OLTD 507: Cloud Computing
"Select strategies and resources appropriate for environment, learners and learning outcomes"
My evidence of learning is the creation of a survey that presented ten cloud tools.The tool survey was created as an easy way for teachers to assess the effectiveness of online tools. My selection of cloud tools were drawn form a variety of tool types that included: collaboration, presentation, student engagement and organization. I chose many tools that I use in my teaching and some that I have been meaning to explore but had never found the time.
I found the tool investiigation very time consuming and that made me realize the vlaue in the exercise. Teachers who use cloud tools should know the terms and policies that apply to their use. Also incuded in my survey are Pros and Cons plus usage ideas. Being able to quickly scan a survey for relvenat information about a cloud tool can save time and most importantly, enable the teacher to choose an "apporpriate " resource to fit their learners and the learning outcomes for the course of study.
tool_form.pdf | |
File Size: | 90 kb |
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toolbox_assignment_3.pdf | |
File Size: | 500 kb |
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"Understand, design, and commit to student success
in online learning environments” and “Incorporate Universal
Design for Learning (UDL) principles"
The creation of an online lesson that reflects Project Based Learning is my evidence of learning. The lesson introduced a major project for my photography course where the students would share and learn online any aspect of photography that interested them. I was excited to plan and implement this lesson with my class. In keeping with the self-directed learning style within my blended course, this lesson allowed my students to fully engage in an online learning environment. I added a video introduction to the lesson as an added facilitator presence. The lesson incorporated the use of online tools such as Pinterest, Google+ and Padlet. An exemplar of the project was also provide for students for further clarification and blog posting ideas.
Designing this lesson “with the end in mind” using backward design principles meant I was identifying my learning outcomes and assessment before I created the learning activities for my lesson. Once I had outlined what I wanted my students to learn and created the assessment rubric for their project, the “meat” of my lesson followed without any struggle at all.
The creation of an online lesson that reflects Project Based Learning is my evidence of learning. The lesson introduced a major project for my photography course where the students would share and learn online any aspect of photography that interested them. I was excited to plan and implement this lesson with my class. In keeping with the self-directed learning style within my blended course, this lesson allowed my students to fully engage in an online learning environment. I added a video introduction to the lesson as an added facilitator presence. The lesson incorporated the use of online tools such as Pinterest, Google+ and Padlet. An exemplar of the project was also provide for students for further clarification and blog posting ideas.
Designing this lesson “with the end in mind” using backward design principles meant I was identifying my learning outcomes and assessment before I created the learning activities for my lesson. Once I had outlined what I wanted my students to learn and created the assessment rubric for their project, the “meat” of my lesson followed without any struggle at all.