Time to Drop the Mic Instructors: Learning Gone Wild {#Rhizo15 Week 4}

Thanks for your#Rhizo15 hack in week 4, Viplav. Your questions really got me thinking:

  • How do we really learn online?
  • How much of control and direction do we need?
  • How much of control do we want when we teach?
  • How do we expect others to learn in such environments?
  • What do we expect of them as co-learners?

For #Rhizo15, a strong and involved learning community, the answers are easier to navigate when we remove the instructor or when “DAVE’S NOT HERE.” With a number of educators who are passionate about learning and entrenched in thinking in #rhizo15, you are bound to keep the conversation going and the learners engaged. For most of us, we have experienced traditional pedagogical models and like the ideas of this sort of free-form learning and ability to dip into the curriculum as we like. Also, it won’t take much for someone to create a video, post a cartoon, record a sound cloud, or throw up a blog post on the topic of getting rid of the instructor. As co-learners, we thrive among the course banter and expect one another to contribute. So getting rid of Dave (metaphorically, of course) in #rhizo15, would not impact this course as much as we think (no offense, Dave).

Now, what would happen if we removed an instructor from a course? This could be online or face-to-face class. How would the learners react? When control is given to the course participants, will it be “Learners Gone Wild” or will our students take up the charge to contribute? My thought: it really depends on the course design.

drop-the-mic

These questions made me think back to my undergraduate days at the University of Guelph (Go Gryphons!), where most of my 4th-year history seminar courses were just that. As per the typical course syllabi, we were assigned weekly readings; however instead of coming to a “sage on a stage” lecture we were required to do the teaching. Each week 1-2 students volunteered  to offer a micro lesson, develop questions, and  facilitate the discussion on a topic. The professor often sat back in the class, and let us drive the critical analysis, synthesize the material, and debate about issues. It was GREAT! I thought – THIS is what learning is all about at university. I want more!

StudentCenteredTheories

Student-centered learning theories & methods for flipped learning (Bishop & Verleger, 2013).

Student-centered learning is the key to deep learning, and although not described as “flipped learning” (Bishop & Verleger, 2013) back then, this is what most of my history faculty did at U of G. If you set up your curriculum to purposefully ALLOW for peer-to-peer learning, then removing the facilitator/instructor from the course may be just what you need. By creating intentional spaces (online or in-class) and opportunities for your students to co-learn, you might just be surprised on how they can bring more life to the course subject. During the course, instructors become facilitators of learning to support students with active learning strategies, such as individual problem-solving and team-based projects.Empowering your learners to take the reigns requires them to be embedded in the discipline of study. When you teach someone else about a concept, it requires a deep understanding of the material before you have to explain or critique it.

This does take some intention and planning in how you set up your course structure. It will be important for you to think about where, how, and when you want to infuse peer instruction and the support required for your learners. Think about how you want learners to contribute, lead, evaluate, and understand. When done well, this type of learning has huge benefits for both the instructor and leaders. There are so many possibilities to create dynamic interactions, meaningful conversations and critical thinking about your subject without your lead. Embrace the idea of “letting go of teaching” to see what might happen in part or all of your class. You might be pleasantly surprised at what YOU will learn from your students. Be sure to answer the following questions before you “drop the mic” as an instructor (adopted from Hoffman, 2014):

  • What positive opportunities can student-lead instruction offer your students?
  • How can instructors benefit from creating a cooperative learning experience?
  • What are the possible challenges students and instructors might with peer-assisted learning, and how might they be avoided?
  • What are evidence-based practices for learning environment without an instructor?

Interested in joining the #Rhizo15 world late or want to be part of the conversation and not just a lurker? Dave’s got a guide for that:

  1. This is a list of all rhizo15 blog posts
  2. Pick a title that resonates – click on it.
  3. Leave a comment
  4. Approach mirror, give the person in the mirror a high five
  5. Return contentedly to previous activity
Check out the course website http://rhizomatic.net or go to the hashtag on twitter #rhizo15
Also, you can write late blog posts (like me!) on any of the weekly topics.

For those #Rhizo15 slackers like Kevin & me (well, myself more so), we’re working on said things. The Slackers #Rhizo15 Guide will be available… when we get around to it. :)

Slacker's #Rhizo15 Guide... to comeCartoon via @dogtrax (Thanks, Kevin!)

 References:

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceedings from the 120th ASEE Annual Conference & Exposition, Atlanta, GA.

Hoffman, J. G. (2014). The functionality and feasibility of flipping. Proceedings from the 25th International Conference on College Teaching and Learning, (pp. 112-126). Jacksonville, FL

Being Content Without Content {#Rhizo15 Week 3 Catch Up}

The irony from my last #Rhizo15 post = having to grade multiple assignments for the end of the semester. I should have seen that one coming. I set it up that way. Lesson learned. That being said, I have put a great more thought on my curriculum, with regards to evaluation, assessment, and, #Rhizo15 week three’s topic, CONTENT.

Dave’s prompt for Week 3: The Myth of Content and “Content is People” first made me think of Soylent Green is People, and then how most educators (myself included) tend to drive our students to learn based on the content over any other approach.

infographic_content_with_content

We create learning modules, assign specific readings, designate topics for lectures, and require discussion posts with specific content in mind. If a course was just a textbook or a course pack to read, then why teach? What would it be like to focus a class on a general topic? How can you offer a structure of learning for participation, inclusion, and knowledge sharing?

“We are all so much bigger than the content we teach. Perhaps that would go on our subjective portfolios and resumes – the place where all the really important things are listed and never realized.”  {Well said, Ron!}

It’s great to see how content can come “from the people” and present itself in a democratic way. I like the resources, references, and ideas shared from the #rhizo15 community. This is how we are modeling content by the learners. I suppose #Rhizo15 is a solid example of this, but can we do this within our disciplines and for our own courses? I would like to think so… and this summer, I might just have to test out the #rhizo15 waters with a new course I am picking up to teach:

LTEC 4000: Principles of Training and Development:. This course investigates the design, delivery and evaluation of training and development programs, specifically with regards to the relationship of modern technology and training theories.

In considering this strategy, I know I’ll need to create a framework for sharing, outline the purpose of the course, consider effective evaluation strategies, and offer a type of learning structure for my online students. My program typically has a wide-range of adult learners who share fantastic experiences and get to apply strategies from class to the workplace. Every semester, I learn a great deal when my learners to talk in discussion threads, blog posts, journal entries and on Twitter. I really am looking for my learners to embrace continuous learning in the workforce through discovery, curiosity, and inquiry.

I do have the same sentiments/questions shared by Mr. Misterovich:

  • Is critical thinking truly cognitive development or is it more socially guided?
  • In other words, should we not expect certain age groups to easily think critically because their brain development is not ready for it?
  • Or is critical thinking more of a cultural/social development?
  • If we choose to do so, could we introduce critical thinking earlier and start students stepping up the developmental stages earlier?

I look forward to the contributions my students will provide for training and development, and my own challenges/developments as I work on a “content-less” course. To be blogged about…

Measure This, #Rhizo15!

If you are teaching a course or conducting a training, those providing and taking ALWAYS want to know how you will measure success, learning, and performance. ALWAYS. What’s the bottom line? What’s the ROI? What’s the learning outcome? How will we know our learners have learned or our training participants “get it”? GRADES. SCORES. NUMBERS. STATISTICS.

This week Dave reminds #Rhizo15: “Learning is a not a counting noun.”

I am tardy in this post for a number of reasons (#et4online and #Fiachra40Fest, I’m looking at you). Without even knowing it, we actually had a late night discussion post-fire pit sing-song at the #et4online conference. {How did you get in our heads, Dave? Well done, sir.} Let me share a bit of that post-ukulele, harmonizing chat for you here.

FireSide

If you think about it, our learners are programmed to believe a grade informs their knowledge but is this actually the case? Grades evaluate an outcome; however it might not really mean learning. Do you know if your learners make meaning, identify value, or apply their knowledge beyond the assignment or specific course requirement? Grades have been there to offer benchmarks, set standards of evaluation, and help instructors measure FOREVER.

“You actually believe in grades?” asked Pete (a.k.a. @allistelling)

Great question. I thought about it. My response: Not really. As a faculty member, I have to provide an outcome or a grade for my students – but that is the university requirement and standard for our department. Our academic institutions require a numbered measurement to move forward in degree programs; however it is really the process of development, fine-tuning, and involvement where I see my students “learn” the most. For our students, a number is easy. It places them in a particular level or understanding of “how am I doing in the course?” Often they look at their learning in comparison to one another, and to figure out if they are “measuring” up to the learning standards. We could do better to “show you know” in other ways beyond a numbered evaluation. Really.

I am thinking more about the grades or non-grades in a couple of my courses. Two of my online courses are very much project/portfolio based, where the final product is built throughout the whole semester. My presentation class #LTEC4121 has a “TED” talk and short demonstration video, and my instructional design/facilitation #LTEC4440 class is building a 5-week online training proposal. Both of these assignments are very applied and relevant for my students; however a number of my learners are being pushed outside the comfort zone for their projects. Although most of the course evaluation (the numbers) are weighted towards the final projects, a few students will leave this course or give up based on early grade assignments. They are concerned about their GPA in this course, their cumulative GPA, etc. Those who stick past the first few weeks actually stop asking me about the numbers. Which is great! They want to know more about shooting film and editing, or considerations for putting media into their training course program. At the end of the course, I am impressed by their projects and final videos they deliver, here are a few examples of technical demonstration created last Fall 2014 :

In our fireside conversation, we talked about the value of developing artifacts, engaging in the peer-review process, how collaborative input matters, and working through revisions leads to understanding. With grades or marks (I’ll be inclusive to my Canadian & US colleagues), educators (myself included) often forget to model learning as a process. Learning should be developmental. As instructors, we need to remember to have our learners build upon previous knowledge and apply their learning beyond our course. There should be an opportunity for our learners to take risks, make mistakes, and pick up the pieces for the course and beyond. Making learning as not a number is not easy – for both the instructor and the students. There will be confusion and possibly frustration; however you have to be willing to work through the learning process with your students. I am thinking of just grading early items as complete or not, and providing feedback for their final projects. I am also considering what really needs to be accounted for in a letter or percentage grade, with regards to their final project developments. Finally, I do want to give credit for my students who have collaborated and learned on a local level. I have witnessed a number of connections thrive beyond a semester or course, as they support one another in work, life, and then some. Perhaps it is time to get rid of a few numbers to meaure what matters for learning for my next term… it would help with all the grading that I am now going to work on now.

p.s. If you are into learning about learning, it’s not too late to join the #Rhizo15 conversation… better late than never.

What’s A Learning Subjective? #Rhizo15

In the first course week of #Rhizo15 Dave asked us to define our learning subjectives, specifically:

  • How do we design our own or others learning when we don’t know where we are going?
  • How does that free us up?
  • What can we get done with subjectives that can’t be done with objectives?

After reading a the follow-up blog post & the list of #Rhizo15 Week 1 blog posts (Thanks, @Lenandlar) prompted me to respond. Learning is uncertain, and happens at the rarest moment.

As an educator, we get caught up with the standard Learning Objective slant for teaching and learning. Learning objectives (sometimes referred to as intended learning outcomes or course-specific goals) are clear statements to describe the competencies learners should possess upon completion of a course (Simon & Taylor, 2009; Harder, 2002; Kennedy, 2007). An effective learning objective identifies what a student would know and be able to demonstrate along with the depth of learning expected from the curriculum.

With #Rhizo15 the lack of learning objectives provides a lot of freedom to explore ideas, connect to meaning, and identify new ways of knowing. I think a learning subjective is when students are encouraged to make their own learning personal. I felt bad for a delayed blog post on this topic — but then I remembered — being subjective means individualizing and customizing my own way to learn. Subjective learning allows for more preference and flexibility, which provides dynamic ways to engage in uncertain patterns and developments from within a course. Learning objectives provide well-defined outcomes and intentions for learning. The openness of learning subjectives provides opportunities for students to drive the course agenda and direct their interests for topics. For some teachers and students, learning subjectives might place education out of its comfort zone to consider what a curriculum could be if defined by all those involved. I think

For many teachers and students, learning subjectives might place all outside of our educational comfort zones. Consider what your course and curriculum would be like if you showed up to class on the first day and asked everyone in the room to design & be a participant in your course? Bring on the blank stares. I suspect many students would walk out of the room or drop your online class. Not for the ability or empowerment of being part of the learning design process, but more out of the fear of the unknown. I think Tania‘s metaphor explained it best: a jigsaw puzzle. This daunting task of figure out where to put the pieces together for ambiguous learning is complicated and requires a lot of work. Are you ready to commit for this complicated and multi-layered task? Am I? Who knows? But I am willing to give it a try. [If I am overwhelmed by the #rhizo15 learning swarm – I always have Keith to ask. :)]

My learning subjective for #Rhizo15 will be en par with how I prefer to travel, e.g. backpacking across Europe. Travel light. Show up to the airport or train station. Select a random place to go. Identify a few things I might see or do. Be open to new adventures and experiences. Sure. I might get lost or not know the language – but I will figure it out or it will be an experience at least. The not knowing what is ahead is okay. I will find the way with others, as there are a number of locals and travelers I can have a chat with. Only memories (a few photos & blog posts) and connections will follow me home as souvenirs.

me & parliament#TBT from 2006 London – {Note To Self: I need to digitize my earlier travel photogs.}

I am looking forward to bumping into a few #Rhizo15 friends as I travel through this course. My learning pack is ready, and I want to explore. Some of you I will see soon (in person), others online, and then — who knows — I might even travel to a location near YOU soon (get your guest room or couch ready)! For now, I look forward to our learning travels online. Stay in touch!

References:

Harden, R. M. (2002). Learning outcomes and instructional objectives: Is there a difference?. Medical teacher, 24(2), 151-155.

Kennedy, D. (2007). Writing and using learning outcomes: a practical guide. Cork, Ireland: University College Cork.

Simon, B., & Taylor, J. (2009). What is the value of course-specific learning goals. Journal of College Science Teaching, 39(2), 52-57.

Curriculum T.B.D. with #rhizo15

From A Practical Guide to Rhizo15: “Rhizomatic learning is one story for how we can think about learning and teaching in a complex world.” Dave Cormier (@davecormier) has been thinking “in the rhizo” for a while and expressing ideas of the community as curriculum for teaching and learning. Cormier (2011) believes a curriculum for a course can be created in time, while a course is happening, specifically  “… to be rhizomatic involves creating a context, maybe some boundaries, within which a conversation can grow.”  

Sometimes learning can be messy. The rhizome concept is often uncertain as it maps in any direction, starts at any point, and grows or spreads with experimentation within a context. From this idea and others shared at the #ALN14 keynote (Pasquini, 2014), I gathered a number of valuable ideas to shape learning contracts for my own students and encouraging learners to map their own ways of knowing and evaluations (Brubaker, 2010). This talk directly impacted a new course I am teaching this term. Much of the content needed life infused into it, and learners did not seem connected to ideas for effective training and development facilitation from the previous iteration. I turned to my learners to ask them to make meaning and apply these concepts to practical situations, workplace experiences, and relevant examples they might encounter. From the class discussions, curation of readings, and developments of training/instruction, a number of my learners felt more empowered and felt as though they were part of their learning process. That being said – it does not mean things were clean and easy. There were a few bumps along the way; however this process of evaluating the learning structure helped me consider the process of knowing and supporting a collaborative curriculum down the road.

Based on my own interest in learning, and the hashtag (#) map of #rhizo15 conversation, I figured #rhizo15 would be a great place to connect and explore this concept further. [Thanks for recommending Socioviz to meet & greet with the community, Dave. Great idea!]

rhizo15hash

 

If you did not hear great things about the conversations, questions, and sharing from the #rhizo14 group – then you must have lived under an Internet rock last year. The #rhizo14 community often shared a number of valuable insights and resources. Although I tried to play in the sandbox with this active, online community, something got in the way of my participation (I’m looking at you dissertation). I am looking forward to the #rhizo15 camp that officially kicks off on April 15th for 6 weeks o’ fun as the participants build the curriculum. Here’s to playing in the unknown and building our learning out with fresh perspectives and gentle pushes from the #rhizo15 learning network.

Interested in joining the #rhizo15 fun? Here’s a few ways you can engage:

 

References

Brubaker, N. D. (2010). Negotiating authority by designing individualized grading contracts. Studying Teacher Education, 6(3), 257-267.

Cormier, D. (2011, November 5). Rhizomatic Learning – why we teach? Dave’s Educational Blog. Retrieved from http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/

Pasquini, L. A. (2014, October 31). Dave Cormier: Rhizomatic Learning – The Community is the Curriculum. The 2014 Annual Online Learning Consortium Conference (#ALN14), Orlando, FL. Retrieved from https://storify.com/laurapasquini/davecormier-s-aln14-keynote-twitter-notes

 

Twitter to Enhance Learning & Performance

Twitter provides the opportunity to have micro-conversations in 140 characters or less. This social media platform has been repurposed by a number of educators for workplace learning. Twitter is not the only form of professional development available and you do not have to tweet to learn.  That being said, an increasing number of educators have repurposed and remixed Twitter for work learning and performance. You would be surprised what 140 characters can do to create community and interaction online. A number of grassroots initiatives have developed for educators to consider Twitter as part of their professional development plans for informal learning, scholarly development, and shared practices. For me, the last seven years spent on Twitter has been invaluable. This platform continues to provide an open, informal learning space to collaborate and banter with a community of educators. Thanks for that, Larry.

Twitter Bird in the Lattice

Flickr photo c/o Brian Kopp

Twitter is really the “water-cooler” for educators to share news, post reports/trends, read the news, review research, ask questions, gather information, and curate knowledge. Educators are increasingly expressing ideas and linking to relevant websites, videos, articles, images, etc. related the workforce.  This commentary and resources were shared for my own learners and other training participants who want to “get started” with workplace learning and performance – so I welcome your shared suggestions for helpful Twitter resources and tips in the comments below.

The Twitter Basics:

Hashtags & Backchannels

GotHashtag

Hashtag: A symbol used in Twitter messages, the # symbol, used to identify keywords or topics in a Tweet. The hashtag was an organic creation by Twitter users as a way to categorize Twitter messages and link keywords posted on Twitter. Besides a current event or pop culture reference, Twitter has been an essential part of the conference tool kit to support sharing on the backchannel. You no longer have to be in-person to engage in the workshops, presented talks, or round table discussions via the live experience. There’s now a full stream of activity created around single hashtags for professional development and workplace learning events.

Here are just a few Hashtags to SEARCH and Follow:  

  • #AcWri (academic writing)
  • #highered
  • #digped
  • #edtech and #onlinelearning
  • #phdchat and #gradchat and #SAdoc
  • #Open and #OER and #openaccess
  • #acadv (academic advising)
  • #StudentAffairs and #sachat
  • And MORE!
  • P.D. hashtags related to your field and conferences, e.g. 2015 Education and Ed Tech Conferences [Psssst… you can add to it if  I’m missing any!]

What Is a Twitter Chat and How to Make the Most of ItTwitter chats are threaded discussions using a hashtag to dialogue about a specific subject.Twitter chats are linked conversations via a single hashtag that participants can search, follow, and include in their own Tweet as they respond during the Twitter chat time. Twitter chats are similar to online chats, forums, or discussion boards; however they are often synchronous and active during a designated date and time. The hashtag for many chats continue past the “live” event on Twitter for others who want to share and engage. Some Twitter chats guide the discussion or have open topics central theme, while others Twitter chats are moderated in a structured question-response format.

Other Twitter Tips & Resources:

Checklist: Selecting Technology for Learning

With so many possibilities for digital learning, selecting media and technologies for appropriate course instruction is a very complex process. Although there are a wide range of options in the ed tech realm, pedagogical considerations should always come first. Instructors should reflect on the learning objective and desired outcomes for their subject matter before identifying identifying technological applications for the course.

The SECTIONS model, developed by Tony Bates (2015), is a pedagogical framework for determining what technology, specifically how this technology will be appropriate for instructional approaches. This might include identifying and determining pedagogical characteristics of text, audio, video, computing, and social media. With this framework, Bates (2015) asks five critical questions for teaching and learning for technology and media selection:

  1. Who are the learners?
  2. What are the desired learning outcomes from the teaching?
  3. What instructional strategies will be employed to facilitate the learning outcomes?
  4. What are the unique educational characteristics of each medium/technology, and how well do these match the learning and teaching requirements?
  5. What resources are available?

In thinking about the interplay of technology and learning, higher education courses will need to consider how this design process is developed. In this book chapter, Bates shared an alternative approach to the ADDIE model for instructional design – Learning + Technology Development Process Model (Hibbitts & Travin, 2015).

Learning + Technology Development Process Model (Hibbitts & Travin, 2015)

Regardless of the model for learning design, it will be important to assess how technology will impact the pedagogy. The SECTIONS model is an effective framework to best inform instructors when deciding what media or technology to use for face-to-face, online or blended learning courses:

  • Students
  • Ease of use
  • Costs
  • Teaching functions (including the affordances of different media)
  • Interaction
  • Organizational issues
  • Networking
  • Security and privacy

I would encourage you to utilize Bate’s (2015) Questions to Guide Media Selection and Use, to support your learning design when consider technology adoption for teaching. This open, shared educational resource will provide you with a broader reflection on issues and considerations for your digital pedagogy. Here is an abbreviated checklist for selecting technologies for learning I adopted for a learning module. It was developed for faculty who would like to consider the broader issues for teaching with technology, and how to navigate this course planning process for digital/media inclusions.

Checklist: Selecting Technology for Learning

STUDENTS

___Review accessibility mandate or policy of your institution, department or program.

___Determine demographics of the students and appropriateness of technology.

___Consider student access to technologies, both off campus and on campus.

___Determine digital skills and digital readiness of your students with learning expectations.

___Justify students’ purchases of a new technology component (if needed) for learning.

___Assess prior learning approaches & how technology can support student learning.

EASE OF USE

____Select the technology for ease of use by instructor and students.

____Identify technology that is reliable for teaching and learning.

____Verify the technology set up, maintenance and upgrade is simple.

____Confirm the technology provider/company is stable to support hardware or software use

____Outline strategies to secure any digital teaching materials you create should the organization providing the software or service cease to exist.

____Locate technical & professional support, both in terms of the technology and with respect to the design of materials.

____Determine technologies to best support edits and updates of learning materials.

____Outline how the new technology will change teaching with to get better results

____Assess risks and potential challenges for using this technology for teaching and learning.

COST & YOUR TIME

____Consider media selection by the length of time and ease of use during course development.

____Factor the time it takes to prepare lectures, and determine if development of digital learning materials will save time and encourage interaction with students (online and/or face-to-face)

____ Investigate if there is extra funding for innovative teaching or technology applications; if so, determine how to best use that funding for learning technologies.

____Assess the local support from your institution from instructional designers and media professionals for media design and development

____Identify open educational resources for the course, e.g. an open textbook, online videos, library page of articles, or other potential OERs.

TEACHING & EDUCATIONAL FACTORS

___Determine the desired learning outcomes from the teaching in terms of content and skills.

___Design instructional strategies to facilitate the learning outcomes.

___Outline unique pedagogical characteristics appropriate for this course, in terms of content presentation and skill development, specifically for:

____Textbook, readings, or other online text materials;

____Audio, such as podcasts, streaming audio from news, etc.;

____ Video, such as slide presentations, lectures, tutorials, and screencasts; and

____Social media, such as blogs, wikis, microblogs, photo sharing, curation, etc.

____Plan learning aspects that must be face-to-face (in-person or online).

INTERACTION

___Identify the skills for development and interactions that are most to determine the best type of media or technology to facilitate this learning.

___Determine the kinds of kinds of interaction to produce a good balance between student comprehension and student skills development.

___Estimate the amount of time the instructor will be interacting personally or online with students, and the type of medium for this interaction. 

ORGANIZATIONAL ISSUES

____Determine institutional support in choosing and using media or technology for teaching.

____Identify if the institutional support is easily accessible, helpful, and will meet the needs for the learning technologies for the course.

____Determine if there is funding available to ‘buy me out’ for a semester and/or to fund a teaching assistant so I can concentrate on designing a new course or revising an existing course.

____Locate institutional funding or resources for any learning technology or media production.

____Review the ‘standard’ technologies, practices and procedures for teaching and learning, to verify requirements for utilizing institutional technology resources, i.e. the learning management system, lecture capture system, etc.

____Determine if the institution will support trying a new technological approach to learning, and will support innovative media or digital design.

NETWORKING

____Outline the importance for learners to network beyond a course, i.e. with subject specialists, professionals in the field, and relevant people in the community

____Identify how the course or student learning can benefit from networking and learning from external connections.

____Determine the appropriate network and/or social media space to integrate for your learners to network with each other and connect with external community members.

____Integrate these networking mediums with standard course technology.

____Delegate responsibility for its design and/or administration to students or learners. 

SECURITY AND PRIVACY

___Determine the student information you are obliged to keep private and secure.

___Identify the institutional policies for security and privacy for teaching & learning.

___Outline potential risks and challenges of using a particular technology where institutional policies concerning privacy could easily be breached.

___Identify who at your institution could best advise you on security and privacy concerns, with regards to learning and teaching technologies.

___Itemize the areas of teaching and learning, if any, available only to students registered in the course.

___Identify the types of technologies to best restrict or limit access to course materials (if any) for my registered students.

 

Interested in reviewing your own learning design further? DOWNLOAD the Checklist: Selecting Technology for Learning

Reference:

Bates, A. W. (2015). Chapter 8: Choosing and using media in education: The SECTIONS model. From Teaching in a Digital Age. A Creative Commons Attribution-NonCommercial 4.0 International License. Retrieved from http://opentextbc.ca/teachinginadigitalage/

Hibbitts, P. D., & Travin, M. T. (2015). Learning + technology development process model.