Jason 339

First part

By this blog post, I will demonstrate my learning path for this course. I will also show clues that I met the learning outcome of this course.

This portfolio is structured by order of learning outcome. I will use each of my blog post and comments as evidence to prove my learning. At the end, I will show the improvment of one of my blog post. With original blog post and polish blog post.

EDCI 339 Learning Outcome Will Labled As BOLD and RED

Describe the potential of human-centered learning in distributed and open learning contexts

In my Blog post 1, I read the article called Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking written by Ragan and Jesse. I discussed about FEPRA, which is related to privacy protection. Human-centred refers to satisfy all human needed. Privacy is the most human-related aspect in my opinion. I was also thinking about how nowadays students have online courses due to COVID-19 pandemic. People use Zoom and TikTok these kinds of social media as their open learning platform. I also argued about grading system that we are having. I pointed out that this grading system can not fully evaluate a student. And I design a new grading system.

Some interesting comments came out and discuss about it.

After I read the comments, I realized design a new grading system is too idealistic. My pod member offered me another thought.

Explore and engage with current literature on the distributed and open education movement

At very first, I do not understand what “distrituted” and “open” mean. After I read Ryan’s Topic 2 post. I had a brief understand for distributed and open.

They have some common aspects but can be identify by their difference. After I figure out what is distributed and open learning. I started Pod assignment with my group members. Our pod assignment create a person called Jackson. Jackson is an economic major student, but he wants to be a jornalists. We analyze his personalities and weakness to design an open and distributed learning program. Otto and kerres discussed that “With its core objective of broadening access to and participation in education and improving collaborative learning and teaching quality, open education can facilitate teaching and learning in the digital age.”(Otto, & Kerres, M. 2022). To fully motivate Jackson to learn, it is best to use open learning program.

Here is part of assignment, which we apply distributed and open learning thoery to design.

Critically reflect on and articulate concepts around modality, pedagogy, and access, including distributed and open learning theory, online and open learning history, privacy laws, online learning communities, open research, and open data.

In my blog 2 post, I discussed about online assesment. I argued about online quiz is easy to cheat, and it can not evaluate students properly. In Major’s (2015) article Teaching Online – A Guide to Theory, Research, and Practice, he decribed an example of 2000-size online class, and used online quiz format to give student credits. I realized it is not approapriate. And Ryan gives me a perfect feedback to help me understand the format of online learning.

My other group member gives me another view for my doubt.

Throughout my readings and relections, I find that different tools can have different effect during online education. It is important to figure out what is really suitable for students.

Examine and reflect upon the potential for equitable access for all learners in online and open learning contexts.

For this part, I read the article Digital Redlining, Access, and Privacy. Common Sense Education. By Gilliard and Culik. I learned about redlines, and it is very important to have redlines. Refers to my blog 3 example. But after I read comments of my pod member, I find I am lack of connecting equity to open learning. So I read another two topic. I find Mays(2017) gives sevral good questions to let me thinking.

“And what other access issues do students face as they face these economic challenges? Will they be able to read their Chemistry textbook given their vision impairment? Will their LMS site list them by their birth name rather than their chosen name, and thereby misgender them? Will they have access to the knowledge they need for research if their college restricts their search access or if they don’t have Wi-Fi or a computer at home? Are they safe to participate in online, public collaborations if they are undocumented? Is their college or the required adaptive learning platform collecting data on them, and if so, could those data be used in ways that could put them at risk?”(Mays, E. 2017)

Inclusive and open learning methods are in empathy and require us to take a humanistic approach to creating learning experiences. Empathy creates spaces that value multiple perspectives. Trust is built when learners are not treated as “other people”. As empathy, trust, and respect become more common. Learners find the confidence to engage more and have more autonomy in their development and learning. In this sense, inclusive teaching method is open, and open learning is inclusive.

Conduct research into and critically reflect upon emerging and future educational technologies

In my blog post 4, I discussed about OER. Which is a kind of new defination for me. Here is several benefit for using OER:

1. Students can show what have learned and help next generation students learning either.
2. Every learner facing a challenge of moving a knowledge from one environment to another environment. This method can help people learning both present and future.
3. Letting students make textbook together.

After I read one of my pod member’s blog post. I reread the materials again. This time I foucus on those examples that I missed.

Practice digital, networked, and open literacies in support of learning about distributed and open learning

During having this course, I use LMS platform: Brightspace.

I also use blog to post my thinking.

I use discord and mattermost and gmail to communicate with professor and pod members.

We also use google doc to do our assignment together.

Every tools we use has it unique responsibility. To be honest, it is very hard to use several tools at the same time, but it is helpfu for us to get used to this.

Second Part

URL Before polishing: https://jcjc339.opened.ca/topic-2-discussion/

URL After polishing: https://jcjc339.opened.ca/how-open-and-distributed-learning-connect-with-economic-polishing/

At very first of writing the blog post, I was just thinking about read the material and summarize it. But Ryan’s feedback reminds me I have two parts to improve. The first part is I missed the author that I am citing from. This may confused my reader. The second part is I missed a topic for my blog post. So, I thinked about this course with my major: economic. There is a new topic for my blog post: How open and distributed learning connect with economic?

REFERENCE

Otto, & Kerres, M. (2022). Increasing Sustainability in Open Learning: Prospects of a Distributed Learning Ecosystem for Open Educational Resources. Frontiers in Education (Lausanne), 7. https://doi.org/10.3389/feduc.2022.866917

Major, C. H. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 76-108)

Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community

Wiley, D., & Hilton III, J. L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601

Start

For the traditional course structure, it basicly consists of these parts: common organization elements for the course; course credit hour; how many people enroll in the course; the type of the course. These elements give a basic structure for online courses design.

As I am a economic major student, I try to connect everything with economic. So, I was thinking, is there any relation between open learning and economy.

As I wrote my topic 4 blog, I found that OER is more expensive than commercial material at early phase. Wiley and Hilton (2018) state at their conclusion:

“In the early days of OER adoption, research found that there are ways of adopting OER that actually cost more than using commercial materials. For example, Wiley, Hilton, Ellington, and Hall (2012) illustrate how a poorly planned print-on-demand strategy can make OER more expensive than publisher textbooks.”

According to Gallup and Pearce, no matter it is a developing country like China or developed country like U.S. Instituions are suffering from a financial pressure. Educator and instituion are finding a way to use low cost to have high quality teaching. Once we talking equity of learning, it is helpful for those students who have mental or physical disability to have whole new instrument. Then, open-source digital design 3-D printer came out. Students can use software at home and design online, they can easily get what they want. What is more, open learning in my opinion, is giving students a open thinking space. 3-D printer can print whatever they want, it has a same concept with open learning. “This study also provided preliminary evidence that educators from around the world are already embracing the use of distributed manufacturing to produce learning aids. The results show that the average learning aid evaluated in this study was downloaded over 1500 times and presumably printed as many times.”(Gallup, & Pearce, J. M. 2020)

Personal thinking

In the essay, Major (2015) states that the open course from Dave Cormier have more than two thousands of people enrolled. I was wondering, how the professor evaluate these students by traditional scale format? Use assignments? But there are more than two thousands of students, it is very hard for professor to evaluate each students assignment carefuly. By using quiz format is also inapproapriate. As it mentioned before, it is a online course. Doing quiz or exam online is easy to cheat. Although there are people who do not need this course for credit, there are still some students who use this course as a credit course. So, it is not fair to give credit to these kinds of students who shows no real efforts to this course.

When design a online courses, we need to figure out what institution we are at. There is a difference for higher educationa or young adult teach. The most important thing in my opinion is we need to figure out who is our students.

After I review these professors’ case, I found that they have some similarities. First of all, they make their sites very clear or funny for students. A clear and funny sites may attract students use them. Personally speaking, I feel stress when I need to use a boring, messy website to have a online study. Also, and I think is the most important part, is professors give a open space for students to discuss. This place can always have some amazing idea. Students who afraid face-to-face discussion may talk online. This is also the advantage for discuss online-everybody can talk at the same time.

Reference

Major, C. H. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 76-108)

Wiley, D., & Hilton III, J. L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601

Gallup, & Pearce, J. M. (2020). The Economics of Classroom 3-D Printing of Open-Source Digital Designs of Learning Aids. Designs, 4(4), 50–. https://doi.org/10.3390/designs4040050

This article is talking about open learning. And “open learning” has connected to the “OER”. What is OER? It refers to Open Education Resources. Also, there is a new definition came out: OER enabled edagogy. This refers to a creteria when people evaluate if this open learning format effective or not.

There also have an activity called 5R that define Open Learning:

1. Reservation – The right to make, own and control copies of the Content
2. Reuse – The right to use the content in multiple ways
3. Revise – the right to adjust, adjust, modify or change the content itself
4. Remix – The right to combine original or revised content with other materials to create new content
5. Redistribution – The right to share a copy of the original content, your modifications, or your remix with others

Wiley, D., & Hilton III, J. L. (2018), Paragraph 5

What can students learn from using OER?

• Students can show what have learned and help next generation students learning either.
• Every learner facing a challenge of moving a knowledge from one environment to another environment. This method can help people learning both present and future.
• Letting students make textbook together.

Conclusion

It is obvious that OER cost more than commercial material at early phase. The problem is that educator should well organized on how to create thhe textbook . Also, educator should be care about there is no moral and ethic problem. When more and more educators realized the benefit of open learning, the resourse of open learning material can be various and rich very soon.

REFERENCE

Wiley, D., & Hilton III, J. L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601

I read the topic Digital redline. And it is my interests to know more about it. The motivation for the live broadcast industry is natural, and making boundaries is the key to combating. The main problem of the chaos of social media is the lack of clear legal restrictions and moral boundaries.

This reminds me a piece of news that I have seen. One female patient went to the hospital for gynecological surgery. When she was lying on the operating bed, she did not expect that thousands of eyes were prying into her privacy through a screen. The operating room should have the most privacy and protection. , turned out to be a live broadcast. The culprit has a male anesthesiologist in the operating room.

I was wondering waht is the real problem leads to these kind of things. In this article, author states three assumption:

1. There is no problem at higher educational system.
2. Socioeconomic status has more spare time.
3. Community colleges doesen’t realized it is a problem.

I would say, the key point is people need a positive guidence to use internet. We can not simply define what is right and what is wrong. We need to letting people know what is really suitable for themselves, because everyone is unique.

REFERENCE

Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.

Start

For the traditional course structure, it basicly consists of these parts: common organization elements for the course; course credit hour; how many people enroll in the course; the type of the course. These elements give a basic structure for online courses design.

Personal thinking

In the essay, author states that the open course from Dave Cormier have more than two thousands of people enrolled. I was wondering, how the professor evaluate these students by traditional scale format? Use assignments? But there are more than two thousands of students, it is very hard for professor to evaluate each students assignment carefuly. By using quiz format is also inapproapriate. As it mentioned before, it is a online course. Doing quiz or exam online is easy to cheat. Although there are people who do not need this course for credit, there are still some students who use this course as a credit course. So, it is not fair to give credit to these kinds of students who shows no real efforts to this course.

When design a online courses, we need to figure out what institution we are at. There is a difference for higher educationa or young adult teach. The most important thing in my opinion is we need to figure out who is our students.

After I review these professors’ case, I found that they have some similarities. First of all, they make their sites very clear or funny for students. A clear and funny sites may attract students use them. Personally speaking, I feel stress when I need to use a boring, messy website to have a online study. Also, and I think is the most important part, is professors give a open space for students to discuss. This place can always have some amazing idea. Students who afraid face-to-face discussion may talk online. This is also the advantage for discuss online-everybody can talk at the same time.

Reference

Major, C. H. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 76-108)

This is the first week for this course, and I found lots of interesting material. The most attractive reading for me is about privacy when students having online courses. This is an up-to-date problem. After COVID-19 pandemic, more and more educational institution turned into online delivering mode. So, online data privacy has become a decent questions for both instituion and student.

In this reading, author summarys six questions that students may face: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. I am perfectly agree with these aspects. Once students having a online exam or test, some professors may required them to download anti-cheating software. These softwares may expose students privacy.

what I disagree with, is that educational institution can expose students’ name or birth date. This is definately a privacy. So, I would say there should be a regulation or rules to restrict these software and institution.

What I want to learn more is: Are grading system really fair? Although grading system is reflecting students’ work, and it is convinient for instructor to grade students. But is it really fair to grade a student just by ABCD? I would say some of the students may have a strenghth in some part of the course. As I am a economic students, there are lots of subject in economic. So, once a student do a great job in one of the part in one subject, but doing not satisfied in one area. These grading system would not reflect the real ability for this students. I am thinking about a system, the instructor can divide the course material into different section and instructor can give comment for specific area. But it is too heavy for the instructor.

References:

Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2

Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press