Certificate in Online eLearning Instruction

EDUC 4151 – Final Blog Post

For those of you reading this post, this assignment is my last blog post for my EDUC 4151 (Design and Develop Interactive eLearning) course at Vancouver Community College.

The top 4 practical factors I feel you need to consider when planning an online course and why are:

1. Use of Quality Guidelines

My goal is to create an online course and a seamless learning experience in which real learning occurs. That is why I call it Practical Application to Criminal and Social Justice. I want this course to be considered one of the best in its instruction area and equivalent to any elective earned in person. Quality certification will enhance my course, and using rubrics and checklists provides a systematic structure for considering design elements I may not have critically examined before.

2. Using Media and Technology Tools

Every decision I will be making in designing my course should extend from the learning objectives I have created for my course. When my objectives have been identified, I will then figure out which technological tools will help me and my learners meet them. I need purposeful technology tools to either accomplish an objective or solve a problem. For example, Vancouver Community College Instructor Jacquie Harrison identified in my Feasibility Activity Report that I failed to consider some learners in remote communities who may not have bandwidth capabilities for the Zoom meetings and lectures I propose. This technology tool is vitally important to the design of my course and requires further research.

3. Setting Significant Outcomes

Sales and marketing are everything when it comes to selling my online course. Learners can take a similar online course at several Colleges and Universities, but what makes my course unique and the best? The bar will be set high when I design the content and teach my course with clear purpose and relevance for my learners. Because my course has a practical application, my course content must have an authentic purpose and connect to real-world problems. For example, it will give my learners skills and knowledge application and purpose. I have a clear vision of what I want to teach. Because my vision clarifies the purpose and goals, teaching strategies, and learning activities of the course, my learners will experience a fantastic learning experience.

4. Reflect, Evaluate, and Revise

My course design is a living document. If I want my course to be the best, I cannot design it and forget it. I must review my course through the lens of best practices. I will reflect upon my course design through student feedback and keep a design journal of things that come up during a semester and new information I may want to add. Finally, course design rubrics, such as from Quality Matters, can assess course design according to the best research-based rubrics.

EDUC 4151 – Pay it Forward – Reflections on my Learning in EDUC 4151

This course was excellent! My AHA moment came to me while completing the assignment for the feasibility activity, and SECTIONS report assignment. My goal is to design a course consisting of 12 units/weeks, which will be considered an elective at the College level. This goal may be too ambitious for me now that I am aware of all the considerations in designing a full course. I have to reflect and consider my options carefully. Perhaps my course should be less detailed and shorter in duration.

I have empathy for the thousands of educators who were thrown in the position of transitioning their face to face classes into an online format due to COVID-19. I cannot imagine how some educators were confused, sad, angry, disappointed, etc. when they were almost overnight forced to learn how to design their courses. I have the luxury of developing my course because it is new and has not been submitted to the College for approval.

EDUC 4151 – Assignment 7 – Feasibility Activity and S.E.C.T.I.O.N.S Report

PART I – Feasibility Activity

Introduction

The Criminal and Social Justice Diploma program at Okanagan College in Kelowna, BC, provides learners with an arts-based criminal and social justice education. It is a two-year, four-semester program where learners participate in various criminal and social justice-related courses in Sociology, Psychology, Political Science, and Criminology, as well as elective art courses of personal interest. Some fields of study include indigenous studies, gender studies, race and ethnicity, globalization and poverty.

The Criminal and Social Justice Diploma is an excellent starting point for further study in Criminology, Sociology, and Psychology. Learners graduate into degree opportunities at other learning institutions in British Columbia and elsewhere, or they can move directly into the workforce. Learners receive a solid understanding of analytical reasoning, critical thinking, and information retrieval applied to their future or current profession or academic pursuits.

The Criminology and Social Justice Diploma teach learners many skills, including substantive, analytical, critical thinking, research and data analysis, and communication, although ignoring practical and real life-application. My elective will satisfy that niche by providing units of instruction in 1) procedural learning (interviewing techniques), 2) product assessment (field notebook, written statement, occurrence report) and 3) progress assessment (professionalism and ethics).

Course Name

My final assignment for EDUC 4152 will be an elective/course called Practical Application to Criminal and Social Justice. This feasibility activity will focus on Unit 2 (Notebooks and Notetaking Skills), one of the 12 one-week Units in the 12-week Course.

Course Description

The elective I am developing was created while in close liaison with police and other justice agencies. This elective will prepare learners for the practical and real-life challenges of a career in policing, sheriffs, corrections, parole, customs, and other government services at the federal, provincial or municipal levels. The elective will ensure learners have the breadth of skills and knowledge necessary to safely, effectively, and professionally perform their duties and responsibilities for a justice-related career.

Elective Outline

The fully online open learning elective I am developing will consist of twelve units that correspond to the twelve-week semester at Okanagan College, September 9, 2020, to December 9, 2020. The elective content is learner-centred, and all subjects are topical to law enforcement. I will be the primary educator and will include guest facilitators who have expertise in specific areas of law enforcement with complementary investigation abilities. Learners will be motivated by a real substance where they work on real-world problems and challenges.

The elective has 12 units and will consist of the following topics:

Unit 1 Introduction

Unit 2 Notebooks and notetaking skills

Unit 3 Professionalism

Unit 4 Ethical behaviour and officer safety issues

Unit 5 Discretion and the myth of total enforcement

Unit 6 Investigational procedures and techniques

Unit 7 Interviewing and active listening skills

Unit 8 Witness statements and introduction to the courts

Unit 9 How to testify as a professional witness

Unit 10 Investigative report writing

Unit 11 Tactical communication and conflict management

Unit 12 Conclusion

I will deliver this elective with a blend of scheduled virtual meetings (i.e. synchronous activity) and work assignments that do not require specific meeting times (i.e. asynchronous activity). The elective schedule includes times and days for the virtual meetings to ensure conflict-free timetables. These meetings will be available to learners and will identify the scheduled times that require virtual synchronous activity.

Learner Characteristics

There will be two categories of learners in the Course, as defined by the Okanagan College, regular and mature applicants. A typical applicant will 1) have attained a B.C. secondary school graduation or equivalent, and 2) graduated with a minimum of 60% in English 12. A mature applicant will be at least 19 years of age and will not have attended secondary school on a full-time basis for a minimum period of one year. Secondary graduation is waived for mature applicants, although the English entrance requirements, as stated above, must be satisfied before admission.

Unit 2 – Notebooks and Notetaking Skills

Completing a field notebook is a valuable skill learned in all areas of law enforcement, including the R.C.M.P., Municipal Police Services, Corrections, and others. Learners will re-visit the field notebook throughout the week and scaffolding into the other units throughout the semester, including writing an occurrence report, interviewing techniques, and completing a written statement.

Elective Objective – What will be assessed?

The assessment activities and instruments are simple (lower cognitive and psychomotor) practical tools for measuring the learner relative to the subject matter, context and other learners. As learning challenges are overcome, learners will build their confidence while becoming more competent. By teaching in an ‘easy to hard’ style, the learners create an increase in ‘self’ and independence. The instruments are discussed with the learners synchronously after marking, and learners can provide feedback for revision and improvement. Learners feel like a part of the process when their comments can contribute to a future course’s betterment.

Assessments will be completed through Zoom lectures, completion of notes in a notebook, participation in discussion groups, online discussions, and completing four non-graded quizzes while using rubrics previously reviewed by learners.

Assessment Strategy – What instructions will be given to learners.

During learner’s careers in criminal and social justice, they will find that many investigations will be completed by utilizing a planned and skilled interview complemented by thorough notetaking. For example, on October 30, 2020, Canada Border Services Agency (C.B.S.A.) officer Scott Kirkland gave evidence for the Crown in Vancouver Provincial Court. The case involved was the extradition hearing for Meng Wanzhou’s who was arrested in Vancouver, BC, on a United States extradition request for fraud and money laundering. Defence lawyer Mona Duckett, for Meng Wanzhou, continued to criticize the lack of notes taken by Kirkland for the inspection, noting that C.B.S.A. officers had the duty to provide reliable records that may be used in court to assist in specific cases – as is the case with the Meng extradition arrest (Castanet, 2020).

Discussion questions

I will post a global, initial post of my own each week, just as each of my learners will do. I will respond to each of my learners’ original posts to engage with the ideas of the readings and zoom lectures each week. I will return marked discussion question assignments within three days.

By using the information received in the Zoom lecture, articles, YouTube video, and text (all to be determined at a later date), learners will comment on the following objectives concerning completing a field notebook: explain the importance, explain the purpose, explain benefits, explain selection, clarify rules, explain procedures, explain what to record, and list criteria for use in court. During the synchronous class sessions, the questioning sequence includes recall of knowledge, comprehension, application, synthesis, and evaluation.

A rubric for online discussions is still to be determined.

Pre-assessment

During the Zoom lecture, I ask the question, Has anyone in the class been asked to complete a written statement, report, or give testimony in court and embarrassed because of your imperfect recollection of the facts? Can anyone tell me “exactly” what you did yesterday from the time you awoke to the time you went to bed? I can, and I am going to explain to you how you can too.

Learning Tasks – Completion of a Notebook – Zoom Lecture

Select an approved notebook.
On the front cover:
Write the number 1 in space’ book number.’
Write today’s date in the space ‘date of first entry.’
Write the serial number and equipment description in space’ item.’
Write your name in space’ name.’
Write your address and telephone number under your name
On page one, complete the caption using the format provided.
Below the caption, draw a thick black line from one side of the page to the other.
In the left side margin, write the class start time of 0830 hrs.
Complete your notes, including your daily activities, answering the questions: who, what, where, when, why, and action taken until the end of each learner’s day.

Instructor Activities:

A notebook used by law enforcement and course materials would have been mailed to the learner before the unit’s first day.
Zoom lecture
Review each learner’s notebook periodically throughout the session and at the end of the session.
At the end of week one, learners will submit their journals/notes to mark and assign a grade. The holistic rubric type on page 9 will be used.
Post anonymous examples of strong and weak work will expose learners to quality work and strengthen their evaluative thinking by letting them practice making judgements about accuracy or level of quality with carefully chosen assessment items and examples (Chappuis, 2015). Identify why the work is assessed the way it is by using the appropriate rubric.

Learner Activities

Listen and respond to questions and real-life examples from the class and instructor during the Zoom lecture.
Complete the notebook in sufficient detail to satisfy the unit rubric.
Zoom lecture
The learner will complete notes in their notebook throughout the week.
Participate in discussion groups and online discussions.
Complete the four “low stake” quizzes, which will not be used for final grading. The quizzes provide me with ongoing information about learner understanding and can improve learners’ memory retrieval. Edtech tools will be used, including crossword, jigsaw puzzle, memory watching, pair matching, word search, and matching definitions.

Zoom one on one with the learner

Midweek and at the end of the unit,I will contact each learner via Zoom for a five-minute learner interview. It is an opportunity to allow learners to give immediate feedback. It is a unique setting for the learner to explain their work while helping them feel more responsible and accountable regarding the coursework. I will ensure the learning objectives are met and inquire about the learners’ feelings, opinions, and suggestions for improving the unit in the future.

The rationale for the assessment strategy

The practical use of assessments is to measure progress toward or mastery of the desired outcome.

Also, assessments are used for measuring learner performance with stated learning outcomes. They provide feedback to learners to know their achievements and weaknesses. As an educator, I am accountable to many stakeholders, including my learners, Okanagan College, government regulators, employers of my graduates, provincial standards, and many others. Assessments and evaluations are essential tools used to support and promote learning. Ongoing online assessment and evaluation in the Course allow learners to demonstrate what they are learning in various ways, and it provides feedback to the educator on teaching and learning.

I chose these assessments because they will test recall, comprehension, subject knowledge, and competency. All are formative assessments designed to provide information to both the learner and the educator about their progress throughout the unit without other learners’ assistance. Also, they are intended to be of help to the learner throughout the full 7-week course. They can be used as corrective feedback, which the learner will use to continue monitoring his/her learning. Through my 5-minute Zoom meetings, I can quickly review whether the learner grasped the unit’s objective. I will determine whether I need to change how I am presenting my material and how it is presented as I design my Course. I will remember my Course is a living document and always being revised and improved. The assessment activities are valid because they measure the right thing, and I have confidence in the results. I used the assessment strategies to inform my learners about their progress and guide them to successful completion in this unit. The assessment instruments (alternate response, matching, short answer, multiple choice) are appropriate to low level cognitive (knowledge) and psychomotor (skills) and affective (attitudes) learning outcomes. The learner’s outcomes can be easily observed and assessed throughout the week.

I chose instruments that are appropriate to both the context of instruction and my learners involved. It allows me to collect the data I need to supply feedback and marks to my learners.

The assessment strategy can be discussed and justified with the learner, faculty, and management. Questions raised about how the assessments and evaluations were chosen can be quickly answered because they are assessed for learning through an approved assessment process. It has a clear outline and does not merely occasionally check in with the learner.

I chose these assessments because learners at the end of the unit will clearly explain to the class, and within 10 minutes, the benefits of using a notebook (cognitive). At the end of the unit, the learners would have completed their notebook in the proper format and sufficient detail to complete a written report or give testimony in court (psychomotor).

Alignment between the assessments and goals matches what has been taught and practiced during the unit’s week and how that learning was tested. There is content validity as the Course is hands-on and requires learners to perform the activities to obtain each goal.

Impact of assessments on learners

For some learners, the need and expectation for a high grade may be something they look forward to, although they may not be met. The value of this unit and the course, in general, is in the information and skills they learn and how they can apply what was taught immediately. Assessments also serve as feedback to the learners to know their achievements and weaknesses. Being able to deal with assessments and feedback is a competency that learners should acquire as part of their education, whether an assessment or a test in a course or from performance reviews during their careers.

Conclusion

As an educator, assessments determine whether my learners have acquired the expected skills and knowledge taught in my course. As an educator, I must provide specific expectations, including the skills and knowledge to be accepted by my learners and assessment of their achievement. Questions I must ask are what knowledge and skills learners will be learning (criteria), what experiences will be used to ensure that learners learn (instruction), and what evidence will be gathered and used to ensure learners learn (assessment) (Kimmel, 2019). Designing my Course should start with the learner’s learning and experience in mind and assessments that demonstrate learner achievement to both the educator and the learners.

PART II – S.E.C.T.I.O.N.S. REPORT

Introduction

SECTIONS is an acronym for a framework and introduction to the basics of integrating media and technology into the classroom or online instruction. SECTIONS stand for Students, Ease of use, Cost, Teaching functions, Interaction, Organizational issues, Networking, Security, and privacy. The SECTIONS framework was designed by Tony Bates and described in the book Teaching in a Digital Age: Guidelines for Designing Teaching and Learning (2019).

Computers, cell phones, smartphones, tablets, smartboards, email, blogs, and learning management systems are only a few examples of technology that may or may not be useful to the educator and learner in a course. As an educator, I am overwhelmed by the volume of devices and software available. I do not want to use technology where “one size fits all” because it is easy. After all, I know that concept will not work. I need to be well informed of the effect technology will have on my learners and whether it will impede or enhance their learning.

Technology can be a great way to enhance the learning experience and look deeper into the content. However, I am aware there are some disadvantages to consider. Some advantages of using technology include increasing learner’s motivation, appeals to various learning styles, and providing immediate feedback. Some disadvantages may include frustration for my learners and take away from my learning objectives by causing distractions such as Facebook and Twitter. All learners will have different levels of experience with technology. SECTIONS can be used by educators to enhance their quality of instruction by integrating technology into the Course. “The SECTIONS model is based on research, has stood the test of time, and has been found to be practical” (Bates, 2019, p. 459).

STUDENTS

There will be two categories of learners in the course, as defined by the Okanagan College, regular and mature applicants. A typical applicant will 1) have attained a B.C. secondary school graduation or equivalent, and 2) graduated with a minimum of 60% in English 12. A mature applicant will be at least 19 years of age and will not have attended secondary school on a full-time basis for a minimum period of one year. Secondary graduation is waived for mature applicants, although the English entrance requirements, as stated above, must be satisfied before admission.

The learner demographics will be diverse, and this unit is developed with a wide variety of approaches and ways to learn. I have an intelligent use of media and technology to accommodate differences in prior knowledge, language skills, and preferred study styles.

All instructions will be completed online, so the learner requires a reliable personal computer or Macintosh computer, a printer, and an email address. Learners are advised to have a backup computer (friend, family member) and backup Internet access plan for technical problems that may arise. Learners are also advised to print off papers and assignments as they go to have a hard copy backup and save their files on CD or portable flash drive, enabling them to take their papers and assignments from computer to computer as needed.

These devices will be used for all 12 units in the Practical Application to Criminal and Social Justice course. Other devices, such as tablets and mobile phones, may be used but not recommended. These devices and services will not be provided for the learner. The fastest internet speed is recommended but not mandatory. The online course may be accessed from computers, laptops, tablets, or mobile phones using an assigned secure learner password and I.D.

Learners will be required to complete an Okanagan College Learner Orientation learning module to familiarize themselves with the online campus. Learners should take the opportunity to review the orientation before the beginning of the course. The Orientation is designed to help ease the learner’s transition into online learning and complete several everyday tasks essential to successfully using online learning. Learners will find extensive information on how to use and navigate the online learning environment and ways to contact key personnel and access course information pages. The orientation module will be available to the learner throughout the entirety of the course.

Learners will have access and strongly encouraged to use the Okanagan College learning support resources available through the library website, especially if the learner lacks the basic working understanding of computer technology. Resources include research tutorials, American Psychological Association writing guides, sample essays, questions on information literacy, web tools to find and organize materials, and much more. The library and course module can be accessed anytime. The learning success centre website is full of resources that ensure success as a learner providing strategies, best practices, demonstrations, and tutorials on a wide variety of topics. Learners with disabilities who want to take this course are encouraged to contact student services for information on textual or audio options for deaf and visually impaired learners. This course is universally designed for learning and has been designed to meet the needs of a diverse mix of learners.

The lecture material, textbook, and notebooks can be ordered through the Okanagan College online bookstore or other vendor sites such as Amazon. Okanagan College learners will have access to an Office 365 (Word, Excel, PowerPoint, Outlook) account using their email address at no cost.

My course’s learning styles and preferences accommodate differences in both cognitive-perceptual learning styles and Kolb’s (1984) experiential learning style. Examples include diagrams, lecture text, and photographs for my visual learners and lectures, YouTube videos, and Zoom lectures for my auditory learners. These unit activities will encourage my learners to learn where they may initially feel less comfortable. This unit has a wide range of media, including text, audio, video, and computing. This richness is designed for my learners.

I will contact and welcome each learner via Zoom, mobile phone, or Facetime approximately one week before starting my course. I will get to know my learners; personally, their similarities and differences, what technologies they have access to and comfortable with, what digital skills they already possess, or they lack that may be relevant to my course. The course outline will be explained and allow the learner to ask questions about the course.

EASE OF USE

All learners will be required to have the necessary generic computer skills. The primary use of computer software for use in this unit is the responsibility of the learner. Time will not be spent instructing such things as necessary literacy skills, using word processing software, and navigating the Internet. Okanagan College has resources available and described above to learn such things as learning the management system, studying online, protecting privacy, and connecting networking, and online searching.

The education software I have chosen is intuitively easy to use, both by my learners and myself, e.g. Okanagan College learning management system. The reliability of the technology I have chosen is trustworthy and proven reliable, e.g. Zoom, YouTube. Online videos and articles are available for further support for the learner, e.g. YouTube, Google. There are information technology support teams available at no cost to the learner, and all information technology-related inquiries go through the Okanagan College information technology support email address.

COST

I am not aware of what budget I will receive, and I am aware that technology and media costs can vary with context and design. The technology I will be using is zero direct cost in delivery.

Some learners may not have access to a relatively new or reliable computer with audio/visual for Zoom. Not to mention the fastest internet speed to remove sound and visual distortions. However, this is an online learning course requiring these technologies.

In this unit, I will not be producing a video or creating a virtual world. My time as an educator will be paid for by Okanagan College. I will not be required to pay for third-party copyright material, and I will not need an instructional designer. As a result, I cannot foresee any future costs for designing this unit.

TEACHING FUNCTIONS

I ask the question of why when I am designing my Course. This helps to bring intentionality to my teaching. I have a clear view of each unit and the component’s purpose, and I have a good idea of the objectives. My learners will complete the unit, and the information will endure in their minds because it has proved so important and useful. With the use of technology and the unit’s content, my learners would have learned the information, so it did not fly away from memory once the unit is over and the test I completed.

INTERACTIVITY

My learner’s first point of contact for concerns or questions regarding this unit is myself. Learners will receive my contact information on the day of my interview with them one week before the unit’s start.

Learners learn best when they are ‘active’ in their learning. Learners will use printed text and synchronistic lectures provided via Zoom. As an educator, I will observe my learners, accept questions and comments, reflect on the topics and have an observable interaction with my learners in the form of short quizzes. The computer-managed learner interaction quizzes in this unit are designed for developing comprehension and understanding of concepts and procedures and not higher-order learning skills. The quizzes will produce a high level of learner interaction with the learning materials and are fun and challenging at the same time.

Okanagan College has policies regarding appropriate online behaviour. While the learner interacts online, he/she will draw upon their professional experiences and the literature to clarify their positions and offer examples to expand upon their points of view. The more they engage with the materials and each other, the more they will gain from the course. I will participate, reading the postings and responses to peers, and sharing my knowledge and experience when applicable.

In this online course, learner-learner and learner-educator asynchronous online discussion forum discussion questions represent learners’ opportunities to engage in dialogic learning with peers. Learning is enhanced when learners contribute equally to this process.

Each unit will include two discussion questions that invite the learner to connect the assigned readings and Zoom lecture. Using these discussion questions as prompts, learners will engage with the texts and with each other to deepen inquiry. For this engagement to occur, it is important that learners read the text material before starting each unit and enter into the conversation early in the week (Wednesday at the latest); this allows the conversation to ripen and evolve. By Sunday, learners ought to have made their final entry and turned their attention toward readings for the next week

ORGANIZATIONAL ISSUES

In this unit, I will not have learners upload videos to YouTube, modify Wiki’s, or any similar activities. I am not aware of Okanagan Colleges’ policy or support of a particular technology that I may or may not be allowed to use. I will research what technology and media resources are already suitable and available for my use when designing this unit using Okanagan Colleges learning management system.

Online meetings will be conducted through the Zoom meeting software that has been provisioned by Okanagan College for all staff, faculty and learners to use where needed. I will be booking one Zoom meeting weekly for the unit lecture, and learners may book online sessions throughout this Course, which will be run on the Colleges online collaboration platform. To learn more about this platform, including how to access it for conducting meetings with peers, how to use the software on a computer, tablet or smart device, or how to get help, please review the guide on Okanagan College learner orientation learners module.

NETWORKING AND NOVELTY

I will enjoy introducing and trying new media and technology with my learners because I have embraced technology. I want to continue improving this unit and my course, and part of that is to receive feedback from my learners to see how well it worked for them. I promote a supportive environment for innovative teaching.

SPEED, SECURITY AND PRIVACY

I have taught this unit face to face on numerous occasions. I find the transition to online instruction challenging but a very worthwhile experience. Unit 1 of this course will be an introductory module that gives my learners sufficient time to explore the learning management system, i.e. Moodle and search the many Okanagan College learner resources available for learner success. My learners will begin Unit 1 in a welcoming and prepared feeling knowing they are free from online harassment, bullying, or intimidation in any form. Learners’ privacy and security are effectively strictly controlled through password-protected access for learners and educators. I will not be using Facebook because this form of social media allows academic communication to be public and exposed while infringing or violating privacy laws (Bates, 2019). During the discussion groups, learners and I will follow the Okanagan College privacy policies, use common sense, and behave ethically.

Note Taking Rubric

Category Distinguished Proficient Emerging Below Proficient

3 points 2 points 1 point 0 points

Answered questions Clearly identifies main Identifies some States at least a Few notes and few

who, what, where, features in a clear and important details few important important details

when, why, how, accurate manner in mostly in learners’ details

who learners words words

Organization Clearly identifies main Most notes are Some evidence No evidence notes

ideas logically and organized with nots are organized, are organized, orderly

effectively. some logic, orderly with little order, or legible.

and legible. somewhat legible.

Mechanics and Grammar Neat, legible, contains no Contains several Contains many Contains many errors in

spelling or grammar errors errors in punctua- errors in punctua- punctuation, spelling, and

tion, spelling, or tion, spelling, and grammar that make the

grammar that do grammar that inter- notes illegible.

not interfere with feres with meaning.

the meaning.

Quantity Enough notes to get all A sufficient Minimal amount Not enough notes are

relevant, key data, but not amount of notes of notes are taken taken to create the product,

excessive. are taken to to create the or excessive notes are taken.

create the product product

Four Non-Graded Instruments

You will not be graded on this activity.

Read the directions carefully.

There is one page for this quiz.

Good luck, and have fun!

Part A – Alternate Response (True or False) – Assessment The Maze

Directions: Determine if each of the following statements are true or false. For each right answer, one section of the maze will appear so you can escape. For each wrong answer, a new section of the maze will appear.

1. To facilitate memory recall, the field notebook True False is used as a tool or aid.

2. The field notebook contains limited investigation True False

details and is not an official document.

3. The purpose of the field notebook is to obtain True False

brief details to write reports and statements.

4. The field notebook is required to be bound and True False

contain numbered pages.

5. Correct written errors by obliterating the True False

entry to ensure the entry cannot be read.

6. Record information you feel necessary to True False

prove essential elements of the case.

7. Before testifying in court, you may refer to your True False

field notebook to refresh your memory.

Part B – Matching – Assessment Fill in the Blank

Directions: On the left are five benefits of the field notebook. Match thebenefits with the description on the right. Write the letter of the explanation in the space provided. Each description may only be used once or not at all.

Benefits Description

8. _____ Aid to accurate testimony in court. A. identifies professionalism,

projects skills, promotes good writing habits

9. _____ Reflects abilities and efficiency. B. chronological order of

events, refreshes memory, assists other officers

10._____ Aids during investigative process. C. scale drawings, opinions,

humor, to do lists

11._____ Assists in report writing. D. recollection of information

required months or years

later

12. _____ Ensures accountability. E. writing detailed reports,

completing documents,

assists with interviews

F. who, what, where, when,

why, how, action taken

Part C – Short Answer – Assessment Crossword

Directions: In the following items, provide the correct word or words requested.

13. Use only ____________ notebook at a time.

14. Use ____________ page and do not leave blank spaces or lines.

15. Write in ____________ ink only.

16. Never ____________ a page out of your field notebook.

17. Write ____________ observations only.

18. Make entries at the ____________, during and end of the shift.

19. Verbatim quotes and conversations should be enclosed

in ____________ ____________.

20. List 4 things you should record on the cover of each field

notebook.

______________________________________
______________________________________
______________________________________
_____________________________________ _

21. The Acronym for N.O.T.E.S. is

_____________________________________ _
______________________________________
_____________________________________ _

Part D – Multiple Choice – Assessment Drop and Drag

Directions: Read the following questions carefully and choose the best response. Drop and drag

one (a,b,c,or d) to indicate your choice.

22. Notes are written in your field notebook

a. at the beginning of your shift.

b. as soon as possible and frequently.

c. at the end of your shift.

d. when important information is received.

23. The field notebook is an investigational aid and should be used

a. when you feel it is necessary.

b. when the investigation is going to court.

c. to record everything heard and observed.

d. to facilitate memory recall.

24. Sketches in your field notebook should be drawn

a. very detailed with lots of labels.

b. on a separate blank piece of paper.

c. with the top of the notebook facing north.

d. either on the front page or on the last page.

25. A judge gives you permission to refer to your field notebook when

a. you made them at the time of the event.

b. any time after the event occurred or as soon as possible.

c., you have exhausted your memory.

d. after being sworn in and at the start of your evidence

Part A – Answer Key 1. True 5. False 2. False 6. True 3. False 7. True 4. True

Part B – Answer Key 8. D 11. B 9. A 12. F 10.E

Part C – Answer Key 13. one 18. beginning 14. every 19. quotation marks 15. black 20. date of first entry, date of last entry, contact information, 16. tear employers information 17. objective 21. Neatness, Organization, Timeliness, Efficiency, Sufficiency

Part D – Answer Key 22. B 23. D 24. C 25. C

References

Bates, A.W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Associates Ltd.

Chappuis, J. (2015). Seven strategies of assessment for learning (2^nd ed.). Pearson.

Chiang, C. (2020, October 20). Meng codes a ‘mistake: C.B.S.A. officer handing over paper with Meng’s device codes a ‘heart-wrenching’ mistake. Castanet.

https://www.castanet.net/edition/news-story-315074-4-.htm#315074

Darby, F. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

Gardner, B. M. (2020, January 3). Using interviews to assess and mentor students. Faculty Focus. https://www.facultyfocus.com/articles/educational-assessment/using-student-interviews-to-assess- and-mentor-students/

Kimmel, H. (2019, December 2). Course design: Aligning learning expectations, instruction, and assessment. Faculty Focus.

Course Design: Aligning Learning Expectations, Instruction, and Assessment

McGuire, S. (2018). Teach yourself how to learn: Strategies you can use to ace any course at any level. Stylus.

Okanagan College (n.d.). Diploma in criminal and social justice: Admission requirements. Okanagan College. https://www.okanagan.bc.ca/diploma-in-criminal-and-social-justice

EDUC 4151 – ASSIGNMENT 6 – ASSESSMENT FOR LEARNING ACTIVITY PLAN

Introduction

Course Name

My final assignment for EDUC 4152 will be an elective/course called Practical Application to Criminal and Social Justice. However, for this assignment, I will focus on Unit 2 (Notebooks and notetaking skills), one of the 12 Units in the course

Course Description

The elective I am developing has been created while in close liaison with police and other justice agencies. This elective will prepare learners for the practical and real-life challenges of a career in policing, sheriffs, corrections, parole, customs, and other government services at the federal, provincial or municipal levels. The elective will ensure learners have the breadth of skills and knowledge necessary to safely, effectively, and professionally perform their duties and responsibilities for a justice-related career.

Elective Outline

The electives 12 units will consist of the following topics:

Unit 1 Introduction

Unit 2 Notebooks and notetaking skills

Unit 3 Professionalism

Unit 4 Ethical behaviour and officer safety issues

Unit 5 Discretion and the myth of total enforcement

Unit 6 Investigational procedures and techniques

Unit 7 Interviewing and active listening skills

Unit 8 Witness statements and introduction to the courts

Unit 9 How to testify as a professional witness

Unit 10 Investigative report writing

Unit 11 Tactical communication and conflict management

Unit 12 Conclusion

I will deliver this elective virtually with a blend of scheduled virtual meetings (i.e. synchronous activity) and work assignments that do not require specific meeting times (i.e. asynchronous activity). The elective schedule includes times and days for the virtual meetings to ensure conflict-free timetables. These meetings will be available to learners and will identify the scheduled times that require virtual synchronous activity.

Learner Characteristics

Unit 2 – Notebooks and Notetaking Skills

Elective Objective – What will be assessed?

Assessments will be completed through Zoom lectures, completion of notes in a notebook, participation in discussion groups, online discussions, and completing four quizzes while using rubrics previously reviewed by learners.

Assessment Strategy – What instructions will be given to learners.

Discussion questions

A rubric for online discussions is still to be determined.

Pre-assessment

During the Zoom lecture, ask the question, has anyone in the class been asked to complete a written statement, report, or give testimony in court and embarrassed because of your imperfect recollection of the facts? Can anyone tell me “exactly” what you did yesterday from the time you awoke to the time you went to bed? I can, and I am going to explain to you how you can too.

Learning Tasks – Completion of a Notebook – Zoom Lecture

Select an approved notebook.
On the front cover:
Write the number 1 in space’ book number.’
Write today’s date in the space ‘date of first entry.’
Write the serial number and equipment description in space’ item.’
Write your name in space’ name.’
Write your address and telephone number under your name
On page one, complete the caption using the format provided.
Below the caption, draw a thick black line from one side of the page to the other.
In the left side margin, write the class start time of 0830 hrs.
Complete your notes, including your daily activities, answering the questions: who, what, where, when, why, and action taken until the end of each learner’s day.

Instructor Activities:

A notebook used by law enforcement and course materials would have been mailed to the learner before the Unit’s first day.
Zoom lecture
Review each learner’s notebook periodically throughout the session and at the end of the session.
At the end of week one, learners will submit their journals/notes to mark and assign a grade. The holistic rubric type on page 9 will be used.
Post anonymous examples of strong and weak work will expose learners to quality work and strengthen their evaluative thinking by letting them practice making judgements about accuracy or level of quality with carefully chosen assessment items and examples (Chappuis, 2015). Identify why the work is assessed the way it is by using the appropriate rubric.

Learner Activities

Listen and respond to questions and real-life examples from the class and instructor during the Zoom lecture.
Complete the notebook in sufficient detail to satisfy the unit rubric.
Zoom lecture
The learner will complete notes in their notebook throughout the week.
Participate in discussion groups and online discussions.
Complete the four “low stake” quizzes, which will not be used for final grading. The quizzes provide me with ongoing information about learner understanding and can improve learners’ memory retrieval. Edtech tools will be used, including crossword, jigsaw puzzle, memory watching, pair matching, word search, and matching definitions.

Zoom one on one with the learner

Midweek and at the end of the Unit,I will contact each learner via Zoom for a five-minute learner interview. It is an opportunity to allow learners to give immediate feedback. It is a unique setting for the learner to explain their work while helping them feel more responsible and accountable regarding the coursework. I will ensure the learning objectives are met and inquire about the learners’ feelings, opinions, and suggestions for improving the Unit in the future.

The rationale for the assessment strategy

The practical use of assessments is to measure progress toward or mastery of the desired outcome.

Also, assessments are used for measuring learner performance with stated learning outcomes. They provide feedback to learners to know their achievements and weaknesses. As an educator, I am accountable to many stakeholders, including my learners, Okanagan College, government regulators, employers of my graduates, provincial standards, and many others. Assessments and evaluations are essential tools used to support and promote learning. Ongoing online assessment and evaluation in the course allow learners to demonstrate what they are learning in various ways, and it provides feedback to the educator on teaching and learning.

I chose these assessments because they will test recall, comprehension, subject knowledge, and competency. All are formative assessments and designed to provide information to both the learner and the educator about their progress throughout the Unit without other learners’ assistance. Also, they are intended to be of help to the learner throughout the full 7-week course. They can be used as corrective feedback, which the learner will use to continue monitoring his/her learning. Through my 5-minute Zoom meetings, I can quickly review whether the learner grasped the Unit’s objective. I will determine whether I need to change how I am presenting my material and how it is being presented as I design my course. I will remember my course is a living document and always being revised and improved. The assessment activities are valid because they measure the right thing, and I have confidence in the results. I used the assessment strategies to inform my learners about their progress and guide them to successful completion in this Unit. The assessment instruments (alternate response, matching, short answer, multiple choice) are appropriate to low level cognitive (knowledge) and psychomotor (skills) and affective (attitudes) learning outcomes. The learner’s outcomes can be easily observed and assessed.

Summative assessments are also being used in this Unit and course. These are after each Unit and the elective. It includes a recap of the full seven weeks with marks based on each unit’s separate rubric for marking.

I chose these assessments as an educator because the instruments are appropriate to both the context of instruction and my learners involved. It allows me to collect the data I need to supply feedback and marks to my learners.

I chose these assessments because learners at the end of the Unit will clearly explain to the class, and within 10 minutes, the benefits of using a notebook (cognitive). Also, at the end of the Unit, the learners would have completed their notebook in the proper format and sufficient detail to complete a written report or give testimony in court (psychomotor).

Alignment between the assessments and goals match what has been taught and practiced during the week of the Unit and how that learning was tested. There is content validity as the course is hands-on and requires learners to perform the activities to obtain each goal.

Impact of assessments on learners

For some learners, the need and expectation for a high grade may be something they look forward to, although they may not be met. The value of this Unit and the course in general, is in the information and skills they learn and how they can apply what was taught immediately. Assessments also serve as feedback to the learners to know their achievements and weaknesses. Being able to deal with assessments and feedback is a competency that learners should acquire as part of their education, whether an assessment or a test in a course or from performance reviews during their careers.

Conclusion

As an educator, assessments determine whether my learners have acquired the expected skills and knowledge taught in my course. As an educator, I must provide specific expectations, including the skills and knowledge to be accepted by my learners and assessment of their achievement. Questions I must ask are what knowledge and skills learners will be learning (criteria), what experiences will be used to ensure that learners learn (instruction), and what evidence will be gathered and used to ensure learners learn (assessment) (Kimmel, 2019). Designing my course should start with the learner’s learning and experience in mind and assessments that demonstrate learner achievement to both the educator and the learners.

Note Taking Rubric

Category Distinguished Proficient Emerging Below Proficient

3 points 2 points 1 point 0 points

Answered questions Clearly identifies main Identifies some States at least a Few notes and few

who, what, where, features in a clear and important details few important important details

when, why, how, accurate manner in mostly in learners’ details

who learners words words

Organization Clearly identifies main Most notes are Some evidence No evidence notes

ideas logically and organized with nots are organized, are organized, orderly

effectively. some logic, orderly with little order, or legible.

and legible. somewhat legible.

Mechanics and Grammar Neat, legible, contains no Contains several Contains many Contains many errors in

spelling or grammar errors errors in punctua- errors in punctua- punctuation, spelling, and

tion, spelling, or tion, spelling, and grammar that make the

grammar that do grammar that inter- notes illegible.

not interfere with feres with meaning.

the meaning.

Quantity Enough notes to get all A sufficient Minimal amount Not enough notes are

relevant, key data, but not amount of notes of notes are taken taken to create the product,

excessive. are taken to to create the or excessive notes are taken.

create the product product

Instruments

You will not be graded on this activity.

Read the directions carefully.

There is one page for this quiz.

Good luck, and have fun!

Part A – Alternate Response (True or False)

Directions: Determine if each of the following statements are true or false. Identify your choice by circling true or false.

1. To facilitate memory recall, the field notebook True False is used as a tool or aid.

2. The field notebook contains limited investigation True False

details and is not an official document.

3. The purpose of the field notebook is to obtain True False

brief details to write reports and statements.

4. The field notebook is required to be bound and True False

contain numbered pages.

5. Correct written errors by obliterating the True False

entry to ensure the entry cannot be read.

6. Record information you feel necessary to True False

prove essential elements of the case.

7. Before testifying in court, you may refer to your True False

field notebook to refresh your memory.

Part B – Matching

Directions: On the left are five benefits of the field notebook. Match thebenefits with the description on the right. Write the letter of the description in the space provided. Each description may only be used once or not at all.

Benefits Description

8. _____ Aid to accurate testimony in court. A. identifies professionalism,

projects skills, promotes good writing habits

9. _____ Reflects abilities and efficiency. B. chronological order of

events, refreshes memory, assists other officers

10._____ Aids during investigative process. C. scale drawings, opinions,

humor, to do lists

11._____ Assists in report writing. D. recollection of information

required months or years

later

12. _____ Ensures accountability. E. writing detailed reports,

completing documents,

assists with interviews

F. who, what, where, when,

why, how, action taken

Part C – Short Answer

Directions: In the following items, provide the correct word or words requested.

13. Use only ____________ notebook at a time.

14. Use ____________ page and do not leave blank spaces or lines.

15. Write in ____________ ink only.

16. Never ____________ a page out of your field notebook.

17. Write ____________ observations only.

18. Make entries at the ____________, during and end of the shift.

19. Verbatim quotes and conversations should be enclosed

in ____________ ____________.

20. List 4 things you should record on the cover of each field

notebook.

______________________________________
______________________________________
______________________________________
_____________________________________ _

21. The Acronym for N.O.T.E.S. is

_____________________________________ _
______________________________________
_____________________________________ _

Part D – Multiple Choice

Directions: Read the following questions carefully and choose the best response. Circle

one (a,b,c,d) to indicate your choice.

22. Notes are written in your field notebook

a. at the beginning of your shift.

b. as soon as possible and frequently.

c. at the end of your shift.

d. when important information is received.

23. The field notebook is an investigational aid and should be used

a. when you feel it is necessary.

b. when the investigation is going to court.

c. to record everything heard and observed.

d. to facilitate memory recall.

24. Sketches in your field notebook should be drawn

a. very detailed with lots of labels.

b. on a separate blank piece of paper.

c. with the top of the notebook facing north.

d. either on the front page or on the last page.

25. A judge gives you permission to refer to your field notebook when

a. you made them at the time of the event.

b. anytime after the event occurred or as soon as possible.

c., you have exhausted your memory.

d. after being sworn in and at the start of your evidence

Part A – Answer Key 1. True 5. False 2. False 6. True 3. False 7. True 4. True

Part B – Answer Key 8. D 11. B 9. A 12. F 10.E

Part D – Answer Key 22. B 23. D 24. C 25. C

References

Bates, A.W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Associates Ltd.

Chappuis, J. (2015). Seven strategies of assessment for learning (2^nd ed.). Pearson.

Chiang, C. (2020, October 20). Meng codes a ‘mistake: C.B.S.A. officer handing over paper with Meng’s device codes a ‘heart-wrenching’ mistake. Castanet.

https://www.castanet.net/edition/news-story-315074-4-.htm#315074

Kimmel, H. (2019, December 2). Course design: Aligning learning expectations, instruction, and assessment. Faculty Focus.

Course Design: Aligning Learning Expectations, Instruction, and Assessment

Okanagan College (n.d.). Diploma in criminal and social justice: Admission requirements. Okanagan College. https://www.okanagan.bc.ca/diploma-in-criminal-and-social-justice

EDUC 4151 – Assignment 5 – Discussion Forum Case Study

Introduction

The term “microaggression” was coined by a psychiatrist and Harvard University professor Chester M. Pierce in 1970. Professor Pierce observed insults and dismissals that he regularly witnessed on and off-campus where non-black Americans were inflicting on African Americans. The term was later applied to the casual degradation of any socially marginalized group, including LGBT people, people living in poverty, and disabled people. Psychologist Derald Wing Sue defines microaggressions as, “The constant and everyday reality of slights, insults, invalidations, and indignities visited upon marginalized groups by well-intended, moral, and decent family members, friends, neighbours, co-workers, students, teachers, clerks, waiters and waitresses, employers, health care professionals, and educators” (Sue, 2010, p. xv).

When responding to a learner, microaggression shifts the communication from supportive to defensive, which can have a detrimental effect on their learning. The instructor may have feelings of paralysis or reactivity that emerge with microaggressions in the learning environment. Specific practices can be implemented to increase the likelihood of maintaining a supportive climate.

History

Laurie is a 15-year veteran of the RCMP, and his posting is at Langley’s detachment. His duties are a full-time reader and court liaison officer, and has volunteered to supervise the auxiliary police program in hopes of promotion. Because of the low number of auxiliaries, management has requested he advertise, recruit, and train an additional 15 officers.

During the application process, John was identified as a recently retired member of the Canadian Armed Forces with a master sergeant’s rank. John had many military police training courses, and his resume identified him as an excellent candidate for the auxiliary police program. During the one on one interview with Laurie, John was mature, confident, and had lots of life experiences. Laurie mailed out the registration and schedule package, including online course learning objectives and assignments, online learner success tutorial, security, and confidentiality clauses. The fifteen new male and female auxiliary constables were volunteers from the community and, upon graduation, would perform an assortment of duties in the company of a regular police officer or work independently. Training is online and complemented via Zoom for two hours two days per week. Laurie is the principal instructor inviting guest speakers over the 12 week training period.

In the first Zoom session, Laurie was distracted and not paying close enough attention to the conversation between learners. The topic was policing in general and an initial meet and greet of all participants. Everyone identified themselves, their professional backgrounds, what they expected to receive from the program, and any questions they may have. The discussion continued and ended on a casual and cheery note.

That evening, Laurie received a telephone call from a learner, Robert, who felt John had mocked the two gay learners during class. John had mimicked the voice of Bill and modelled the assertive demeanour of Nancy. Laurie did not pick-up on these observations but told Robert he would not tolerate this in class and closely monitor the next Zoom meeting. Laurie knew it is vital that threatening or abusive behaviour be dealt with immediately, so it does not affect the learner’s overall enjoyment. Laurie was also aware that should he say nothing about the reported incident, the silence would mean John had the instructor and class’s tacit approval to continue his inappropriate behaviour.

During the second Zoom meeting, Laurie watched John on the monitor. John rolled his eyes, periodically raised one eyebrow, and made an odd facial expression whenever Bill and Nancy participated in discussions. Laurie was aware that if he could see the faces, other learners were apt to observe them. On one occasion, John questioned why Bill would take the enforcement action he described while suggesting Bill maybe “afraid” to take a more aggressive approach. Later during class, a police dog handler volunteered to participate and speak with the auxiliaries. John dominated the question period, criticized the RCMP dog training program while constantly comparing the military to police training. This environment was detrimental to the online learning experience for everyone.

Later in the evening, three learners sent emails to Laurie identifying their embarrassment and dismay at John’s behaviour. Two homophobic innuendos were noticed to have been made by John.

Laurie knew he had to work quickly and try to pinpoint the disruptive behaviour’s motivation and do his best to address it. Laurie used the cooperative discipline and communication framework with the acronym ACTION as his response strategy to respond to microaggressions in discussion forums effectively. The ACTION framework is a quick and easy tool to organize your thoughts, address microaggression, and cool down tension. This framework can be used to engage thoughtfully and purposefully in strategies that maintain a positive climate conducive to learning and model the skills needed to respond to microaggressions in any context (Souza, 2016).

A course of action to be taken.

# 1 Scenario

A – Ask clarifying questions to understand the intentions.

Laurie requested John attend the detachment for an interview. Immediately upon arrival, John denied the allegations and defended himself vehemently. Laurie asked, “I want to ensure I understand what you are saying? John said, “I did not make faces nor say any derogatory comments about my peers. I have no idea why they would say those things about me.”

C – Come from a curious position and not judgemental.

Laurie was an active listener and opened to the responses. Laurie asked, “I may have misunderstood you because such comments can be interpreted the wrong way.” John disagreed with Laurie’s paraphrases and his attempt to clarify a different meaning. John was trying to cover his tracks, and he denied all accusations made by the other learners and Laurie’s observations. However, John did open up to say he has been in the military his entire adult life from army cadets to army reserves and into the regular Canadian army armed forces. His opinion was there is no place for gays, lesbians or LGBT either in the military or police.

T – Tell the learner what you observed in a factual manner.

Without criticism, Laurie explained to John that he noticed some learners wince at John’s comments during the session. John continued to defend himself and made it clear he did not make faces, suggest homophobic slurs, argue with the police dog handler, or monopolize the discussions.

I – Impact and explore by asking for or state the potential impact of the statement or action.

Laurie asked, “What message to the other learners do you think such comments and facial expressions send?” John was indifferent to see Bill and Nancy’s potential hurt feelings, anger, or mistrust. John’s opinion was that “if the kitchen was too hot, then they should not be in the kitchen.”

John stated Bill would not make a very good auxiliary constable because he was small in stature and had a wispy voice. However, Nancy was perfect for the job due to her full-frame and husky voice. Identifying a deep bias and prejudice, John showed no support for how these learners may be impacted or their feelings hurt.

O – Own your thoughts and feelings.

Laurie said to John, “When I hear your comments, I feel you do not like members of the gay community in either the military or police.” John confirmed that is true. Laurie said, “some people may take your comments to be prejudicial and bias.” John agreed some people might.

N – Next step would be to take the appropriate action.

Laurie said to John, “the auxiliary police and the auxiliary police training is a learning community. The RCMP values integrity, compassion, and respect. Your comments make it difficult for us to focus on learning because people are offended. Also, you signed the course agreement regarding professionalism and ethics. I am asking you to refrain from stating your thoughts and actions in this manner in future classes. Can you do that?” John replied, “Sure, I can do that.” No other comments were made.

# 1 results

During the interview with John, it was clear his dislike for the gay community was much more profound than he identified. Also, John said he needed to drink alcohol to calm down and relax. A possibility existed where alcohol may be or become a problem with John, which could be an issue in his decision-making processes. As an instructor, Laurie remained open-minded and willing to work with John to keep him in the program. However, during the interview, Laurie believed that John would continue with his bullying and immature behaviour, which would be a significant detriment to the rest of the learners and the auxiliary police program. John felt his integrity was damaged and insulted by the accusations made by his peers. John requested to withdraw from the auxiliary program.

During the next Zoom class, Laurie advised the learner’s John would no longer be attending. Except for Bill and Nancy, most learners had a derogatory comment about John and his unprofessional attitude and demeanour. None were sorry to see him go.

# 2 Scenario

A – Laurie asked John, “I want to ensure I understand what you are saying? John said, “I had a few beers with dinner, and I regret making the faces and comments. I was nervous, and the beer took the edge off for me. It was stupid of me, especially in my first class.”

C – John agreed with Laurie’s paraphrases and his attempt to clarify a different meaning. Laurie asked, “Can you tell me what you were hoping to say with that comment?” Can you please help me understand what you meant by saying that? John did not try to cover what he did or say and appeared legitimately embarrassed. John did open up sharing he has been in the military his entire adult life from army cadets to army reserves and into regular Canadian army armed forces. He has strong opinions for gays, lesbians and LGBT either in the military or police. However, John will keep those personal views to himself, and they have no place in the class or working as an auxiliary constable.

T – Laurie was polite and professional when explaining what he observed during the Zoom class and the information he received from other learners. John attempted to dismiss the allegations but quickly figured out he was the aggressor and bullied other learners in this instance. Laurie sensed a brief look of introspection, embarrassment, and regret on John’s part.

I – Laurie asked John what message he thought his comments were sent to the other learners. John was aware of Bill and Nancy’s potential for hurt feelings, anger, or mistrust. Laurie could see John was feeling pretty guilty at this time.

O – Laurie said to John, “From my experiences, your comments can perpetuate some pretty negative stereotypes and assumptions about gay and minority populations. I would like to think that was not your intent.” John agreed and apologized profusely.

N – Laurie said to John, “The auxiliary police and my course is a learning community. The RCMP values integrity, compassion, and respect. Your comments make it difficult for us to focus on learning because people are offended. Also, you signed the course agreement regarding professionalism and ethics. I am asking you to refrain from stating your thoughts and actions in this manner in future classes. Can you do that?” Also, “I encourage you to visit your views on gays and minorities and any prejudices and biases you feel you may have because we will discuss these issues more in future classes.”

# 2 results

There is a considerable amount of time and energy placed into advertising, recruiting, interviewing, and training auxiliary constables. Laurie has a personal motto “fair but firm” and is willing to give John a second chance. Quid pro quo. Laurie encouraged John to apologize to Bill and Nancy but did not order him to do so.

Conclusion

In this discussion forum, I identified two potential outcomes for the same interview. As an instructor, I will try to do as much as I can for the learner to succeed. However, it is ‘always’ the learner who is responsible for their actions. The instructor has significant influence and control over the conditions leading to learning, and it is important to remember doing nothing may be a damaging option.

In these scenarios, I asserted my teaching presence early in the course while facilitating and directing the social processes resulting in a meaningful learning outcome (Anderson, 2001). I am aware that a classroom in any form – whether on campus or online – should be a safe space to foster thoughtful comments and open discussion without hostile, discriminatory, or inappropriate comments. My virtual classroom should be without question a safe space for people of all races, genders, sexes, ages, sexual orientations, religions, disabilities, and socioeconomic statuses. Derogatory and sarcastic comments and jokes that marginalize anyone are fundamentally unacceptable (Matthews, 2015).

For future online courses, I will review netiquette and appropriate use policy to help learners understand and practise acceptable online learning environments such as Zoom. This review will include discussion groups and posts to ensure they are organized, focused, and productive. I will examine my own biases and prejudices because I failed to pick-up on the ones made by John during the Zoom class, but they were identified by two of my learners.

Epilogue

The interview with John was real, and the training was in 1985. The names have been changed. Two learners observed John using cheat notes while writing the two-month exam. John was upset that he was “ratted out” by his peers and voluntarily left the auxiliary program.

References

Anderson, T., Rourke, D., Garrison, D., & Archer, W. (2001). Assessing teaching presence in a computer referencing context. Journal of Asynchronous Learning Networks 5(2): 1-17, 2001 https://www.researchgate.net/publication/228749393_Assessing_Teaching_Presence_in_a_Comp uter_Conferencing_Context

Boysen, G.A., (2012). Teacher and student perceptions of microaggressions in college classrooms. College Teaching, 60(3), 122-129. https://www.researchgate.net/publication/241737585_Teacher_and_Student_Perceptions_of_Micr oaggressions_in_College_Classrooms

Ganote, C., Souza, T. & Cheung, F. (2016). Microresistence and Ally Development: Powerful Antidotes to Microaggressions. Boise State University https://unomaha.edu/faculty-support/teaching-excellence/microaggressions-handout

Matthews, T. (2015, April 7). 5 Discussion Ground Rules for the Online Classroom. ValuED.

http://blog.online.colostate.edu/blog/online-teaching/5-discussion-ground-rules-for-the-online- classroom/

Microaggression. (2020, October 7). In Wikipedia. https://en.wikipedia.org/wiki/Microaggression

Souza, Tasha (2018, April 30). Responding to Microaggressions in the Classroom: Taking Action. Faculty Focus. https://www.facultyfocus.com/articles/effective-classroom-management/responding-to- microaggressions-in-the-classroom/

Sue, D.W. (2010). Microaggressions in Everyday Life: Race, gender, and sexual orientation. John Wiley & Sons.

Zellner, A. (2014, March 18). Difficult Online Students: Addressing disruptive behaviour in virtual classrooms. Inside Higher Education. https://spartanideas.msu.edu/2014/03/19/dealing-with- difficult-online-students/

EDUC 4151 – Assignment 4 – Community Report – Building a Strong Online Learning Community

Introduction

The first session of my online class will be an opportunity for building authenticity and community. However, defining and differentiating the community continues to be a challenge for researchers and practitioners alike. This essay will describe the community while identifying it as valuable, relevant, and meaningful to online education.

Definition of community

Community is represented by individuals’ close social ties (e.g., family, friends, and neighbours) (Tönnies, 1957). I grew up in Calgary, Alberta, when the population was less than 400,000 people and had a reputation of being the “friendliest city in North America.” I knew the only community was on Harley Road, playing road hockey, shooting basketball hoops in my buddies’ driveway, and having family parties with neighbours who almost all played a musical instrument. I lived in a particular area while sharing common interests with people who cared about each other and felt they belonged together – fond and loving memories. At times, I wish I could return. These were my earliest memories of the community.

Aristotle described the community as a group established by men having shared values who are a compound of parts having functions and interests in common (Miller, 2011). However, Hillery (1955) identified 94 definitions of community in academic literature, and people were the only shared component. Wikipedia has identified 48 types of communities, including virtual, bisexual, gated, horse, and retirement, to name a few. The term community is used differently from across various disciplines, and challenging to identify a community precisely. It is recognized that many different kinds of community exist because they are based on diverse arrangements, associations, and connections. Relationships may be personal or group; interactions may be physical, ideological, or virtual; commitment may be strong or weak; the connection may be positive or negative. As a result, it is essential to understand which type of community is being discussed clearly.

I will use the following unifying definition of community: “A community is a group of people that interact and support each other, and are bounded by shared experiences or characteristics, a sense of belonging, and often by their physical proximity” (Cobigo, Martin & McHeimech, 2016, p. 181). In this essay, the type of community discussed is online learning, a community of interest – communities of people who share the same interest or passion.

Understanding the community and its context considerations.

Community is important because human beings are social by nature and need to belong. When I return to Kelowna after a vacation, I am happy to see my home, family, and friends. I feel a sense of belonging. The community has human connections, and as social beings, we learn from each other. Interacting with others is a critical component of our ability to learn new things.

The sense of community focuses on the experience of the community rather than its structure, and it is one of the major bases for self-definition (Sarason, 1974). A sense of community is “the perception of similarity to others, an acknowledged interdependence with others, a willingness to maintain this interdependence by giving to or doing for others what one expects from them, and the feeling that one is part of a larger dependable and stable structure (Sarason, 1974, p. 157). McMillan and Chavis (1986, p. 6) sway towards a more holistic approach by defining a sense of community as “a feeling that members have a belonging, a feeling that members matter to one another and the group, and a shared faith that members needs will be met through their commitment to be together.”

I have a law enforcement background, and the online learning community has many similarities to the RCMP and its shift from traditional to community policing in the late 1970s. In the early 1990s, virtually every police force in Canada had incorporated the term ‘community policing’ (Horne, 1992). The philosophy of policing had changed and expanded its role of policing within the community. Traditional policing adopts the crime control model whereby community policing incorporates a mixture of order and community service. The responsibility of community relations is on every officer instead of traditional specialized units. A shared power in the community and training is geared towards human relations and problem-solving (Wood, 1996. Some of the characteristics essential for any community policing effort are community consultation, proactive approach to problem-solving, interagency cooperation, and focusing on the community’s needs. All these characteristics can be transferred to online learning.

The role of the instructor in building a thriving online community.

Canadian researchers from 1997 to 2001 sought to identify the characteristics of online learning experiences to identify the most effective online teaching and learning. In 1999, the Community of Inquiry paper established the framework for creating and evaluating online teaching and learning (Garrison, Anderson, & Archer, 1999).Three aspects of an online learning experience’s effectiveness depend on the presence in three areas. 1) Cognitive presence – the learner’s ability to construct meaning through communication with engagement, reflection, drawing new connections, and open to new ideas of understanding, 2) Social presence – the projection of learners personal characteristics as real people through emotional expression, open communication, and group cohesion, and 3) Teaching presence – support and enhance social presence of the learners through the design and facilitation of learning within the course. It is incumbent on the instructor to establish and maintain a safe and secure learning environment where all learners are encouraged to ask questions, make observations, express themselves without fear of reprisal, and make sense of what they are learning.

A community implies a sense of belonging, connection, communication, and interaction. Instructors must give the experience to the learner of feeling attached to the online community. This belonging is viewed almost as a necessity to have a meaningful life. For example, Kegley (1997) writes about engaging with a ‘genuine community’ as a means of improving individual well-being by strengthening knowledge, intentionality, and enlightenment. The instructor has the opportunity to guide the learner and offer a personal philosophy for learning and living. The instructor and learners should see one another as human beings behind the names and positions.

Communication is suggested as the core element that binds a community (Miller, 1992). Engaging and building connections with learners accidentally or deliberately is building community. The systemic and deliberate learner community building involves thinking, feeling, and doing. This method is described as using the head, heart, or hand (Kelly & Sewell, 1998). Learner to learner interaction helps create new learning, including online discussions as a central element of the course design and utilizing text or video. Offer learners the chance to debate, persuade and share experiences.

The instructor must establish community principles at the beginning of the course, and they are developed in partnership with the learners. Questions such as, “How do we want to function as a learning community?” and “What do we value when working in the context of online learning? And “How do we hold one another accountable for honouring the principles? (Kohler-Evans, 2019) Many examples of each principle should be identified.

The instructor must retain the attention and engagement of the learners. It is easy for the learner to disengage and lose interest and focus, so all reasonable tactics should keep the learner attending and participating. For example, respond to learner’s discussion posts personally, using first names, expressing gratitude for their contribution, and adding personal anecdotes. Make your presence known by posting frequent text or video announcements by taking advantage of Zoom and FaceTime.

Role of the learner in building a thriving online community.

The online community learner has the same, if not more, duties as those in a face-to-face class. The basics are the same: be engaged and be an active participant while learning, take responsibility for learning, have excellent time management skills, be focused and a self-directed learner, be curious and a critical thinker, have a desire to learn, be independent, disciplined, and goal-oriented. The learner must be accountable to themselves by accepting responsibility for one’s actions. Responsibility includes a sense of ownership in your learning and commitment to deliver. Follow and respect the community principles agreed upon by you, your peers, and your instructor.

Oh yes, learning to juggle is a fantastic skill for stress release and a metaphor for being a successful online learner.

Ethical, cultural, or gender implications for community development.

An important issue in online education is the lack of provision for the needs of culturally diverse learners. Differences in ethnicity, sexual orientation, political affiliation, gender identity, faith backgrounds, and other forms of culture exist in the online classroom. “In order to build community, support all of our learners, and help each individual feel a sense of belonging, we must begin to increase our awareness of the ways that cultural contexts influence online student behaviours and levels of engagement” (Darby & Lang, 2019, p. 93). I have in the past, during my face to face instruction, pretty much ignored cultural differences. I did not feel I marginalized them, but I was aware of class behaviour, professionalism, and respect for everyone. I do not know how a learner’s cultural background might manifest itself in a virtual learning environment. However, I will investigate this issue further and simply acknowledge that culture influences learning, which is an important step in designing and instructing a culturally diverse student body (Milheim, 2017). As a future online learning instructor, I must acknowledge the impact of cultural differences in my online class and see the importance of increasing my awareness of this issue. When I am better informed, I can better support my learners and include them in my online class I plan on working so hard to create.

Everyone has an implicit bias that is activated unconsciously and involuntarily. These biases are not biases that a person tries to hide because they are unpopular or socially incorrect. Social biases are fueled by stereotypes in the media, parents, peers, church, and others. I acknowledge that I have biases and hold stereotypes and beliefs that may affect my learners. I will do my best to make sure my learners are being taught equally and assessed fairly on the assignments that they can control, rather than the things about them that they cannot. As an instructor, it is my responsibility to create an anti-bias learning environment.

I will seek professional development and instruction in culturally responsive online teaching. Should my online course be accepted by Okanagan College, I will evaluate the diversity of the online faculty and inquire about the role and impact of diversity and bias in online classes.

Conclusion

My online instructing goal is to be a dedicated instructor with passionate learners. Learners can have fantastic interaction with each other and their instructor. Interaction allows the benefit of each other’s unique perspectives and worldviews and creates a network of relationships that will add value long after a learner has finished. Online learners are global learners who may reside anywhere across Canada, North America, or the world. The definition of community can mean many things to many people, but one thing is for sure, learners who participate in online learning indeed are a ‘community.’

References

Cobigo, V., Martin, L. & Mcheimech, R. (2016). Understanding Community. Canadian Journal of Disability Studies. 5(4), 181-184, https://doi.org/10.15353/cjds.v5i4.318

Darby, F. & Lang, J.M. (2019). Small Teaching Online: Applying learning science in online classes. Jossey-Bass.

Garrison, D.R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education. 2(2-3), 87-105.

https://doi.org/10.1016/s1096-7516(00)00016-6

Government of Canada (2015). Department of Justice report on Organizational Factors Affecting Police Discretion – Support for Community Policing.

https://www.justice.gc.ca/eng/rp-pr/cj-jp/yj-jj/discre/org/supp-appu.html

Hillery, G. (1955) Definitions of Community: Areas of Agreement. Rural Sociology, 20, 111-123.

Kohler-Evans, P. (2019, October 7). Creating a Community of Learners that Reflects Mutual Respect.

Faculty Focus. https://www.facultyfocus.com/articles/effective-classroom-management/creating- community-of-learners-that-reflects-respect/

Kegley, J.A. (1997). Genuine Individuals and Genuine Communities. Vanderbilt University Press.

Kelly, A. & Sewell, S. (1998). With head heart and hand: dimensions of community building. Boolerong Publications.

McMillan, D.W., & Chavis, D.M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23.

Medina, V. (2018, December 6). What Does Community Truly Mean? Akou Studios.

Milheim, K. (2017). A fundamental look at cultural diversity and the online classroom. ACM Digital Library, 2017(2), n.d., https://doi.org/10.1145/3055555.3041614

Miller, B. (1992). Collective action and rational choice – place, community, and the limits to individual self-interest. Economic Geography, 68(1), 22-42.

Sarason, S.B., (1974). The psychological sense of community: Prospects for a community psychology. Jossey-Bass.

What Does Community Truly Mean?

EDUC 4151 – Assignment 3 – Reflective Writing #3 – Instructor Bias – Perception or is it Real?

Introduction

As stated by Robin DiAngelo, American academic and author, “I don’t believe it’s humanly possible to be free of bias.” This essay will reflect on instructor bias, the perception of bias in online learning, and ask the questions, what is it, and why should we care? Instructors are human and have their own beliefs and biases about education and learners. Some of these beliefs are positive and benefit their learners, while others are negative and should be avoided. These views were shaped by experiences, beliefs, values, education, family, friends, etc. It is essential to be aware of one’s personal biases for personal well-being and professional success. Besides, no one wants to think they are biased, especially if they devote and dedicate a lifetime to instructing others.

Objective Questions

What have I learned about this topic?

There is evidence for instructor bias. In the 1960s, Harvard professor Robert Rosenthal performed a famous experiment called the Pygmalion effect, or Rosenthal effect. Elementary school teachers were told they could determine which student’s IQ’s were about to increase at the beginning of the year as well as at the end. The results were such that if teachers expected more significant IQ gains in some kids, those kids did gain more IQ. Further studies on stereotypes and bias in face to face classrooms identified the principles as the same. “Whether its gender or race, student preference or handwriting, any factor that causes a teacher to have higher expectations for some of their students and lower expectations for others is bound to create results to match” (The Grade Network, 2020).

Everyone has an implicit bias that is activated unconsciously and involuntarily. These biases are not biases that a person tries to hide because they are unpopular or socially incorrect. Social biases are fueled by stereotypes in the media, parents, peers, church, and others. In my background of policing, my biases were organized gangs, child molesters, and impaired drivers. Recent news feeds of police shootings and riots identify implicit biases among law enforcement officers where both Black and White officers have implicit biases about Black community members.

I have spent 40 years in law enforcement and diagnosed with PTSD for the majority of that time. I stuffed my feelings and emotions down, but my bias and prejudices were allowed to flourish. As a result of years of counseling, I realize what triggers contribute to the creation of personal biases. Self-awareness of all my biases is important – positive or favorable, as well as negative or unfavorable. That allows me to manage, mitigate, or avoid them actively. While researching this topic, it was made clear I must encourage an empathy-centered approach to instruction and my learners. I should get to know my professional self and develop self-awareness as an on-going process.

I will now consider some practical tips for becoming aware of my personal biases (Northon, 2016).

Ask for regular formal (assessment) or informal (supervisor, peers) feedback.
Pause and reflect by studying myself and my reactions. How do I react to change? What do I feel when something does not go as expected? Take a closer look at my personal cultural biases and assumptions. Develop an awareness of my personal cultural ‘filters.”
Look for new experiences to discover more about myself and my reactions to unfamiliar situations.
Find time for solitude and to relax. Examples like meditation, yoga, walk in the country.
Most importantly, continue journaling.

Reflective Questions

What has been my experience with this topic? How did I identify with it? How has it impacted my life (as a learner or as an instructor)?

Reflecting on my learning and its relevance in my life over the past several decades, I recall an experience in my grade nine middle school English literature class. It was the first day, and the teacher, Mr. Cameron, was asking students what they were seeking to learn and gain from taking his class. The class assignment was submitted anonymously, but clearly, Mr. Cameron recognized my handwriting over time. During the semester, Mr. Cameron would ask me questions he knew I could not answer and seemed to relish using a large red felt marker identifying my D grades. I did not have a severe intellectual disability, just a genuine lack of interest in English literature. To add further insult, Mr. Cameron was in charge of the graduation committee, which added graduating students’ comments to their yearbook photo. “Laurie doesn’t seem to like anything in particular and is not too fond of school, homework, etc. He plans to be a nobody.” Later in the years, I discovered Mr. Cameron had a disagreement with my father over a personal matter, and I always felt this bias was taken out on me in the classroom. Mr. Cameron and my father have long since passed but completing research on teacher bias made it clear how damaging this form of teacher’s implicit bias was on my education. The central theme that prevented me from learning in Mr. Cameron’s class was I lacked the prerequisite knowledge for what was taught. Perhaps if I had a better attitude, neat handwriting, and lengthy essays, I would have received higher marks and better suited for the indirect vocational English course.

What is clear to me is that stating the cliché “one size does not fit all” is important for the online learning course I will be designing. I have the advantage of developing my curriculum, but I must remember that learners learn in different ways. It is still vital for me to facilitate learning by varying my instructional techniques. Connections to reinforce learning are important. They should include references to the real world using real-life examples, integrating previously learned information, and personal relevance to the learners.

As an instructor, I will reflect on my bias and my learner’s bias. For example, who are the learners participating the most and the least? If the distribution is not equal, ask why not? The answer may be me. I may project low expectations for individual learners, and they feel it, so they are more likely to have low expectations for themselves.

I will no longer assume a learner’s failure is due to a lack of hard work, ability, or poor time management. It may be a complicated combination of internal and external factors. For example, cultural backgrounds may affect the learner’s ability to be assertive or shy or show disrespect. Because not all learners have the same cultural assumptions as the instructor, it is the instructor’s responsibility to bridge the gap.

Interpretive Questions

What does this new learning mean to me? What new insights do I now have? How has my thinking changed because of this learning?

I am aware that to be human, I have biases, so I completed an Implicit Association Test (IAT) designed to explore the unconscious roots of thinking and feeling. Two concepts are examined. First, we might not be willing to share our private attitudes with others. Second, we may not be aware of some of our attitudes. People do not say what is on their minds because they are unwilling or unable to do so. This unwilling-unable distinction is where we are purposely hiding something from others or unconsciously hiding something from yourself. The IAT measures implicit attitudes and beliefs that people are either unwilling or unable to report (Project Implicit, 2020).

There are seven categories in the IAT, requesting information on attitudes and beliefs and describing one’s self-understanding of the IAT measures’ attitude or stereotype. Categories include, 1) Gender – reveals a relative link between humanities and females and between science and males, 2) Age – indicates that people have an automatic preference for young over old, 3) Weight – reveals an automatic preference for thin people relative to fat people, 4) Countries – reveals appraising nationalism, 5) Skin-tone – automatic preference for light skin relative to dark skin, 6) Sexuality – automatic preference for straight people relative to gay people, and 7) Race – indicates that most people have an automatic preference for white over black.

I require further study, reflection, and ask questions like, Do I have gender bias against men or women in my class? Am I treating the genders differently? Do I have an unconscious bias I am not aware? Do I have a racial bias? Do I treat visible minorities differently? Do I lower the bar for the first nation and English as a second language learner? Do I grade some learners more harshly because of their previous learning experience, and I expect more from them? Do I have a work value bias where the appearance of learners working harder deserves better grades?

I am aware that my belief in a learner’s academic skills and potential is vital for that learner’s success. Should I give the impression that I do not believe or underestimate a learner, not only will it affect my relationship with the learner but may affect the entire learner’s self-concept and possibly grades.

I consider myself a white privileged male who grew up in a middle-class wasp community attending predominately academic vs. vocational schools in Calgary. As an adult, I feel sorry for adults who have a story to tell who were taught in low-income schools with less qualified teachers, fewer material resources, larger class sizes, and lower long-term and graduation expectations for learners. I use this empathy to help my learners get the best from my classes and course.

Decisional Questions

How can this new learning be applied in my online course?

Create a safe learning environment that allows for mistakes. I enjoy instruction, and I make mistakes, but I make fun of it and move on.
Be aware that intolerant thinking may surface from time to time in others and me.
Practice non-defensive responses when I said or did something offensive.
Intervene and respond to purposely directed acts of bias from my learners. To say nothing would convey the impression that prejudicial behavior is condoned or not worthy of attention.
Address some of the teacher bias issues by looking at more anonymity in the grading process. My learners could write their names on the back of their papers and exams rather than at the top. In online learning, I could mark the papers while using the learner’s student number and tabulate the results at the end of the course.
Address my learners at the start of the course and clarify I am welcoming diversity in my class. Everyone may or may not be aware of the significant types of bias that exist.
Participating in professional development programs that emphasize diversity.
Include sharing information on instructor bias with my learners because they too may struggle with biases. The learners can examine themselves and the world around them to prepare them for being self-aware and better citizens.
Integrate more culturally diverse information and perspectives into all of my instruction. Incorporate multiple perspectives into all aspects of my curriculum. The topics would be less complex to start to create time and establish trust.
Ted talks and YouTube videos on unconscious bias and include books and resource material in assignments, explicitly dealing with race, gender, and class.

Conclusion

I am a dedicated and well-meaning instructor, but I acknowledge that I have biases and hold stereotypes and beliefs that may affect my learners. I will do my best to make sure my learners are being taught equally and assessed fairly on the assignments that they can control, rather than the things about them that they cannot. As an instructor, it is my responsibility to create an anti-bias learning environment.

“I think unconscious bias is one of the hardest things to get at.”

– Ruth Bader Ginsburg

References

Anti-Defamation League (2012). Creating an Anti-Bias Learning Environment. ADL.

https://www.adl.org/education

Costello, M. (2019). A Message from Our Director. Teaching Tolerance. Issue 61, Spring 2019.

https://www.tolerance.org/magazine/spring-2019/a-message-from-our-director

Kelly, Melissa (2019). Avoiding Teacher Bias and Erroneous Beliefs. ThoughtCo.

https://www.thoughtco.com/avoiding-teacher-bias-and-erroneous-beliefs-8407?

Northon, L. (2016, July 12). Become Aware of Personal Bias, and You’ll Improve Ethical Practice.

https://www.shrm.org/resourcesandtools/hr-topics/aspx

Project Implicit (2011). Implicit Association Test, Harvard University.

https://implicit.harvard.edu/implicit/canada/takeatest.html

Scharf, A. (2014). Critical Practices for Anti-bias Education. Teaching Tolerance.

https://www.tolerance.org/magazine/publications/critical-practices-for-antibias-education

The Grade Network (2018, August 1). Teacher Bias: The Elephant in the Classroom.

https://www.thegraidenetwork.com/blog-all/2018/8/1/teacher-bias-the-elephant-in-the-classroom/#download-teacher-bias

Tolerance (2014). Critical Practices for Anti-bias Education. Teaching Tolerance.

https://www.tolerance.org/magazine/publications/critical-practices-for-antibias-education

EDUC 4151 – Assignment 2 – Reflective Writing #2 – The Impact of the Online Environment

Introduction

This assignment is a reflection on a critical issue that I have experienced related to the environment of my online course – the use of online digital technology. According to Conrad and Donaldson (2012), “A significant element in meeting the instructional needs of the 21^st Century Learner is to discover effective ways to engage the individual in the context of diverse technology-enhanced learning opportunities” (p. 1). I will reflect on a critical issue that I have experienced related to the environment of an online course, explain what the experience was, what I learned from that experience, and how I will do things differently in my instruction. Using technology in my life has been transformational.

Objective Questions

What have I learned about this topic?

There has been a theme in my research on online education, and it is that educational technologies used as cognitive tools can help learners learn in online instruction. “It is imperative that educators find new ways to incorporate technology to stay current. This can be done by considering tools and applications that will not only enhance a students’ educational experience but also support teaching and learning.” (Bellard et al., 2019) Both instructors and learners live in a rapidly changing world, with new technology, new teaching approaches, and external pressures from government, employers, parents, and the media. With this ever-changing learning environment, great instructors shape the environment they are teaching to create the right conditions for learning (Bates, 2019). Instructing face to face is my prime means of organizing and delivering my course content. I have not designed nor taught an online course, but I will be creating my online course in the future. As a result, I will not be inheriting a learning environment from a post-secondary institute. New technologies will provide me with the opportunity to design my kind of learning environment. Also, I do not feel pressured to cover a whole curriculum in the time allocated to me by someone else. I will give my learners structure and guidance, but I will have the freedom to explore many kinds of online technology. I must create a learning environment that enables and encourages learning while focusing on the learner and what the learner needs.

Reflective Questions

What has been my experience with this topic? How did I identify with it? How has it impacted my life (as a learner or as an instructor)?

Before PIDP and EDUC, I feared using technology in the classroom because it appeared to be more a distraction than an aid. For example, the PowerPoint would not connect, the tv monitor failed, and learners would be online shopping and texting their friends. I always had a plan B (flip chart) and C (whiteboard) in the classroom because these tools made me feel comfortable. EDUC has taken the Luddite out of the cave and onto the savannah to explore the vast horizon of online education technology.

It is essential to continue to add to my blog on WordPress https://ontaskteaching.wordpress.com/ and have information available to my learners for instruction or general interest. My blog will be an example to my learners of what technology can do and to assist with their life-long learning experiences. The design of my blog resource page is in many ways based on my PIDP and EDUC work. Sub-menus include articles, videos, e-journal, portals, library-texts, e-learning tools, glossary, YouTube videos, education web sites, learning factors, and theories. Before EDUC, I had no idea how valuable a resource a blog could be.

Educational technology usage is highly encouraged in higher education institutions. Technology has been found to have had significant benefits for cognitive development (Jones, 2019). Technology in the classroom is a positive tool, and there are many ways to integrate technology. I learned a lot about my teaching practices and how technology can improve my presence in the classroom. Technology can be intimidating, but this course gave me the confidence and a better understanding of how to experiment and use them effectively. I will have to convince my learners of the benefits of using technologies, and hopefully, they will embrace and see the benefits like me.

Interpretive Questions

What does this new learning mean to me? What new insights do I now have? How has my thinking changed because of this learning?

I know one size does not fit all when it comes to learning, including the use of technology. I am encouraged because developing a learning environment allows me to be creative in my course design and instruction. I have full control over content and how my learners will feel supported with my choice of learning activities, technology, and assessments.

I now have a working knowledge of digital natives and digital immigrants. It is important to remember that not only are digital natives more proficient in using technologies, but they also think differently. I have to understand that all learners vary in their use of social media and technologies, but they may have little knowledge in educational applications.

There are four points I must be aware of when using technology in my course, 1) what content will add value to the goals of my course, 2) what content is essential for meeting or exceeding the learning outcomes of my course, 3) the technology has to be inclusive showing learners how it can benefit their learning, and 4) to ensure all learners have the technological capabilities to use it. I need my learners to understand the content, why they are learning it, and when it is important to use it. (Drew, 2019)

Decisional Questions

How can this new learning be applied in my course?

I will require good communication with my learners and use tools having a pedagogical justification for why I use the technology. A tool to use would be as simple as text messaging, which would help progress student learning. A 2018 study examined the effects texting had on learners, and findings showed learners who received text message nudges from their professors performed better than the group of learners who did not receive text message nudges (Kelly, 2018). Understanding motivation of my learners and what they expect to get out of my course will influence the design of my course. In previous years, although my face to face course was a model and changed very little, I requested my learners for their input to improve the course. This tactic worked very well for me, and I will continue with it.

I know that learners learn in many different ways and different contexts and with many diversities. I will aim to create a total environment for learning online technology that optimizes the ability of my learners to learn. I will attempt to bridge the gap between what a learner can do without help and what he or she can do with guidance. This concept was called the zone of proximal development (Vygotsky, 1978). I will use empathy and make every effort to learn about my learners and address their diversities while assisting them in using technology in my online course. No learner will get left behind.

An area of concern I have is how to provide criteria and guidelines to my learners for choosing and using openly accessible content. Content is open, free, and available everywhere, and although I refer to Google and Facebook as my best friends, can I trust them for reliable information. Considering I am a digital immigrant, I will also be learning while working with my learners, finding where we should source, or find reliable content. I will continue to work on identifying the ways and means for learners to use digital media and technology that will help them in their studies and for use when they have completed my course

Conclusion

I find the topic of technology use in an online environment fascinating. I underestimated the many considerations for designing an online course such as learners’ goals, learner’s prior knowledge and skills, learning styles, gender differences, and cultural background. As an instructor, I havethe responsibility for creating an appropriate learning environment and I ensure I look at it from the learners’ perspectives.

The value of technology and the benefits they have are widely accepted in online learning. A combination of good course design and appropriate use of technology will significantly facilitate the personalization of learning, allowing learners to work at different speeds, focus on learner’s specific interest and needs, and ensure engagement and motivation for a diverse range of learners (Bates, 2019). It is my responsibility to make the final decisions for choosing the technology for my online course. It must support my learning outcomes while considering the needs of my learners. When complete, the result will be transformational.

EDUC 4151 – Assignment 1 – Reflective Writing #1 – Pedagogy of Online Learning

Abstract

This assignment suggests teaching online necessitates adopting technology while faculty complain of moving from the classroom to online instruction which requires additional effort, inadequate training, and lack of technical support. Some faculty perceive online learning to be ineffective or not as effective as face to face brick and mortar instruction. This paper responds to these comments by identifying my experiences with the above suggestions, will give my opinions on whether resistance to online learning still exists, what I see as barriers to adopting technology, what needs to happen to overcome these barriers – if any, and is the online teaching community moving too quickly in adopting new technology?

Journal 1 – Pedagogy of Online Learning

COVID-19 left few post-secondary institution faculty members with instruction options as the virus reshaped instructor’s teaching practices while scrambling to adapt how they go about instructing in the transition. Perhaps this assignments suggestions have some merit, but are the complaints consistent with the one and one half billion students around the world in 165 countries who were engaged in remote learning at the height of the COVID 19 pandemic in March 2020 (UNESCO, 2020). In Canada, more than 2/3 of all Canadian post-secondary institutions now offer online courses and/or programs (Beatiie, 2019). It is clear to me as a future online instructor, that online instruction is here to stay and can only improve over time. I have had a wonderful experience with online courses in the PIDP and EDUC programs finding the instruction as good or better than face to face instruction. The online teaching community is aware of the many technological sources available for online learning, but I feel faculty and instructors become aware very quickly if the technology they are using is working or not working.

Objective Questions

What have you learned about this topic?

There appears to be two primary reasons for instructors to instruct online. Instructors were hired/directed to teach online as part of their teaching contract while some instructors had a desire to experience the new media involved in instructing online (Telmesani, 2009).

Prior to taking the EDUC, I feared using the myriad of technology used in instructing and teaching online courses. Technical issues were my primary concern, whether acquiring the proper technical skills, or dealing with technical problems regarding the online platform. I spent more time dealing with technical problems than understanding the material. For example, changing from a personal computer to Macintosh. It is like learning a new language.

My experience has been instructing only face to face and my future lies in instructing online at Okanagan University in the Criminology and Social Justice Program. While conducting research in EDUC, my fear has turned to mild trepidation and genuine interest in technology. WordPress, Facebook, Wikipedia are simple and easy to use but what about incorporating animated Graphical Interchange Format (GIF’s) or adding humor with funny images or videos containing text (Memes). Although I have seen many examples of GIF’s and memes, I had no idea how to design and use them for my instruction. Will I receive the training at Okanagan University when I design my course? I have learned the best choice will be to be proactive in learning the technical skills required to develop my course and not rely on others who may or may not be available or willing to help.

Whether synchronous or asynchronous technologies are used, technology can support the work of instructors in enabling learning. Online learning will not replace face to face instruction, but it is a close second and gaining momentum. Faculty must understand that the focus across the higher education community is to provide more connection, more support, and more presence for their learners, not less.

Content posted on the online course is important but careful interpretation and reflection is more important to make the content meaningful and authentic. The learner may understand the content, but engagement, questioning, and exploration of the content are more important.

I will consider how the use of the technology will benefit my learners. The article from Quality Matters on using humour to improve student learning made it clear to me how memes can generate excitement, spark creativity, and improve learners critical thinking skills. Because one of my teaching goals is to have fun while learning, I will be using memes in my course.

It is clear online courses must meet the demands of 21^st century society, using skills such as the use of relevant information technology, software, and data within a discipline. The development of such skills requires learning in rich and complex environments, with plenty of opportunities to develop, apply, assess and practice such skills. As a potential instructor with a connection between learning and future employment, my technical skills are related to my employment opportunity at Okanagan College. Should I want to satisfy my instruction career, I will have to put in the effort, training, and ask for technical support.

Reflective Questions

What has been your experience with this topic? How has it impacted your life (as a student or as an instructor)?

In time, I would like to continue face to face instruction or blended. My formal education was at a time before calculators and I used a slide rule in my math and physics classes. I am a digital immigrant who grew up before the internet and other digital computing devices were ubiquitous, so I have had to adapt and learn new technologies. Prior to PIDP and EDUC, I could be referred to as a luddite.

I have neither designed an online course nor taught one and I have not shared my course outline and content with an IT professional at Okanagan College. I am learning in EDUC what is required for an effective learning experience based on other learning models and theories which I will apply to my course. I can see how having inadequate training combined with a lack of technical support could exasperate efforts to design an online course. As a potential faculty member, I am not aware how great my struggle may be with learning online course design and how much support I will need or receive. I will have advantages and challenges of designing and instructing online which will be different to my experiences with face to face instruction.

COVID-19 created a wholesale, sudden shift to remote instruction, and instructors had to adapt how they go about teaching in the transition. An online learning survey by Bay View Analytics in April 2020, surveyed 641 American colleges and universities and 826 faculty members. Some of the results were controversial by identifying how instructors changed their requirements for or expectations of learners in the shift to remote learning. The results are: 66% changed the kinds of assignments or exams, 48% lowered their expectations for the amount of work learners would be able to do, 47% made it easier to pass their courses, 46% dropped some assignments or exams, 18% dropped some of the readings, and 32% lowered the expectations about the quality of work. Realizing COVID-19 was an unusual event, the survey results are disturbing and worth making note of for future online course design.

The online teaching community is not moving too quickly in adopting new technology but must continue to identify appropriate and purposeful technologies to implement in the course. The apps used will have to align with the course objectives, which should reflect the range of levels of cognition in Bloom’s Taxonomy (Darby, 2019). Examples include, Zoom to help learners understand complex concepts, Quizlet to help learners remember facts and vocabulary terms, Hypothesis helps learners analyze, and Google Docs and Slides helps learners synthesize and create.

Interpretive Questions

What are your “aha” moments related to this topic? What new insights do you now have?

I had an aha moment during my PIDP 3240 course while completing the online animated educational video using PowToon. It was a lot of work! I had no idea where to start but I jumped in with both feet by completing the research, locating a web site with step by step examples, and my video is on Utube. I felt empowered to have accomplished this task and a lot of self-satisfaction. My apprehension and anxiety turned to a feel-good feeling and an appetite to explore technology further.

It is clear to me that aligning pedagogy, subject matter, assessment, learner access and success with appropriate technologies, software, and online strategies is an ongoing challenge of online instruction and learning (Teachonline, 2020). I am a novice learner in online design and instruction, especially when facilitated through technology.

To deal with my personal barriers to using technology in online learning, it is clear to me reflection on how to meet the needs of both instructors and learners is required.

Although instructors are encouraged to implement different technological components to produce meaningful learning experiences for learners, they should be aware of the fact that offering the tools to provide information for learners does not guarantee that they will employ these resources for their own understanding (Land & Greene, 2000).

Decisional Questions

How can this new learning be applied in your online course?

Knowing I cannot ‘opt out’ of learning technology and avoid using it in my course, I will embrace it as a positive tool and integrate it into my instruction wherever appropriate. Technology can be intimidating but I can feel my self-efficacy and instructing confidence growing with each new technology I discover.

I am aware the use of technology is a positive tool and there are many ways to integrate technology into my online course to improve my presence in face to face instruction or online. I will investigate and learn instruction skills utilizing short lectures, animations, simulations, virtual demonstrations, memes, and other formats to include interest, humour, and fun while learning.

Ways in which I will apply this learning into my course include:

Have my course focus on content from learning theories but use best practices from each.
- Use technology to intentionally build community because I know it impacts on the success of my learners.
- Include plenty of opportunity for personal communication with my learners.
- Focus on learning practical skills rather than on developing theoretical knowledge.
- Listening to students to make the course better.
- Use communication tools such as Zoom, Email, and Moodle, to speak with my learners to deal with real issues of isolation, fear, frustration, and social anxiety. I will be available.

Conclusion

Technology is changing the way we teach and learn, leading to the emergence of a new pedagogy (Teachonline, 2020). Advances in digital technologies, social media, and mobile devices give the instructor and learner much more control to create and share knowledge. Developments in artificial intelligence for teaching and learning, virtual and augmented reality, and simulations and serious games have further emphasized the importance of technology. (Teachonline, 2020)

To support the growth of online learning, there needs an expansion with innovative programs such as the one proposed by the Province of Ontario that support faculty. The Province of Ontario “…is aimed squarely at providing faculty with the digital fluency to confidently take their teaching online.” (Porter, 2019)

As a future online instructor, I cannot support the criticisms identified in this essay and am looking forward to designing my online course using technology tools as a strategy and a way to help my learners find relevance in my course and therefore feel more motivated to engage and learn. Using technology requires me to constantly consider my role of an instructor and how learning is achieved and measured.

References

A New Pedgogy is Emerging…and Online Learning is a Key Contributing Factor. (2020, August 4).

Teachonline.ca. Retrieved from https://teachonline.ca/tools-trends/how-teach-online-student-success/new-pedagogy-emerging-and-online-learning-key-contributing-factor

Beattie, E. (2019). Online learning welcomes increased numbers of Canadian students. BC Campus.

Retrieved from https://bccampus.ca/2019/01/25/online-learning-welcomes-increased-numbers-of-canadian-students/

Bouffard, Christen (2016). Get to the point using animated GIF instructions. iTeachU. Retrieved from

Get to the point using animated GIF instructions

Darby, Flower (2019). Small Teaching Online. Jossey-Bass.

Five Key Lessons Learned from Faculty and Instructors Moving Their Courses Online as a Result of the

COVID-19 Pandemic. (2020, April 22). Teachonline.ca. Retrieved from

https://teachonline.ca/tools-trends/five-key-lessons-learned-faculty-and-instructors-moving-their-courses-online-result-covid-19

Land, Susan M. & Greene, Barbara A. (2000). Project-based learning with the World Wide Web:

A qualitative study of resource integration. Education Technology Research and Development, 48(1), 45-67. Retrieved from https://psycnet.apa.org/record/2001-00728-002

Lederman, Doug (2020). How Teaching Changed in the (Forced) Shift to Remote Learning. Higher Ed.

Retrieved from https://www.insidehighered.com/digital-learning/article/2020/04/22/how-professors-changed-their-teaching-springs-shift-remote

O’Hagan, Clare (2020). UNESCO rallies international organizations, civil society and private sector

partners in a broad coalition to ensure learning never stops. UNESCO. Retrieved from

https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad

Tamm, Sander (2019). Disadvantages of E-Learning. E-student.org. Retrieved from

https://e-student.org/disadvantages-of-e-learning/

Telmesani, Maha (2009). Faculty’s Perception of Online Education: A Qualitative Study. University of

Manitoba. Retrieved from https://umanitoba.ca/faculties/education/media/Telmesani-10.pdf

Use Humor to Improve Student Learning. (2018, Jan 22). Quality Matters. Retrieved from

https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/use-memes-for-learning

Wehler, Melissa (2018). Five Ways to Build Community in Online Classrooms. Faculty Focus. Retrieved

from https://www.facultyfocus.com/articles/online-education/five-ways-to-build-community-in-online-classrooms/

EDUC 4151 – Week 1 – Welcome and Introductions

It is good to be back in school and learn something because learning is proactive and not a spectator sport.

I am now taking EDUC 4151 (Design and Develop Interactive eLearning) from Vancouver Community College (VCC). This course complements the previous EDUC 4150 which I have completed and been posting on my Blog. My VCC Moodle and Blog Profiles have been updated, I am arranging a Skype meeting with my instructor (Jacquie Harrison), and introduced myself to my EDUC learning community via the Coffee Shop Forum.

I am looking forward to focusing on the three key areas of pedagogy including the environment, the community, and pedagogical considerations of online/eLearning.

Questions to be answered are:

Do I currently read any blogs? Why or why not?

Yes. The blog of Bill Gates https://www.gatesnotes.com and blogs from other learners in my PIDP and EDUC. Other school blogs are Educause https://www.educause.edu and Faculty Focus https://www.facultyfocus.com. I do not have the time or interst to read personal blogs. Facebook is the closest I come to blogging. My children said, “If i want to know what they are doing in their lives, I will have to follow them on Facebook.” I have Twitter and Linkedin accounts but rarely visit them.

How do I feel about my ability as a blogger?

I am a novice but open to learning this technical skill.

Do I have any concerns about being a blogger?

I have no concerns about my personal blog or about being a blogger.

What goal would I like to meet with this blog?

I am taking EDUC 4150 to learn online/eLearning. Jacquie Harrison said, “Blogging is a reflective activity that reviews what has been learned. It is also a great way to capture important information in one place so that you will have access to it later” (EDUC 4151 2020/21, read beginning – or refreshing – your blog, para. 2).

My goal is to keep improving my blog by up-dating and adding articles, links, texts, images, and videos because I will be re-visiting it for years to come. I will be referring to the contents of the blog and that will be easier because it is in one location.

On Task Teaching

Change how you see, see how you change

Certificate in Online eLearning Instruction

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