Padlet used in the Curation Creation activity. Save your assessment. Click “Create document” to download a copy. As you complete the assessment consider what other questions or rubrics more… »
Created by Ontario Extend (@extend) • 1172 views • 43 responses • 2 resources
Many SoTL practitioners, publications, and journals list potential benefits of a proactive approach to classroom scholarship, some of which are articulated in the video SoTL: Why Care? The Making a Case for SoTL video by the Elon University Center for Engaged Learning also makes a case for institutions to support those faculty engaged in more… »
Created by Ontario Extend (@extend) • 1445 views • 36 responses • 4 resources
Now we move into the phase where you will outline a research plan for an SoTL project in your area of interest. You will be doing your work in a document that will be used for the remaining activities in this module, and eventually shared in a SoTL Research Plan Folder with the ones done by more… »
Created by Ontario Extend (@extend) • 1225 views • 34 responses • 4 resources
Now comes the interesting part: designing a SoTL project of your own. Based on the Scholar module and its consideration and design links, continue to build your own SoTL plan using the document created in the Refine Your SoTL activity (a copy of the template as a Google Doc or downloaded MS Word file). Include considerations of any more… »
Created by Ontario Extend (@extend) • 1117 views • 31 responses • 4 resources
Reflective practice is a key component of SoTL activity. Often, it is the reflections that practitioners make on their work that become the stimuli for their research ideas. In this latter phase of your planning process you should reflect on the process so far as you plan for the ways your project will be published more… »
Created by Ontario Extend (@extend) • 1175 views • 34 responses • 1 resource
Now that you have completed the sections of the Scholarship module, you can begin to share your ideas with your peers and colleagues. One last activity is required to complete the Scholar module. It includes the following components: Share your SoTL Research Plan in the SoTL Folder. If you worked on your project plan as more… »
Created by Ontario Extend (@extend) • 1610 views • 83 responses • 1 resource
Here is where you can sharing your technology enabled creation completed through the Technologist Module. In your response to this activity, write an explanation of the context and reasons why you choose to use a technology-enabled solution for your learning challenge. Include your process for empathizing with your learners, what you defined as your learner more… »