Monday, November 22, 2010
Imran’s e-portfolio http://sites.google.com/site/mylearningwindows/
Thula’s e-portfolio http://thulalearn.blogspot.com/
Steve’s e-portfolio http://sites.google.com/site/stevewarnereportfoliomidt/home
Sarah’s e-portfolio http://myaccomplishmentsgallery.blogspot.com/
Dennis’s e-portfolio http://scienceclubfiles.host22.com/eportfolio.html
Michael’s e-portfolio https://sites.google.com/site/michaelnkwenti/
Yusuf’s e-portfolio http://bmybest.blogspot.com/2010/08/taking-prof-bonk-to-task.html
Yeap’s e-portfolio https://sites.google.com/site/yeapseportfolio/
Timbul’s e-portfolio http://tpardede-eportfolio.blogspot.com/
Shriram’s e-portfolio http://shriramr.blogspot.com/
Khoo’s e-portfolio http://myworlde-portfolio.blogspot.com/
Monday, September 27, 2010
The purpose and goals of the portfolio
I have been working with the only ODL institution in Bangladesh, Bangladesh Open University (BOU). BOU mainly uses printed materials in conducting courses, with a few supplementary audio and video recorded lessons. One of its popular courses is English language. English language is a core subject in most faculties at BOU. As an assessor of English examination papers, I have found it difficult to trace noticeable progress in authentic usage of English language. Learners in most of the cases produce the bits of knowledge they have memorized. As a language instructor, it appears as a challenge to me to provide the learners with a constructive learning environment in an ODL environment. To assist learners with a congenial, encouraging, creative learning opportunities, BOU attempted to prepare pre-recorded interactive programmes on English language learning, called Virtual Interactive Classroom (VIC, http://www.electronicgovernment.se/bvc/hsc2e.html), which to some extent provided learners with an active learning environment. And I thank Allah for creating an opportunity to be exposed to the world of learning through MIDT with which I would like to reform and recreate a learning environment supported by strong pedagogy served by web 2.0 technology.
The purpose of the e-portfolio will be to
i. demonstrate the effectiveness of IDT through my own learning in chosen artifacts and that it is something that may be considered by BOU for making English language teaching more effective.)
ii. promote active and interactive pedagogy in English language learning where e-technology has tremendous roles to play.
Outcomes to be addressed in the portfolio
1. To demonstrate the role of reflection in learning
2. To demonstrate the need for Instructional Design in Language Learning.
3. The role of regular feedback in learning progress
4. The role of visual support/ visual learning objects in learning
5. Teacher-student, student-student, student-resources interactions and contribution in learning
6. Role of e-technology in reflection, feedback, visual support and interactions
My MIDT classmates and my colleagues at Bangladesh Open University ( BOU) are the target audience of the e-portfolio. I will provide my faculty with the blog link so that they can have an access to go through it,and share their views for academic and professional development.
List of artefacts to be included from the following courses
1.Principles and Practices of Instructional Design (1 artefact)
2. Research In Instructional Design & Technology (1 artefact)
3. Applying Theories of Learning to Instructional Technology (1 artefact)
4. Managing Intellectual Capital (2 artefacts)
5. Learning Community and Social Pedagogical Networks (1 artefact)
6. Design & Development of Interactive e-learning (2 artefacts)
7. Online Instructional Assessments (1 artefact)
8. Instructional Technology Development Tools (1 artefact)
9. Human Performance Technology (1 artefact)
10. Current Trends & Issues In Instructional Technology (2 artefacts)
11. Research Project Design (capstone project)
12. Virtual Seminar (blog)
My capstone project is on using Wiki in an undergraduate class of English Language Training.
The teaching and learning of English as a second language (ESL) in Bangladesh has been facing severe problems, so much so that language learning follows behaviorism principals, i.e. even essays are memorized and reproduced in exams. Given this backdrop, students who join the university after 12 years of schooling find it difficult to write correct English sentences. This project work reports on the efforts to support undergraduate students, participating in a regular face-to-face class English Language Teaching (ELT) class, with wiki based assignments, with the purpose of getting them to reflect on solving the language teaching problems that they face. Unfortunately, the students attending the ELT classes are themselves weak in English. It was found that getting students to participate in wiki work is difficult for a variety of reasons. Some students participated fully and others simply read the assignments of others in the wiki but did not participate by writing. From the case studies evaluated, it was found that students who had a positive attitude towards the newly introduced pedagogy in class, demonstrated more reflection compared to their peers who only very reluctantly participated in the Wiki. Overall, support of the wiki helped students demonstrate a degree of reflection not normally demonstrated in class. This helped in better thinking about English Language syllabus design to a degree.
Before engaging students in Wiki,students were to prepare an ESL syllabus (a video of student presentation has been uploaded here)using their own learning experiences and presented then in class.
I had zero knowledge on HTML, and Dr Ravi, the course facilitator with his unlimited patience instructed and guided me in completing the project. As this is a practical work I need to practice more for getting fluency in HTML. But I assess educational webs as a very useful tool in facilitating learning.
If instructional designers can have the efficiency on web designing, they can build webs according to the needs of learners, and instructors as well.
The course Applying Theories of Learning to Instructional Technology (HMLT 5203) combined various learning theories, behaviourism, cognitivism, constructivism, and connectivism with technology to have an effective delivery in education. The task of preparing a position paper (artifact) was an introductory lesson for me with web 2.0 tools. I was amazed to see the numbers and uses of web 2.0 tools. Later on, in the 4th semester through HMID 6303 we were exposed to innumerable tools that can be applied to add multidimensional effects to learning. Bonk's book The World Is Open opened the world for learning community where geographical boundary does not exist.
Now I can hardly think of any educational programme without web 2.0 tools.
I have selected the artifact as I want to share my experience with my colleagues, and would like to learn how they are using web tools in professional life.
Sunday, September 26, 2010
For Task 2 (artifact) of Research In Instructional Design & Technology (HMIR 5103)we were to locate a primary source research report. We were introduced with taxonomies for technology in Chapter: T (Caladine, 2008)and relate an appropriate taxonomy with the report selected.We were to go deeper into taxonomies of education. And then show how the report fits with one or more of the taxonomies. I suppose this was the research orientation that supported us conducting the capstone project.
Familiarization with education and technology taxonomies are helping me in sequencing and organizing learning aspects and conducting classes as well.
The course introduced me with the basics of education technology vital for the current learning situation all over the world.
One of the important tasks we were to do for HMID 5003 Principles and Practices of Instructional Design in the 1st semester was to prepare an appraisal on 'objectives in instructional design' (artifact). The assignment actually directed my attention towards the fact that as an instructional design the first and foremost task is to focus on 'objectives'. Since then I've observed, 'the best classes are those where the objectives have been negotiated with the students using a participatory method. If the students take ownership of the objectives then the learning outcomes essentially become a responsibility of the learner as the learner is motivated'.
I'd like learn from my MIDT mates how they are applying the theories on 'objectives' in professional life.
Right click to view the enlarged image
The final task (artifact) of the course Learning Community and Social Pedagogical Networks (HMLC 5303) takes me to think deeper of the learning theories. In the task I used an example of bees, If we look at nature and focus on the example of the bees, the activities of worker bees’, skills
and decisions reflect wisdom of how to collect nectar and when to kill the male bees whose
job is no longer required, and how to protect the queen bees. Though the whole system is
programmed, don’t you think that the integrated nature of the task reminds us of connectivism-
--a learning theory that requires self organization, connections with members, with resources,
I was wondering while going through the theories of connectivism, networked learning, and communities of practice that in one word, can we say 'knowledge resides in connections?'
I seek your opinion about how can we strengthen connections to enhance our knowledge?
My MIDT friends and facilitators can suggest me solving intellectual capital crises in the BOU. I have prepared a power point that summarizes my original assignment (artifact) , so that viewers can have a quick look at it.
Saturday, September 25, 2010
The idea of online assessment appeared effective to me, though I have not used it in my professional life. The tools Dr Robeck, and my classmates mentioned seem very exciting to me. I am planning to work with them in my next semester ELT course.
I am adding this assignment to better my ideas through comments from my classmates.
The synthesized Chapter 3 (artifact) of Bonk's book, where the promises of e-learning is evident.
I intend that the policy makers, educationalists all over the world could see the proposal in Assignment 2 (artifact) , so that we could be assisted with more ideas and actions to move forward.
And, I look forward to share my classmates plans, experiences in this regard.
Learning from Benjamin Bloom’s theories was even more substantiated by the course Human Performance Technology (HMHP 5903) that Dr Putri supervised. It has become easy for me to classify performance level, thinking order of learners, identify and analyse weaknesses in management and learner performances, and to select a suitable performance intervention.
For the 2nd assignment we were required to select one performance intervention for the performance problems identified in the Bangladesh Open University. The power point for this course helped me focus on performance support systems, job analysis/ work design, personal and human resources development, organizational design and development. Viewing this power point, I want my classmates to add their perspectives to the problems and solutions in my organization.
Thursday, July 22, 2010
My admission in MIDT programme has opened for me a window of incredibly big and fabulously rich world of educational science and arts as well for which I convey my profound thankfulness to my Creator. MIDT shaped my previous knowledge and experiences. For example I was guided to think critically about lower order thinking (LOT) skills and higher order thinking (HOT) skills while preparing Prof Dunning’s assignment on Bloom’s taxonomy. Benjamin S. Bloom’s extensively contemplative classification of thinking levels is now acting upon me as an indispensible formula for teaching-learning. Now I engage learners with a methodical consciousness, dig out learners’ previous learning ignited by a sense of strong zeal for advanced learning through critical and creative thinking. I am feeling tempted to add an activity from my ELT class at the undergraduate level, which I have chosen for my capstone project. ELT course aims to prepare future teachers of English, who are to create a syllabus, and teach the language in the secondary level classes, with Bengali medium background. Rather than directly starting with the theories, I started the course with extracting learners’ ideas on ‘how best one can learn English?’
Learners were required to write key words only on that question on green cards, stick the cards on a white board, and organized cards of similar ideas in one column, with a title for each column and then produce a draft syllabus on poster papers. Student artifacts were uploaded in the Wiki I am using for my research. The cards required students’ previous learning and experiences to recall(LOT); whereas the posters reflect students’ creative imagination, and synthesis of previous learning and practical experiences (HOT). Once the proposed syllabus were presented before the class, the whole class commented, analysed, and evaluated other group’s proposals (HOT) [http://primeenglish.wikispaces.com/ELT+Activities]. Before studying Bloom and preparing Prof Dunning’s assignment, I never consciously thought of engaging students in different level of activities that assist them to emerge as autonomous and creative learners. Students who participated actively in the activities are now confident, enthusiastic, and feel that they are the owners of the whole system of learning. On taking proctored final examination on ELT, I asked them about how much you copied in the examination. The replies boosted me up, “In such an engaging course, we don’t need to copy.”
Now I’d like to share my experience with Bachelor of English Language Teaching (BELT) programme conducted by Bangladesh Open University in distance mode. The students get tutorial assistance twice a month face to face. For the rest of the period, learners are left alone with the textbooks only. They take the examinations with whatever they memorized from the book. Now with Prof Dunning’s guidance through ‘Design and Development of Interactive E learning’ course I am planning a Wiki for BELT program where learners will be able to clarify their problems, interact with peers and students, and gradually develop creative ability in learning and teaching. Involvement and interaction have tremendous impact on learning & creating learning environment that lead to a sense of profound achievement.
While I look back and assess my previous teaching technique I find a dramatic change in it. A table comparing my past and present teaching methodology would focus the change:
[Double click to enlarge the table]
In the table I contemplated on six aspects of teaching, i) delivery mechanism ii) class Managementnt iii) teacher-student relationship iv) student-student relationship v) use of tools and vi) examination.
My past teaching started directly with texts. e.g., while teaching ELT before, I directly focused the theories, explained, wrote main points on board. The process was lecture based & text based. I couldn’t manage class. Felt disturbed with weak students. Strong students followed lectures and felt superior. There was no collaboration and communication between learners and teachers. The only tool used in class was white board. In the examination students produced memorized and copied answers.
My present teaching starts with brain storming, previous knowledge, & guessing. Now I start ELT classes with student’s ideas about 'how we can learn English', let them create their own syllabus, then lead them to theories which is usually done in groups/pairs. Classes are Student-centered. Students present their syllabus on ESL. Now I’m confident and know how to engage in learning even the weakest of students. Collaboration & cooperation between S-S work fantastic. Wonderful team work. Weak students feel safe that they have friends and supports for their progress. They communicate & share. They’re never exhausted even in a lengthy class, Computer, e-mail, power points, Wiki, internet resources , mobile phone, SMS, are used as learning tools. No copying or memorised production in examination. They understand, analyse, synthesize, create genuine answers in examinations.
Prof Dunning was one of the two facilitators on the course HMDD 5603 Design and Development of Interactive e-learning in the 3rd semester of MIDT programme. Along with the 1st assignment of Prof Dunning, I thought the 2nd Assignment should be included as it further elaborates Bloom's taxonomy in connection with learning objects.