#UWinDig 2020

For our second multimedia reflection, I chose to explore the Collaborator Module by Ontario Extend and developed a Sketchnote. You can find an embedded image of my Sketchnote below:

This was the first time I have ever developed a Sketchnote because I typically shy away from anything that involves demonstrating my artistic abilities (or lack thereof). In our previous multimedia reflection I developed a Twitter essay. I have been an active member of the Twitter community for several years, thus it is a platform that I feel comfortable with. Developing a Sketchnote forced me to step outside of my comfort zone and to my surprise, I truly enjoyed developing this artifact.

Much like a Twitter essay, a Sketchnote is a platform with a visual capacity. However, I felt as though in the development of this artifact I was less restricted in my abilities to incorporate text and visual elements to represent the key points of the Collaborator Module. I specifically chose particular fonts and colours, as well as creative cartoons, to enhance my Sketchnote.

The Collaborator Module consists of four main sections: Explore, Engage, Extend, and Empower. The Explore tab focuses on explaining why it is important to collaborate. Teaching and learning requires collaboration because you can develop and extend your personal learning network (PLN). This tab explores the ideas that Steven Johnson proposes regarding good ideas. In his video, “Where Good Ideas Come From,” Johnson explains that networks help to spread ideas. Overtime, Johnson has noticed recurring patterns associated with the development of good ideas. He describes what is known as ‘The Slow Hunch’: that ideas are individual hunches and as time progresses, the collaboration and collision of multiple hunches develops breakthrough ideas.

Alec Couros then explains The Power of Twitter and how educators can use twitter effectively in their practice. Rather than hoarding our knowledge, we as educators are encouraged to use Twitter as a way to broaden our networks. Teachers are able to collaborate, connect, and share through Twitter. The platform uses the hashtag as a key digital literacy. #OntarioExtend

The Engage tab goes into further detail about PLN’s. Marc-Andre Lalande explains that a PLN is not limited to only online interactions, but its rather the existence of online interactions that makes a PLN extraordinary. We may not personally know these people within our network, but we together have common learning goals and interests.

A PLN emerges from the Theory of Connectivism, which explains how the affordances of digital technologies and networks serve as bridges to connect us to, and encourage creativity between, the community.

The Extend tab describes how to cultivate a PLN. PLN’s do not simply emerge- they require growth over time. The cultivation of a PLN requires one to associate with people of similar interests. Furthermore, the strength of connections will develop with increased interaction and engagement. As professionals, we must always remember to think before we post as actions can have consequences.

In his TED Talk, Beware of Online Filter Bubbles (TED 2011), Eli Parser explains the actions of an invisible algorithmic web. To develop a more well-rounded and diverse PLN, we want to see information that is relevant, important, uncomfortable, and challenging in order to exist within a more realistic universe of information. #DontBeShyDiversify

The Empower tab briefly dives into mapping your PLN. Using different digital tools, we must consider  how we will use these to develop our PLN’s and ultimately grow as professionals. Consistent pedagogical reflection will support our teaching and learning.

In short, the Collaborator Module stresses the importance of interpersonal association to develop networks. Our cultivated PLN’s will ultimately enhance our teaching practice and will allow for a long-term and continuous professional growth.

Thanks for reading!

Teachers are often tasked with integrating meaningful technology into their lessons. After reading Ontario Extend’s Technologist module, I decided to create an original sketch note to overview the module as my second multimedia post. I felt that this module provides an informative overview of how teachers should navigate through this technology era. After reading through all the sections, I found myself reflecting on my own digital literacies in teaching while exploring ways in which technology integration can address learner-centered challenges. The objective of this module and post is to help educators select, use and implement technologies that supports and facilitates student learning.

As my second multimedia artifact, I enjoyed the process of creating a sketch note to illustrate the main points of the technologist design thinking module. In my opinion, this illustration does a great job summarizing the design thinking steps using pictures and bright colours. My artifact begins on the top left with the big red arrow ‘design thinking’ (that hopefully catches the eyes attention first) following clockwise from left to right.

The first step of design thinking is to empathize with your learners. It is important to understand your learners point of view before beginning with your lecture, activity, assessment planning and technology integration. The goal of empathizing is to consult your learners and identify a challenge that could be solved using technology. Teachers should consider a variety of ways to get information from and about their students. One suggested way from this section that lets teachers communicate with their students is to create an empathy map. Empathy maps are designed to let students give their feedback and opinions on any aspect of the classroom and course material. In extending the activity, the module provides a link to a downloadable empathy map template and example.

The next step in design thinking is to define your learners challenge. This challenge should be based on the information you previously learned about your learners. In my sketch note artifact, it shows that in order to define a problem you must first start small then build larger and inquire more information to decide on the most important challenge to solve.

Once a challenge is selected, it is time to ideate, asking yourself what the ideal technological characteristics are for your solution. The suggested way to ideate is to create a mind map, laying out all the features of technology that can best address the learners challenge. There are examples of mind map guidelines in the module. In my sketch note I also included a few main starting points for an effective mind map.

Prototyping is the most exciting step in this process and was the most fun part of my sketch note to draw. Prototyping involves actually testing out the selected technology before officially implementing it into your lesson. Prototyping requires teachers to design, share and refine their tool. This can be shared with colleagues who would provide feedback to improve the tool further.

The final step in the design thinking process is to connect to the curriculum. This asks teachers to sequence their instructions for their learners, making sure to indicate how the technology elements link the activity back to the original learning goal. I also think it is important to connect back with your learners, possibly with another empathy map to confirm their challenge has been overcome.

The purpose of the technologist is to explore ways in which technology integration can address learner-centered challenges. In order to have positive change for learners, educators must first understand as much as possible about their learners. Using this design-thinking approach (as illustrated by my sketch note), beginning with empathizing, educators can create their new and improved technology-enabled learning activities.  

I decided to do a twitter essay on the Collaborator Module. I really enjoyed creating my twitter essay, but I found it challenging at times to stay within the word limit of each tweet. I did have a lot of fun adding in funny memes and gifs, and even took some time to explore twitter. I used to use twitter quite frequently when I was in high school, but then took a break from it while in university. Twitter has changed so much in the past few years, expanding in the amount of users, and giving users new options for users to explore. As a future teacher candidate, I now view twitter from a different perspective, looking at how it can be used in the classroom. I have realized there are SO many benefits to twitter regardless of the subject!

The collaborator module is a module that discusses the benefits of collaboration within the teaching profession, as it promotes personal and professional growth for all. As teacher candidates with minimal teaching experience, we would all benefit tremendously from collaborating with experienced teachers. They can help us out by providing us with a lot of “dos” and “don’ts” within the classroom!

Digital technologies play a huge role in collaboration! Online sources such as twitter, word press, and education.com are just a few of these digital technologies. They allow us to reach more individuals who may have opinions or ideas that differ from our own, building on our ideas and allowing us to make new connections. It is extremely important that we do associate with people who are outside our “filter bubbles” to challenge ourselves, and help us further support our teaching.

I love the idea of being able to connect with individuals all around the world. The world is such a diverse place with so many individuals who hold opinions that differ from one another. As we approach these differing opinions, we are forced to view our own ideas and opinions from a different perspective, which can help us build and improve ourselves. Our ideas combining with the ideas of others can promote the formation of larger, more success idea.

Collaboration does not always have to take place in an online space! It might even be more difficult for teachers who are not particularly familiar with technology to navigate these spaces. In my most recent practicum I was able to observe the benefits of collaboration between teachers. There was a teacher in the science department who was teaching a locally developed class for the first time. My associate teacher had taught the course before and gave her all the resources he had used. Having support from other teachers is extremely helpful in cases like this one!

Collaboration is something that can be difficult for people who tend to be more shy, and afraid to ask others for assistance. Those that are not the best at delegating tasks and sharing their work may also stray away from collaboration. I think it is vital that we all keep in mind that teaching is a profession that encompasses the word “collaboration”. As we help one another we are able to unlock our potential to be the best teachers we can be.

For this assignment, I chose to make a Canva infographic to look into the eCampus Ontario’s Technologist module. I chose this piece because I’ve always been interested in how technology works and using it to make my life easier. As a teacher, I plan on passing on my passion for technology to optimize my students’ success.

I plan to use what I learned from this module in my classroom by integrating technology in an open and accessible way for all students. Students deserve the opportunity to succeed no matter their obstacles.

This module revolves around the idea that technology can and should be used in the classroom to address all students, including those with learning differences. Many present day classrooms simply focus on taking notes and subsequently being tested on the content. This is not the way that all students learn, so it is not an efficient way to reach all students and ensure knowledge.

Digital literacies are a vital piece to surviving in today’s technology-dependent world, and I believe that students should learn how to safely and beneficially use digital tools. The main point that I want readers to take away from my Canva artifact is that students should learn not only curriculum in school, but life skills too.

Design-thinking is another concept discussed in the module and it follows the path of empathize, define, ideate, prototype, and create. This framework allows students to troubleshoot and learn from their own mistakes. I believe that this is beneficial for the students because critical thinking and problem solving are vital for success in any field that they go into.

My opinion on open pedagogy is that all education should be open and accessible for everyone. Spending money on classes and on resources to succeed in those classes is ridiculous, so I really hope that Open Educational Resources become more common.

Teachers are a vital part of shaping the young minds and they have an amazing impact on our futures. The future Prime Minister is probably sitting in a classroom right now and I know that I want my leader to be well-educated and to be able to think for themselves.

To be an educator of the 21st century, one must embrace the surges of technology and all the gifts it offers the classroom. The Technologist Module outlines various methods to teachers on how to both enhance their students learning with digital assets, and how to navigate the numerous online tools available. To creatively express the module’s message, I concocted a sketchnote. With these drawings, I am eagerly looking forward to discovering more of this digital age, an age of new artistic forms, and an age of new learning.

The module first offers the common scenario of an instructor who has taught the same course repeatedly, and wants to shake things up a little. Most teachers will relate to this. Incorporating technology will remove any tediousness from the lessons, but it more importantly may benefit many of the learners, by accommodating to their needs. Technological aids can be found through talking to colleagues or searching online; the module emphasizes both prior research of the tool before use, and the ability to experiment and branch out to new methods of working. I felt this exciting newness when creating my sketchnote. I had drawn before, but never in this organized, didactic, yet colourful way. I had to be careful with the size of the individual doodles, to make sure they all fit, and I had to consider how to inject as much meaning into each image as possible. I feel better for the experience the undertaking gave me.

The module has a section on the Design-Thinking Approach. Design-Thinking finds ways to excite learners’ ability to create and push boundaries at their own pace, always with the goal of enhancing their skills and knowledge in creative and collaborative manners. The approach is more student-centered, and as most digital tools give the user control and freedom, the students are able to feel proud of creativity and intellect they may not even know they had. The module has a link that helps teachers understand the different methodologies, which is beneficial to teachers wanting to be fully aware of how their newfound pedagogies function.

The module offers helpful techniques on how to approach and engage with different technologies. The module highlights the importance of empathy, as it is always important to remember what is best for the students when considering new resources. The students need to know their teacher cares for their well-being and comfort as well as their education. The module suggests making an empathy map, which maps out what students feel, think, say, as well as hear and see. It is key also to create mind maps, to be able to focus on the main ideas of tools and learning goals. Another great avenue to evaluating the comprehensive quality of a digital took is the S.E.C.T.I.O.N’s model, which looks at specific components such as security, ease of use, and networking.

Networking is only possible with communication and collaboration. Educators need a PLN to lean on as their ideas evolve. The module narrows this idea down to ‘Design, Share, and Refine’ three great steps to achieving the best possible use of tech. The internet has transformed communication to be quicker, easier, and more far-reaching. Feedback is essential, whether it is from the effects of lessons on students, their reactions or level of success, or feedback from seasoned educators who are also experimenting and are willing to exchange honest and valuable opinions and ideas.

Thank you for reading, and I hope you take time to consider the positive possibilities technology has to offer classrooms, wherever you go!

I explored the collaborator module for this multimedia reflection. I chose to do a sketchnote in response to the module.

Creating a sketchnote was a lot harder than I thought it would be, but it was also really fun. For my last multimedia reflection, I created a Twitter essay, but completing this reflection made me realize that the affordances of pencil and paper are much different than online/digital affordances. For example, my Twitter essay was limited to a certain number of characters, and I could only add one image to each Tweet. In contrast, I was free to use as many images and words as I wanted when making my sketchnote, but it was up to me (not a predetermined template) to create a visually appealing balance of words and pictures.

My Twitter essay last time was mainly composed of words, as Twitter allows, and when making my sketchnote I found it difficult to not just write a ton of words in summary without any pictures; it was difficult because it was outside my comfort zone. Overall, I did enjoy the challenge of creating this sketchnote. I loved being free to use colors and doodles as I saw fit, without the limits of a computer. Keep reading below for an awesome summary of the module!

Collaborators are people, in this case mainly educators, who want to share their knowledge and gain new knowledge. From the video “Where Good Ideas Come From” I learned that it is important for us to have small hunches (ideas). We can share these ideas with others, and eventually other people’s hunches meld with our own to become a brand new idea! Share enough ideas with others, and you get a community of practice, where you meet online with like-minded people to share ideas and knowledge. The power of Twitter cannot be overlooked; it is one of the most popular ways to engage with other like-minded people online. I like the idea of Twitter as a meeting space for educators; we hear so much about the downfalls of Twitter (fake accounts, etc.), so it is great to know it is a digital tool that can benefit us.

A PLN is a personal (or professional) learning network. To engage with people and work on your PLN, you need to first consider what topics you are interested in learning more about. Once you know what you want to learn, then you can start making connections. Eventually, you can take aspects of other people’s work and add your own work to create exciting new ideas. I really like the concept of using other people’s ideas as a starting point to create new, exciting content.

The module suggests you should pay attention to how people share their contact information at conferences. If they share their Twitter handle, that is where you are most likely to find them and extend your PLN. Be careful as you create your PLN, because filter bubbles are everywhere online. Your search results are tailored to already held beliefs and based on previous search history, so you might miss out on valuable perspectives if you don’t actively seek them out. I was intrigued by the concept of filter bubbles, because I had not really thought about them before. And frighteningly, much of the general public hasn’t heard of them, so we have to be more vigilant than ever in letting our students and online contacts know these exist.

Mapping your PLN is an awesome way to see who you are connected with, and where there are gaps in your knowledge that need to be filled. I did a mini map of my school friends, with our common interest being teaching English in particular.

Anyone can have a PLN, and it can be enormously beneficial to your life as an educator to engage with other educators online and create new innovations in teaching and learning. Thanks for reading!