For my 20% project, I made a closer examination of Moodle. I employed it in one of my classes (and continue to do so). I had the opportunity to attend a Moodle training at TIES and learned even more things than I would have doing it on my own. Perhaps the most important thing to discuss in this blog is more conceptual in nature: One way to utilize Moodle is that of an “online companion.” Instead of using it to just list assignments due or class recaps, it can be made to follow units. I saw many examples of these on a great website resource provided at Moodle training. It has inspired me to organize my integrated unit in this fashion (although I have not done it yet).
I spent all of my time learning how to configure assignments, forums and the like on Moodle. I spent a rather lengthy amount of time decorating the web page for the sake of aesthetics. I roll my eyes at myself sometimes for those kinds of endeavors, but I cannot help myself. It relaxes me somehow-like coloring in a child’s coloring book. I spent gads of time correcting the assignments that were turned-in; cursing myself. Serenity Now!
Did I design and develop digital-age learning experiences and assessments? Well, I certainly designed some digital-age learning experiences. I don’t think they were terribly ground-shattering. I think they were satisfactory given the time and resources I had to work with. If I could design something that enabled students to pursue their individual curiosities and set their own learning goals, I think I would be touring the country giving speeches and signing books right now. Yes, this goal is certainly noble, but quite difficult to actually achieve in the education system we operate ourselves in. It seems a bit contradictory to have someone else have to develop the vehicle for which another manages his own goals, learning and progress, does it not? If I were to truly be a “facilitator” as we often like to say in education, wouldn’t I just post a sentence-long outcome and instruct my students to contact me when they think they’ve achieved it? Less argumentatively, I would say that my students who have natural curiosities feel free to explore them in my classroom. They ask/tell me about the things they have encountered outside of school quite often. Some of them use Facebook to post videos and to ask for my opinions.
How did I model digital-age work and learning? I modeled every aspect of Moodle I expected them to know. I modeled how I would research information about the meaning of a song through lyric-analysis websites, videos, internet resources. I modeled the use of Facebook as a classroom tool by opening up a class page and using it to post videos and have conversations with interested students.
How am I engaged in professional growth and leadership? I am taking this technology cohort through Hamline which makes me a student too. This has proven interesting information to my students as they can relate to me and I them. I took a Moodle training at TIES. I spend countless hours searching websites for resources. I read numerous articles and books about teaching in my content area and psychology and apply these things to my teaching. I reflect on my goals and decisions quite regularly to the unfortunate dismay of my husband who is often the one who has to hear my musings.
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