As a learner, participation in NGL was useful for me as it pushed me out of my comfort zone; a push that was necessary if I was to continue to meaningfully contribute to the learning process. I have two reasons for saying this: firstly, experiencing NGL as a learner is a valuable way of understanding the process from the learner’s point of view; secondly, this task provided an opportunity to reflect on the path I took as a learner and gain insight into my personal learning patterns, and how they can affect the way I negotiate, interact with and construct knowledge (Siemens, 2005; Downes, 2011). I chose to pursue the goal to become proficient in the use of Collaborate Ultra, an improved version of Blackboard Collaborate - a web conferencing tool that is a part of Blackboard Learning Management System (LMS)(Blackboard, 2016). The Higher Education institution that I work for is updating the conferencing tools available to staff; learning this skill would fulfill a dual purpose: acquisition of a relevant professional skill and provide the “as a learner” activity for this EDU8117. Some of the things that I learned about myself “as a learner”, included the fact that: I gain more value and satisfaction from learning that is constructed as part of a group or network; I make sense of my learning by using past experiences as a frame of reference; I find engaging in practical discovery learning, and sharing this learning, valuable and transforming (Siemens, 2005; Downes, 2011; ). Current education theory supports my preference for learning to be constructed through active participation and collaboration (Siemens, 2005; Downes 2012; Dunaway, 2011). The clustering and exchange of ideas, followed by the creative evolution of new ones is nurtured and shared in communities, groups and networks (Riel & Polin, 2004). This relates to the concept of a participatory pedagogy, where the curriculum content and activities are not determined entirely before the learning task begins. Learners are able to contribute to the content or the end result, making sense of the information in the process (Siemens, 2008). On my journey to becoming proficient in the use of Collaborate Ultra, I became more aware of the way I was moving through the learning process; partly because at the same time I was gaining an awareness of learning models such as Personal Knowledge Management (PKM) (Jarche, 2014) and Community Literature, Environment and Model (CLEM) (An experiment in Networked and Global Learning, 2014). The two areas of learning collided, and I realised that I had jumped into the process without using a framework; and as a result, experienced periods of confusion, disengagement and frustration. In pursuit of my learning task, I initially reached out to connect with members of my workplace community, who shared my goal. I suggested an installfest, to gain more confidence in using the technology prior to recording. The response was enthusiastic and a session was held in a Collaborate Ultra virtual classroom. This session was informal; there was no agenda; I took quick notes on some of the issues we discovered. But- reading these notes afterwards, the notes weren't clear; and it was difficult to remember what we had discussed. Nevertheless, I compiled a report in Googledocs and sent links to participants for comment. The report was posted into the relevant staff discussion forum. There was a response by the project head; however, the participation in this forum was limited. I recorded a session in Collaborate Ultra, which was more like a video presentation, rather than an interactive video conferencing session. However, I felt I needed a resolution for the EDU81117 learning task. On my course Blog, I mentioned that I would like to upload the recording to share. A fellow student, who is as an expert in online instructional design, shared advice on how to do this. Following her instructions, I was successful in completing the task. For me as a learner, I felt this last step was one of the most rewarding occurrences in the process, symbolising the value of the network learning process. A learner, with some existing knowledge, had shared and requested an extension of that knowledge through a network; an expert had been able to respond with relevant knowledge, to enable the learner to acquire a useful skill to complete the task. This highlights the usefulness of NGL to the learner. Reflecting on my learning process in general during the course, I realised that PKM is a seminal concept for sourcing and organising information, particularly prior to practical application (Jarche, 2016). When I outlined my PKM early in the course, it appeared a very orderly, logical process. In hindsight, it didn’t resemble the process that I applied to the learning task. My PKM at the beginning of the course My PKM during the course. I realised half way through the process that the CLEM model is a practical way of approaching networked learning. I did apply the model retrospectively, recognising then, that one stage – literature – was omitted from my process as a learner; this omission being partially responsible for my confusion and frustration. Informing your selection of learning tools with current research is imperative - and probably time-saving in the long run. Another insight gained was that networked learning can involve engagement with many participants, but it can sometimes be a solitary process. The networked learner may need to recognise that they could experience both situations at various times. PKM and CLEM can help in both situations; when there are many participants in a network, it can provide a common focus; similarly, PKM and CLEM can give the solitary learner direction in their pursuit of knowledge. In the end, I think I have gained a certain level of competency in Collaborate Ultra; although I am yet to use it with a class. My involvement with the project and the interaction with my work colleagues has inspired me to continue some form of community that supports NGL and the evaluation of possible software within my work area. However, the most significant revelation has been my behaviour as a learner. I found that you can learn to learn by learning, no matter how old you are or what your profession is. As teachers, we probably feel we have “learning” covered, but there is obviously a depth to learning that can never be exhausted. References BeeLearningBlog. (2016). A journey through learning. Retrieved from https://beelearningblog.wordpress.com/ Blackboard. (2016). Collaborating in Blackboard Collaborate with Ultra experience. [video file]. Retrieved from https://www.youtube.com/watch?v=i7EnawwzWOs Downes, S. (2012). Knowledge, Learning and Community. [Blog post]. Retrieved from http://www.downes.ca/post/57737 Downes, S. (2011). “Connectivism” and Connective Knowledge. Retrieved from http://www.huffingtonpost.com/stephen-downes/connectivism-and- connecti_b_804653.html Dron, J. & Anderson, T. (2016). A typology of social forms for learning. In Teaching Crowds. Retrieved from http://teachingcrowds.ca/discuss- the-chapters/chapter-3-a-typology-of-social-forms-for-learning Dunaway, M. K. (2011). Connectivism: Learning theory and pedagogical practice for networked educational landscapes. Reference Services Review, 39(4), 675- 685. An experiment in Networked and Global learning. (2014). Week4: CLEM and the community. [Blog post]. Retrieved from https://netgl.wordpress.com/study-schedule-2/week-4-clem-and-community/ Jarche, H. (2016) What is your PKM routine? [Blog posy]. Retrieved fromhttp://jarche.com/2014/03/what-is-your-pkm-routine/ Kirkwood, A. (2006). Getting networked learning in context: are on‐line students’ technical and information literacy skills adequate and appropriate? Learning, Media and Technology, 31(2), 117-131. DOI: 10.1080/17439880600756654 McLoughlin, C. & Lee, M.J. (2008). The three P’s of pedagogy for the networked society: personalisation, participate on, and productivity. International Journal of Teaching and Learning in Higher education. 20(1). 10-27. Riel, M., & Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In S. A. Barab, R. Kling, & J. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 16–50). Cambridge: Cambridge University Press. Siemens, G. (2005). Connectivism: A learning Theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm Siemens, G. (2008). New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning. Retrieved from http://elearnspace.org/Articles/systemic_impact.htm Socal, I. D. (2008). Considering universal design. Retrieved from http://speedchange.blogspot.com.au/2008/04/considering-universal- design.html
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Thanks for your responses to the survey. Monday 5 September proved to be the most popular time to meet. So, I will enter the appear.in room at 6:30 pm, then send you all the link by email.
Hopefully, it will all go smoothly. I've never used appear.in before, but it seems simple enough. You never really know though - do you? I think I was attracted to it because it didn't require sign-in details. Brigitte left a comment on my last blog entry about how to share my Collaborate Ultra trial run. In a round-about way, I followed her instructions and have managed to include it here tonight. I apologise for the poor quality of my performance. I was doing this in the middle of a noisy open plan office. These video conferencing are so much more enjoyable and fun with students participating. Funny that! What I really wanted to test was the new improved participant functions, so I'm hoping to have another go next week. You certainly won't want to watch the whole thing, but I feel like I have at least constructed something via a network of participants, contributors and experts. As a learner, I have seen and experienced many times when technology has been infused into learning experiences. That is probably because I am old; but, it also puts me in a unique position of understanding and appreciating the tremendous advancements that have taken place in learning institutions. Substitution (Research for an assignment: Library databases substitute for library catalogue) When I did my undergraduate in the 80's, I would borrow hard-copy journals and books from the Library at UQ; there were limits on the amount of resources you could borrow at one time. I have a feeling it may have been a maximum of 6 items. Now, I can go to the library online, navigate my way to a database, search this database by using search words, locate thousands of resources, download dozens of e-books and journal articles - with virtually no time restrictions. This is an example of just how abundant and accessible information has become. Augmentation (Library database includes improved functional capacity) Now, most library databases offer advanced functions to improve search results and ensure relevance of information. These include advanced searches based on using filters such as: "peer-reviewed", "author", "subject", "publication date", "key word" and "full text online". Modification (Significant task design is included in database) Databases now allow students to sort and organise their resources online through the functions available in the database. They can:
Redefinition Now, databases allow users to share resource to content readers such as Diigo: "Discover it" database has the capacity for a student to share a resource directly to over 100 sites, including Diigo, Evernote, Blogger, Diig, Communicate, Facebook, Twitter, Viber, Yammer, ZingMe, YouMob, Tumblr, WeChat, Webmoney, Reddit, ResearchGate, and so on. You can generally annotate these sources when you are sharing from the database. References Puentedura, R. R. (2015). SAMR: A Brief Introduction. [Power point slides in blog post]. Retrieved from http://hippasus.com/blog/archives/227 Last week I eventually found some time to do a trial recording in Collaborate Ultra - not the most exciting topic - Harvard Referencing. Also, I didn't have any participants, so I couldn't test out the interactive functions. However, the recording went into a forum comprised of about thirty other lecturers, most of whom have contributed a recording. Then, feedback was given on the visual and audio quality of the presentation. I had recorded in an open area, just with a set of headphones and a microphone. So, most of the feedback focussed on the audio being "tinny" and the presence of an echoe. Most of the feedback was encouraging, and I will definitely have another go in the next few weeks. I'd like to find a way to share it here on this blog. Any idea how this could be done Brigitte?
I have also been exploring the Blackboard Collaborate website; and of course, they provide a blog, which serves as the focal point for a variety of communities: https://community.blackboard.com/. These communities cater for people from different areas: There doesn't seem to be very many participants or posts. This could be that people may feel reluctant to participate on a corporate blog, as opposed to a more personal one. There also appears to be a Facebook page, which I will check out in due course. References Blackboard. (2016). Collaborate Ultra Community. Retrieved from https://community.blackboard.com/ I found the CLEM model for learning about a practice, very useful and practical. I wish that I had applied it when I first began my learning task; however, it is still practical as a reflective tool for what I have learnt so far. Community: Collaborate Ultra I have identified my immediate community; it comprises of several other Academic Learning Advisers from other campuses. In terms of Riel and Polin's (2004) Online Learning Communities, I feel our community incorporates elements from the three different types of Learning communities: Task-based, Practice-based and Knowledge-based communities. Our community is glued together by a specific task that will be carried out in a defined time frame (task-based). The members all share a high level of professional respect for one another and are committed to the task, due mainly to its capability of providing a better experience for the student. There is a high level of supportive learning using a networking tool (practice- based); and the exercise will result in formal knowledge about the practice, which will be recorded and shared with the wider learning institution (Knowledge-based). There are also another wider community involved in this trial; this comprises of interested staff members from other schools and divisions. Literature This is an area that I feel I should have looked deeper into before jumping into the actual practice, but time was a factor. I have now read more - particularly material from the brand's website. I guess being a product, I thought literature had limited relevance to the exercise; however, some preliminary reading on synchronous tools may have informed our practice and helped the group determine the direction of our evaluation. Example As Collaborate Ultra is an improved version of Collaborate; similar examples existed. Examples and trial rooms were provided to the Community of Practice. Several introductory sessions were run by the Technology people, to ensure we understood the basic functions before the trials. The members of our smaller community were proficient in the older version, so our examples were also our expertise. Model Our evaluation lacked structure because no suitable model was applied during the trail. The trial was basically- login and play around; notes were sporadic and there was no logical order in how we critiqued the technology. Technology to support networked Communities Riel and Polin (2004) talk of the technical environments that support online/networked communities. Communication technology makes it easier for large groups of people, living in different locations across varying time zones to interact and collaborate. It is recommended that communities use discussion forums, email, timelines, synchronous communication - any tool that helps participants feel they are part of a team. Then there are storage of information considerations, such as databases, cloud technology and collaborative tools such as Google docs. In relation to the technology we used in our community, email and the Collaborate itself have been most heavily. At first I sent out an email with our findings attached as a word document; however, feedback was slow. Last week, I sent out a google doc summarising our findings and asking for feedback to be included in that document. This has resulted in more timely and more detailed responses. References Riel, M., & Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In S. A. Barab, R. Kling, & J. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 16–50). Cambridge: Cambridge University Press. My Personal knowledge Management I often learn back-to-front - sometimes preferring to see the whole, before exploring the parts of the whole. No - I hardly ever read the instructions first. I do read them eventually, but only after I have failed intuitively to solve something. Blackboard Collaborate Ultra is quite different compared to the older version; so, I decided I really had to do some more 'seeking' to absorb some of the technical detail. Where do most people go to first to find instructions or procedures -- You Tube, of course! I found two video files; the first video was heavily visual, giving a virtual overview of the display and features, accompanied by innocuous music. Video 1 Source: (Blackboard, 2016) Video 2 Video 2 is the same video; however, the second version provides a verbal explanation of the display and features Accessibility The two different ways that the information has been presented shows that Blackboard has considered accessibility issues, such as those with a hearing impairment, and also caters for different learning styles. Learn about e-learning styles ate: myelearningstyle.weebly.com References Blackboard. (2016). Collaborating in Blackboard Collaborate with Ultra experience. [video file]. Retrieved from https://www.youtube.com/watch?v=i7EnawwzWOs Myelearningstyle. (2016). Introduction. [Blog post]. Retrieved from http://myelearningstyle.weebly.com/introduction Some background... Being a little time-poor, I decided to choose something that I also had to learn in my professional role. I have been using Blackboard Collaborate for quite some time now to provide online workshops for undergraduate and postgraduate students. The workshops cover topics such as academic literacy, research skills, referencing and study skills. Collaborate is not perfect by any means, but I do enjoy facilitating online learning experiences; and Collaborate has features that I use regularly, such as being able to upload a powerpoint and functions that enable participation. One of the reasons I am completing this program is because while I provide and manage opportunities to collaborate and interact in the on-campus classroom, I feel I'm not achieving this in the online classroom. I often jump in and fill gaps in online sessions, rather than facilitate others to do "the filling". Also, my sessions comprise mostly teacher-to-student interaction, rather than a balance of both teacher-to-student and student-to-student interactions. So, at the beginning of this Term, the University I work for decided to trial the new version of Collaborate - Collaborate Ultra. Right! This was the perfect opportunity to sharpen my skills by mastering the new version; and hopefully, up-skill in new features that could facilitate collaboration and interaction. Expressions of interest were sent out by the Learning Technology Unit to participate in the trail. I sent back a reply, and also asked colleagues in my area if they would be interested in trialling this new version together as a professional development activity. Three colleagues from Rockhampton campus were very enthusiastic about the prospect. First step... Our team of four met in the trial Collaborate Ultra virtual classroom and discussed:
In hindsight, I regret not establishing a criteria for reviewing Collaborate Ultra. I don't think we achieved as much as we could have achieved because the session lacked focus. The TEST Framework - Task, Environment, Skills, Technology - would have been ideal for this context, had I been aware of it. The session was somewhat disorganised; each participant had a different level of skill with this type of tool, and the lack of focus meant that the notes I took weren't fully reflective of what we had discussed. The next step of the process is to post our findings into a forum for trial participants to give and gain feedback about other participant's experiences. References
CQUniversity. (2016). Web Collaboration Tools. [Moodle discussion forum]. Retrieved from Socal, I. D. (2009). The Toolbelt and Universal Design - Education For Everyone. [Blog post]. Retrieved from http://speedchange.blogspot.com.au/p/blog- page_2046.html Week 2 My Personal PKM Stage: Seek Process/Skill: Explore and locate Assistive Tool: Feedly – OPML file sending course and participant feeds into one place; Supplement with course Discussion forum; Course blog; readings; videos; notes; Library database; Google; Academia.com notifications in email Stage: Sense Process/Skill: Absorb/analyse/evaluate Assistive Tool: My personal course blog; Evernote (organise notes and ideas before posting on blogs; commenting and contributing on other students’ blogs; contributing to networked forums Stage: Share Process/Skill: Discuss/contribute/create Assistive Tool: My blog posts and contributing to other students’ blog posts; Discussion forums outside course; Diigo. How I came to this…. This plan is a very early PKM, created after exploring this week’s readings. I followed my usual pattern for learning anything new. Firstly, a search and locate phase, finding out as much as possible from any different sources. In the next phase, I normally, note-take on the topic or problem. In this context, I thought Evernote maybe an effective way of organising my thoughts rather than simply recording in a word document. This tool also has some collaborative capability. In the third phase, the main way of sharing for the course will be the Blog posts; Diigo is included as it is a tool that I have only heard about in this course, but appears to offer organisational value in what seems to be a complex and potentially confusing area. Read this very practical guide to creating a personal PKM toolkit
www.kmworld.com/Articles/Editorial/Features/Personal-toolkit-A-framework-for-personal-knowledge-management-tools-9416.aspx References Evernote. (2016. Remember everything. Retrieved from https://evernote.com/?var=1 Kmworld. (2003). Personal toolkit: A framework for personal knowledge management tools. Retrieved from www.kmworld.com/Articles/Editorial/Features/Personal-toolkit-A- framework-for-personal-knowledge-management-tools-9416.aspx Week 1 (updated)
What would you like to learn? Why? I would like to learn more about Collaborate Ultra. I need to learn more about it in my role at work. Learning more about it will make my job easier and more fulfilling. I have located my first NGL for Collaborate Ultra: https://community.blackboard.com/news How suited do you think it will be to learning via NGL? I think it will be well suited as a learning topic via NGL because it is an online learning tool; there seems to be many online forums and platforms for learning about new technology - surprise, surprise! What will be the benefits and the barriers? The benefits will be that I can fulfil a dual purpose by using my learning experience to benefit my professional life. If the NGL is a positive experience, I will be more likely to keep using it as a learning and teaching tool. Barriers will include my resistance to learning complicated new things, and my ability to apply the newly acquired knowledge. What is learning? Learning is the process of absorbing knowledge, manipulating it, adapting it, interacting with it, until it can by made sense of and used to understand something. References Blackboard. (2016). Community. Retrieved from https://community.blackboard.com/news |
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