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

Jacquie Harrison, M.Ed., an Instructor at Vancouver Community College School of Instructor Program, suggests that instructor presence is one of the most important factors that lead to a well-established online community. Ways to provide that support include for instructors to log on frequently, post weekly reminders, and post updates or information that might help learners proceed through their course.

I will add the following suggestions.

• Discussion questions – challenge the learner to explore a question or issue and provide a forum for feedback between other learners and instructor.
• Zoom meeting one to one with the learner and instructor.
• Zoom meeting with all learners and instructor.
• Welcoming letter or e-mail from instructor to learner.
• Simulation and virtual labs.
• Challenge based problems and projects.
• Test, email, Facebook, blog, and other social media.
• Learner presentations via, i.e. Pecha Kucha format.

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.

References

Bates, A.W. (2019). Teaching in a Digital Age (2^nd ed.). Tony Bates Associates Ltd.

Bellard, Q, McCoy, K. & Varner, R. (2019). 3 Cool Tech Tools to Consider for the Digital Classroom,

Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/teaching-with-technology-articles/3-cool-tech-tools-to-consider-for-the-digital-classroom/

Drew, C. (2019). 5 Surprising Tips for Using Handheld Educational Technologies in Lecture.

Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/blended-flipped-learning/using-handheld-technologies-in-lecture/

Conrad, R. & Donaldson, J. (2012). Transforming Online Learner. ResearchGate. Retrieved

from https://www.researchgate.net/publication/267723731_Transforming_the_Online_Learner

Hirtz, S. & Harper, David (2008). Education for a Digital World. BC Campus.

Chapter 27, Social Media for Adult Online Learners and Educators, Hunter, M. Retrieved from    https://open.umn.edu/opentextbooks/textbooks/356

Hirtz, S. & Harper, David (2008). Education for a Digital World. BC Campus.

Chapter 4, Addressing Diversity in the Design of Online Courses. Bhattacharya, M. &

Hartnett, M. Retrieved from

https://open.umn.edu/opentextbooks/textbooks/356

Jones, S. (2019). 5 + Examples of Cognitive Tools for the Ed-Tech Teacher. Helpful Professor.

Retrieved from https://helpfulprofessor.com/cognitive-tools/

Kelly, R. (2018). Personalized Text Messages Boost STEM Student Persistence in

Community College Study. Retrieved from  https://campustechnology.com/articles/2018/01/29/personalized-text-messages-boost-stem-student-persistence-in-community-college-study.aspx

Bellard, Q., McCoy, K., Varner, R. (2019). 3 Cool Tech Tools to Consider for the Digital

Classroom. Retrieved from https://www.facultyfocus.com/free-reports/teaching-with-technology-tools-and-strategies-to-improve-student-learning/

Vygotsky, L. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard

University Press.

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/

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.

Introduction

The EDUC 4150 (Online/eLearning: Principles and Processes) is the first course required for my scaffolded journey through the Online and eLearning Instruction Certificate Program at Vancouver Community College (VCC). The experience has been challenging and rewarding as it will open so many doors of opportunity for me as an instructor in adult education. COVID 19 has made it clear online/eLearning has transformed the teaching and learning landscape by providing learners with more opportunities to learn at a distance.

This essay will reflect my evolving thought processes while documenting insights and understanding in my online/eLearning journey. 

Objective:  What have you learned about developing an effective online course? 

The online course I will develop and any online course for that matter, cannot be done reflexively, in a short period of time, and with limited planning and preparation. The stress would be great, and it would go against my value of doing the best I can. Whenever I design my online course, I will not be pressured or feel rushed into designing and instructing the course without feeling I am ready. I do not know if Okanagan College may want to repurpose the content, how much production and technical help I may need, and what will be my work/life balance at the time. I will be doing the majority of work on the course myself and it is recommended allowing six to 12 months for online course development (Udermann, 2019).

            For the online course I will be developing, I have been fortunate to have taught it face to face and have completed the Provincial Instructor Diploma Program (PIDP). I know what my learners want to learn and need to learn. My curriculum has been planned and I have determined how the learners will demonstrate that learning (e.g., interviewing techniques) and have teaching materials and course activities to achieve that. My challenge will be to convert the instruction from face to face to online. Once completing the EDUC Certificate, I feel I will be ready for the task.

Most if not all, online and face to face courses undergo changes in their content. I will look at all my options to ensure my course is up to date while using conventional textbooks, technology, and any help I can get from previous instructors and learners.

I will follow closely the design of my PIDP and EDUC online programs and create a clear instructor participation plan. Like current and previous instructors, I will post regular course announcements, offer virtual office hours, provide quick feedback on assignments and assessments, respond quickly to learner’s questions and inquiries, participate in online discussion forums, and offer synchronous communication often.

With my limited knowledge of online technology, I know less is best. I like a back to basics theme when instructing and that will apply to how much technology I use in my course. Using too much technology can be overwhelming for learners so I will remember to have a clear purpose for why I am using a given technology and how it will enhance my learner’s learning. I will use technology to more effectively create and deliver content, enhance instructor presence, facilitate the earner to learner interaction, and communicate with students (Udermann, 2019).

I have underestimated the workload and time commitment when instructing face to face. I do not think online instructing will be any different. It is clear to me that to develop an effective

online course, I have to think clearly and honestly while estimating the workload associated with various aspects of the course. I will continue to revise and update the course and examine what components I can reuse for other courses.

It is clear to me that my new best friend(s) will be the technical support team at the College. They will be working with me in the process of designing and developing my online course using the online format of the College. Because I have not had that interaction, I presume that will occur. I would look forward to their help infusing technology into my course or instructing me in further online instruction.

Some of my face to face learners have never taken a college course and have a high school education. Other learners had post-graduate degrees and were very online and tech-savvy. I anticipate my online course learners will be no different so I should anticipate that their needs will vary greatly. There is no one size fits all solution to instruction or learning. I will have to get to know the needs of my learners and make intentional instructional choices. Part of my job will be to help them transition into the world of online higher education.

As an online instructor, I can continue to expand my learner’s self-efficacy. I will have to find the perfect balance between supporting my learners and challenging them to become self-sufficient. I will support (by affirming the question and encouraging the learner to come back if further questions) and challenge the learner to utilize the available course resources.

Reflective:  How does this fit with your experience? What would you like to emulate from your own successful eLearning experiences? What would you like to improve upon so that your own learners have a more positive experience?

My learning experiences in PIDP and EDUC have been very positive and a key is to have a supportive learner-instructor relationship to have meaningful learning. Technology will continue to reshape our educational landscape, but quality human interactions will always be key to a meaningful life (Costa, 2020). From my experience, while instructing face to face I have the opportunity to change lives.  Former learners have contacted me to say how taking my courses have impacted their lives in a positive way. Online instruction will allow me to continue this tradition.

Five years ago, I thought the only method of instruction was face to face and I never considered taking an online course. Today, I am a strong advocate of online learning and the importance of excellence in online teaching.

In my course, I will build a regular, positive, and interactive relationship with my learners. I will strive to have my classes engaging and motivational. I know the value of active learning and intentional pedagogy. These are goals I had while teaching face to face will be easily transferred to my online course. The interpersonal relationships between students and faculty are paramount to student success (Jaggars & Xu, 2016). I want to create the best possible learning experience for my learners.

I have no intention of ‘reinventing the wheel’ when I design my course. I plan to follow closely the design of PIDP, EDUC, and other quality examples of online courses.  I have had a wonderful face to face and online instruction experience at VCC and in my opinion, I have learned from some of the best in the area of adult education and instruction. I will transfer the skills I have observed and practiced in my online course.

I am a lifelong learner and I enjoy learning because it is fun. That is why I like to instruct. When I look back over the years of face to face instruction, I notice a common theme: I am happy. Making my learners happy makes me happy. That will continue in my online course.

I can see the best online course is one that is simple and sustainable. It has to empower me in my teaching, save me time, help me become a more effective educator, all while helping my learners to succeed.

I will try to keep a beginner’s mind and remember what it felt like the time I viewed my first on-line course (PIDP 3240 – Media Enhanced Learning).

Interpretive:  What new insights do you now have? Any aha moments? How has your thinking changed around creating effective online courses after taking EDUC 4150?

 It is clear that distance online learning is relentless and COVID 19 is like adding gasoline to the flames. Online education is the new normal in the next decade.

While instructing face to face, there are times where I have to ‘wing it’ and it works for one reason or another. It may have been challenging and maybe exciting but that has been eliminated with online learning. If I do not like the instructional video I produce, I merely do a take 2, or 3, or 4.

What was made clear early on in online learning was my ability – or lack of ability – in time management. In my busy world, learning how to manage my time and set priorities is critical to my success. I get enough rest, eat well, exercise (not enough), and plan my day like a business using chunks of time and appointments. Consistency, focus, determination, discipline are a few keys for success in online learning.

Like my face to face classes, I have the ability to be real, to be present, and to develop a positive and professional relationship with learners in my online course because I have the power within my control.

I am proud of myself for completing EDUC 4150 because I have a tendency to do too much in my life. I planned to take this course immediately after completing PIDP. By keeping my day and workload simple and less full, I feel relaxed and empowered to step out of my comfort zone and looking forward to completing EDUC 4151 and 4152.

I had a concern of not being able to connect with my learners in the same way I do in my face to face classrooms. I now know this is a misconception about online learning. All it takes is effort, planning, and creativity. When students and teachers discover things that they have in common, students perform better in class (Gehlbach et al., 2016).

I had no idea how stressful face to face learning could be. For example, completing a day at work, bolting down a Big Mac for dinner, driving to College, sitting in class, standing in front of the class for a presentation, answering impromptu questions from the instructor, trying to stay awake during a two-hour lecture, and taking crummy notes while never to hear the lecture again. My social anxiety does not exist online.  Being embarrassed in class because I do not know the answer to a question does not exist online.

Not much pressure responding to weekly discussion boards, re-watching a lecture video 2,3,4 times so you really understand the context, or taking time to have dinner.

Because of my positive experiences with online classes, I feel I have come alive in the learning process as I was never able to do in a face to face classroom. I will transfer my feelings from a face to face classroom to online learning where I will feel confident my learners are learning and I will feel good about myself as an instructor.

I now feel that when online education is done right, it can be as effective, if not more effective, than traditional face to face education.

While conducting research on quality assurance guidelines, I located the theoretical framework called the Community of Inquiry (CoI) model. By following this model, I feel it will be most influential in my online instruction. The model is built around the concept of three types of presence critical to online learning. 1) Cognitive – the instructor’s ability to craft opportunities for learners to engage with course content while seeking out meaning and learning through the journey, 2) Social – interpersonal relationships of the instructor and learner while being part of a community, and 3) Teaching – the ability of the instructor as a capable leader while managing, facilitating, and at the same time participating in the learning experience. (Costa, 2020, pp. 49)

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

EDUC 4150 has made it clear with the use of technology how I can enrich my learners learning. I will start by using simple and sustainable videos in my instruction which will help establish trust and convey to the learners that I care about them personally and their learning. This will humanize the online learning experience for my learners and especially necessary for the first time online learners. Instructor-created videos and the wide assortment of technologies is an essential part of my instruction toolbox. Because of my own transformational online education experience, I see the power of online education to increase access and success. I will continue to dive into my professional development as an online teacher, learning everything that I can about online pedagogy.

My first online instructional video will introduce myself and welcome my learners to the course. In PIDP 3220 (Delivery of Instruction) instructed by Karen Brooke, on my first day of class at VCC with face to face instruction, I was met by a friendly smile, warm welcome, and all the learner’s names on the flip chart placed next to the door. That was an amazing feeling of being part of the VCC community and Karen’s class.

Each week in my online course, I will create an instructional video with an overview of that week’s content. I will walk learners through all their assignments and expectations. I will explain how past learners have struggled and others succeeded. I will tell personal stories and relate them to the course. I will obtain a list of learners prior to the start of the course and send them a video to help answer common questions. This will be used as a sort of meet and greet. Why tell them when I can show them? Providing clarity is one of my primary instructional goals.

Instructional videos will be a big part of my course. Telling stories is a huge part of my face to face instruction where I can feel and see the attentiveness and engagement. No learner falls asleep in my classes. I will use videos to tell stories that mix up modalities, giving me a tool to connect with my learners and to be creative in my instruction. Narratives that cause us to pay attention and involve us emotionally are the stories that move us to action (Zak, 2015). I have plenty of stories from 42 years of law enforcement and personal life that connect with my learner’s, moving them to action in their own lives.

When designing my face to face law enforcement courses, I spent considerable time thinking about what my learners need to know or be able to do. When my learners complete my courses, they have a wealth of knowledge and learning strategies that will serve them immediately in their careers and personal lives. The same goal and standards will apply in my online course.

Conclusion

Designing, developing, and instructing my future online course feels like a daunting task. However, I know that by following what I have learned and continue to learn in EDUC, the task will feel less overwhelming, more enjoyable, and completely successful for me and my learners.  There is such amazing access that online education offers to a diverse population of learners and I am excited to know I will be part of it. I seem to be having a love affair with online learning because I believe that online education has unlimited potential to help people learn, grow, and contribute.

References

Costa, Karen (2020). 99 Tips for Creating Simple and Sustainable Educational Videos. Sterling, Virginia: Stylus

Dewey, John (1938). We do not learn…experience. [Photograph]. Retrieved from

https://www.pinterest.ca/pin/295126581822953658/

Gehlbach, H., Brinkworth, M.E., King, A.M. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievements. Journal of Educational Psychology, 108(3), 3423-352.

Jaggars, S.S. & Xu, D. (2016). How do online course design features influence student performance? Computers and Education, 95, 270-284. Retrieved from

https://www.semanticscholar.org/paper/How-do-online-course-design-features-influence-Jaggars-Xu/7f2805ac7a00c61ebdf9ff3b1d4b476a1330dfc5

Udermann, Brian (2019). Seven Things to Consider Before Developing Your Online Course. Faculty Focus. Retrieved from

https://www.facultyfocus.com/articles/online-education/seven-things-to-consider-before-developing-your-online-course/

Zak, P. (2015). Why inspiring stories make us react:  The neuroscience of narrative. Cerebrum. Jan-Feb, para. 33. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4445577/

 

 

 

 

 

 

 

 

 

 

INTRODUCTION

 “When it comes to eLearning, content means everything. If eLearning content is not masterfully designed, all the rest will just go down the drain.” – Christopher Pappas

 There is great diversity among learning institutions, programs, and approaches to e-learning, as well as the definition of e-learning and its characteristics. E-learning presents learners with the opportunity to use personalized and flexible learning paths while ensuring the achievement of learning outcomes. The presentation of e-learning content is more flexible than in traditional face to face environments while utilizing online information sources as well as audio and video channels. E-learning is a relatively new, very dynamic, and innovative field of learning. As a result, learning institutions should have processes for the design and approval of their e-learning programs.

E-learning has suffered a bad reputation, and why employers have considered fully online degrees with skepticism as not being equivalent to traditional degrees earned in person. The perception is changing, but slowly (Etherington, 2018). But e-learning is changing. There are e-learning quality rubrics, based on research, to help design and instruct effective rigorous online classes.

OBJECTIVE: 

 What have you learned about the importance of following quality guidelines when developing an online course?

I have not taught an online course, but I know due to COVID 19 the opportunities to teach face to face will be limited. When I taught the Bylaw I and II Certificate Programs, I designed and received recognition and approval without quality guidelines. I did what I felt was the right thing to do and everything worked out well. A lot has changed over these past ten years and academic-industry standards require much more. It is very important to follow quality guidelines because seeking recognized certification will enhance my online teaching in many ways. My course will be in line with industry standards, it will be consistent, and high quality. There are many similarities between instructing face to face and an online course and it is essential that I create a set of quality guidelines for the course I will be designing.

 What potential exists if you don’t use a set of quality guidelines?

Online learning suffers from a bad reputation, and why employers have considered fully online degrees with skepticism as not being equivalent to traditional degrees earned in person. That perception is changing, but slowly (Etherington, 2018). Having designed and instructed the Bylaw I and II Certificate courses I am beginning to understand how much work designing an online course will take. Designing an online course is a major undertaking and the quality guidelines will act as a quality assurance check throughout the process. There needs to be consistency in the creation of the online course within an institution and quality guidelines retain that creative consistency and look. I am aware of how important recognition, certification, reputation, consistency, and perception are when employers are thinking of investing time and money into training employees or if a person is looking for a career change. I can think of nothing worse than paying hundreds of dollars to take a course offering potential employment or certification when the course is not recognized by quality certification.

How can you ensure that your online course meets the needs of your learners when developing your own quality checklist?

Never having taught an online course, I have to rely on the expertise of others. For example, the Quality Matters organization https://www.qualitymatters.org/

has a rubric with eight general sections with forty-three specific review standards that evaluate and design online and blended courses. To meet the needs of my learners, these standards appear to be standards of excellence in the field of online learning. The general sections are:

• Course overview and introduction
• Learning objectives and competencies
• Assessment and measurement
• Instructional materials
• Course activities and learner interaction
• Course technology
• Learner support
• Accessibility and usability
• The check sheet is http://northernc.on.ca/lit/wp-content/uploads/2019/09/Quality-Matters-Standards-with-Point-Values-Fifth-Edition.pdf

Because the quality guidelines seem to look at all learner’s the same and not as an individual. I will complete a needs assessment at the start of the course. I will identify what each learner’s needs are and how I can assist them in their educational goals.

As a faculty member, what do I need to know about quality in online learning?

I see many similarities between face to face quality guidelines and online learning. I would need to know…

• the instructor(s) who created the online course and consult with those who create the instructional materials.
• the learning materials are based firmly on sound, proven learning theories.
• the learning materials and instruction meet the institution’s internal and external standards for quality and usability.
• appropriate media have been selected to meet these standards.
• the technologies will engage and support both learners and instructors including the accessibility of content, multimedia, hyperlinking, ease of revision, and forms of interaction.
• the course design is practical and can be developed in a cost-effective and timely way.
• there is a coherent course design by being logical, consistent, understandable, and coordinated.

 Does your institution have quality guidelines for online courses?

My face to face instruction for the Bylaw Enforcement Level I and II Certificate was completed at Focus College in Kelowna. https://focuscollege.com/ They do not have quality guidelines for their few online courses such as business and bylaw enforcement, but they are accredited with the BC Private Training Institution Branch, Education Quality Assurance of BC, and the Scottish Qualifications Authority. After completing research on this learning institution, I would not feel comfortable returning to teach at Focus College due to the lack of credibility, recognition, and transfer to other post- graduate institutions.

Because I will be taking my master’s degree online at Yorkville University in September, I searched their web site and Google but failed to locate quality guidelines for their online programs. I requested the information from my program advisor, but he has not received a reply from administrators at the time of writing this assignment. https://www.yorkvilleu.ca/about-us/

Vancouver Community College, Centre for Teaching, Learning, and Research has Best Practices for Online Teaching and Learning. https://ctlr.vcc.ca/teaching–learning/teaching-and-learning-online/best-practices/  This site has teaching and learning instructional advisors, technical support, and practical online use checklists including:

• To establish an online instructor presence.
• To establish channels of communication with the students.
• To establish an off-campus assessment strategy.

The section called principles of online teaching and learning includes key principles and practices of effective design for blended and online student learning. Other resources have helpful web sites, videos, online discussions, online facilitation, student participation on zoom, approaches to support student assignments, and tips and tricks.

I feel comfortable learning online learning from Vancouver Community College, and I find the courses very professional and all my needs have been met as an online learner.

REFLECTIVE:

What does “quality” in an online course mean to me?

I know the goal is to provide tools for assessing and ensuring the quality of online courses but it is challenging to choose what quality guidelines make for a great online course when there are so many to choose from. For example, the eCampusAlberta quality suite rubric and essential quality standards have 27, http://library.athabascau.ca/files/projects/ecampusalberta/quality/Rubric_Booklet_Dec2013_FINAL.pdf

Vancouver Community College has 17, https://ctlr.vcc.ca/teaching–learning/teaching-and-learning-online/best-practices/

the University of British Columbia (UBC) online/blended learning course quality checklist has 57. https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf

Once again, the decision appears to be objective and I have to make my own decision as to what is quality and what rubrics to include.

What does quality mean to others?

It gives others the reassurance the online course is in line with industry standards and of high quality. Most people would agree that designing an online course requires a lot of work. Designers of the course would be aware of industry standards and follow quality guidelines when developing their course. For example, I may not be the only person to design a course or portions of the course. The quality of the course should be consistent in its content and methodology including the use of technology.

It is a “faculty-centered, peer review process that certifies the quality of online and blended courses.” (Shattuck, Zimmerman, & Adair, 2014, p. 25).

What makes an online course good or great? How does this fit with your experience?

I have been accepted into the Master of Education Program at Yorkville University and it is taught entirely online. I am fortunate to have had three BC Provincial Instructor Diploma Program (PIDP) online courses and working through the Certificate in online/eLearning. My online course experience is entirely from Vancouver Community College and I have been very pleased with the results.

All PIDP and EDUC assessment items, whether an assignment, test, or essay, matched up to the course outcome. I found all parts of the course to be aligned which helped me achieve all the intended learning outcomes and made a positive impression on the integrity of the course.

But the most important guideline to follow is to ensure tight coherence, or alignment, among all your course components. (Nilson & Goodson, 2018, p. 37).

What successes and/or frustrations have you experienced in your eLearning that may have been attributed to following (or not following) quality guidelines?

In 2015, I enrolled in the PIDP and the first course I chose was PIDP 3240 (Media Enhanced Learning). Rather than withdraw from the course for different reasons and receive a ‘W’ on my transcripts, I was so frustrated, I ignored the course guidelines and walked away from the program for a year. I now have an ‘F’ on my official transcripts for that course. In 2019, I passed the course and received an ‘A’. This paragraph explains what I felt. Many students drop out of online courses because they feel overwhelmed and sometimes frustrated with the amount of information presented to them and the way it is presented. Learners can experience “cognitive overload” if the information presented to them is not logically organized and the course design is not easy to follow. In such cases, learners will end up spending a lot of mental energy just trying to figure out how the course is organized and how to find information and may end up feeling overwhelmed and frustrated. The design and layout of the course can minimize this frustration and help students focus on the content rather than on navigation issues. (Kumar & Skrocki, 2016, p. 2).

It has been suggested that the best way to instruct an online course is to take a couple of online courses myself and experience them from the learner’s perspective. I have taken online courses and agree.

I am a mature student and less familiar with computers, so I struggle with learning  technology while spending more time just trying to do basic tasks online. I keep telling myself to embrace rather than reject technology. As stated by (Cook et al., 2009), fear and suspicion transform into interest and enthusiasm, concerns into confidence, and frustration into an appreciation for technology and its role in active and personalized online learning. My lifelong learning journey in technology continues.

Because of the quality guidelines used by Vancouver Community College for their online courses, I feel all my expectations for online course quality were met. Categories include orientation, outcomes, assessments, course materials, instructional strategies, technology and multimedia, navigation, and accessibility.

 INTERPRETIVE:

 What do you need to be successful?

I will learn from others who have been successful in designing and instructing online courses. I will use the cliché and ‘not reinvent the wheel’ but take the best from the best. To be successful in any business, the key is marketing. My course will be distinct from the other traditional instructional-planning models and it will support the design and development of high-quality instruction.

I need support (my family) and motivation (internal/external) to persist and succeed. When quality guidelines are clear, I have clear direction, expectations, and motivation.  I know the course materials will be relevant to engaging assignments to help me learn and complete my course.

What does this new learning mean to you?

It is clear to me that I require quality guidelines to create an effective online course in which real learning takes place. I will have to adapt my course and undergo some professional development to equip me and my course to successfully meet the standards. For example, complete the EDUC Certificate.

I can see how quality guidelines can be used to develop online courses and instruction to promote best teaching practices. For example, providing learners with prompt feedback, and upholding high expectations.

What new insights do you now have?

I am now aware of how important rubrics or checklists are to provide a systematic structure for considering design elements that I may not have examined critically before. A quality rubric will help me take a step back and consider my online course from a learner’s perspective. This will help me identify any gaps or areas for improvement in the course design. The quality guidelines will let me honestly assess my online course for areas I can strengthen the learner experience.

I will remember that the rubrics, checklists, and guidelines are all centered on the design of my course, but not how well I instruct the course. The course design is everything I do to create and start the course but the delivery of it, or teaching, is what takes place during the course while interacting with the learners. With a good design, I can set the stage for better teaching of my course.

My quality guidelines checklist designed for my course will be used and improved over time. The guidelines will be used to market my course to Okanagan College when I feel I am ready to instruct. The College will have a complete picture of the design of the course.

How has your thinking changed because of this learning while creating the content and materials?

By thinking like a learner and instructor, it will be easy to work through the quality standards as I assess my online course for areas where I can strengthen the learner experience. The course will be constantly updated, and the quality standards will allow me to make improvements wherever I can.

The research is clear that most of the practices and principles that appear in the instructional design of face to face literature can transfer to online courses. (Nilson & Goodson, 2018, p. 14). The quality guidelines I have used for my face to face instruction will be used for the design of my online course.

The quality guidelines have made it clear to me that I must receive further training in both technology and online pedagogy before I teach online. I have to continue learning more about best online teaching practices and this will improve student learning.

DECISIONAL:

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

I have a tendency to get off-topic. When someone asks me for the time, I explain how to build a watch. The quality guidelines will keep me more on track and be more specific about what I am doing, why I am doing it, and how it is benefiting the learner. I will use the quality guidelines appropriate for the context of my course. I will periodically review the Canadian Recommended E-learning Guidelines

https://www.futured.com/pdf/CanREGs%20Eng.pdf because they are based on best practices and research in distributed learning and learning technologies, developed through an international consultation process, and sponsored and endorsed by a number of national and international organizations (Barker, 2007). The organizations and participants stipulated the e-learning quality standards meet these criteria: consumer-oriented, consensus-based, comprehensive, recommended, futuristic, and adaptable (Barker 2007).

I will be reviewing the Coulter Faculty Center Elearning faculty fellows online course assessment tool (OCAT) and peer assessment process from Western Carolina University. This assessment tool, or a variation which I will create, will be used for my first online course assessment by peers and learners.

https://www.wcu.edu/WebFiles/PDFs/facultycenter_OCAT_v2.0_25apr07.pdf

I was aware there are quality guidelines for designing online courses and most post-secondary courses. I was not aware of how varied the options were with respect to the number of guidelines available. I am not one to re-invent the wheel and I will use proven and effective quality guidelines mentioned above.

I will have my peers and locate a few experts in online eLearning requesting they review my course while utilizing my checklist. I will request their opinions and input on course improvements.

List 5-10 items that I feel enhance my learning experience in an online course and how will I apply them in my online course?

1. Taking the EDUC and PIDP courses which are high quality, active, online learning environments.
2. It is important for my course to do more than merely accommodate learner’s needs. It will be fun to learn and promote lifelong learning.
3. I have discovered that timely and appropriate interaction between instructors and learners should be a high priority.
4. The Vancouver Community College and EDUC course Moodle ensured I had access to and could effectively use the library, technical, and administrative resources.
5. In EDUC and PIDP I have easy access to a range of student services including admissions, financial aid, academic advising, delivery of course materials, and counseling.
6. In EDUC and PIDP I have benefited from having clear course content, well thought out titles for each week, complete modules, and each chapter detailed in a linear way that made sense.

Which guidelines will you keep in mind as you develop your own online materials?

The online eLearning course quality guidelines I have chosen are from the University of British Columbia. The guidelines are clear, concise, thorough, and based in part, from the Commonwealth of Learning Quality Checklist and Standards from the Quality Matters Higher Education Rubric, 5^th Edition. The UBC guidelines and checklist will take more time to complete and check off as my course is in progress, but for assessment and accreditation purposes it will appear thorough and professional.

https://www.qualitymatters.org/

https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf

CONCLUSION

Although I have not designed or taught an online course, research has shown that eLearning outcomes were not significantly different from outcomes in traditional face to face classrooms. My goal is to have my online course distinguished in its quality and to foster innovation and excellence in instruction and learning. I want to support my learner’s employability of lifelong learning and prove to them the online learning mode of delivery holds significant benefits. By using quality guidelines in my course design, I will be able to accomplish everything I set out to achieve.

References

Anderson, Terry. (2008). The Theory and Practice of Online Learning. Edmonton: Athabaska University Press.

Barker, K. (2001). Creating Quality Guidelines for Online Education and Training. Retrieved from https://www.jstor.org/stable/pdf/jeductechsoci.10.2.109.pdf

Barker, K. (2002). Canadian Recommended E-Learning Guidelines. Retrieved from https://www.futured.com/pdf/CanREGs%20Eng.pd

Barker, K. (2007). E-learning Quality Standards for Consumer Protection and Consumer

Confidence: A Canadian Case Study in E-learning Quality Assurance. Educational Technology and Society, 10(2), 109-119. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.1244&rep=rep1&type=pdf

Boettcher, Judith V., Conrad, Rita-Marie. (2016). The Online Teaching Survival Guide. San Francisco:     Jossey-Bass.

BC Ministry of Education. (2010). Standards for K-12 Distributed Learning in BC. Retrieved from https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/distributed-learning/dl_standards.pdf?bcgovtm=CSMLS

Darby, Flower. (2019). Small Teaching Online. Applying Learning Science in Online Classes. San Francisco: Jossey-Bass.

Etherington, C. (2018). Have Online Degrees and Credentials Finally Lost their Stigmas? Retrieved from https://news.elearninginside.com/have-online-degrees-and-credentials-finally-lost-their-stigma/

Etherington, C. (2017). Why Jordanian Universities are Embracing Learning. Retrieved from  https://news.elearninginside.com/jordanian-universities-embracing-elearning/

Huertas, E., Biscan, I., Ejsing, C., Kerber, L., Kozlowska, L., Ortega, S.M.,…Seppmann, G. (2018), Considerations for Quality Assurance of E-Learning Provision, European Association for Quality Assurance in Higher Education, Retrieved from https://enqa.eu/indirme/Considerations%20for%20QA%20of%20e-learning%20provision.pdf

Kumar, Poonam, Skrocki, Marilyn. (2016). Ensuring Student Success in Online Courses, Faculty Focus, Retrieved from https://www.facultyfocus.com/articles/online-education/ensuring-student-success-online-courses/

Nilson, Linda B., Goodson, Ludwika A. (2018). Online Teaching at its Best. San Francisco: Jossey-Bass

Pappas, Christopher. (2015). [Photograph]. eLearning Course Evaluations: The Ultimate Guide for eLearning Professionals. Retrieved from https://elearningindustry.com/elearning-course-evaluation-the-ultimate-guide-for-elearning-professionals

Shattuck, K, Zimmerman, W.A., & Adair, D. (2014). Continuous Improvement of the QM

Rubric and Review Processes: Scholarship of Integration and Application. Internet Learning, 3(1), 25-34. Retrieved from http://digitalcommons./apus.edu/internetlearning/vol3/iss1/5

SUMMARY OF MY LEARNING AROUND EPORTFOLIOS

 What is an ePortfolio?

An ‘academic’ ePortfolio is a digital collection of personal course work referred to as artifacts and may include essays, posters, photographs, videos, artwork, demonstrations, resources, and accomplishments. Many other aspects of the learner’s life can be captured and may include volunteer experiences, employment history, and extracurricular activities. The ePortfolio documents and supports the learners learning including the reflecting of the artifacts and what they represent. The learner decides who can view the ePortfolio, what artifacts are added, and how it is designed.

According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning.” ePortfolios generate learning because they provide virtual space for the learner to reflect and critically assess their academic work, make connections to other courses and assignments, connect activities with  work experiences, volunteering, and much more. Learning comes with the learner’s own knowledge construction allowing the learning process to be visible and connected.

The learning theories most identified with ePortfolios is Social Constructivism which proposes 1) learning happens when learners construct systems of knowledge for themselves rather than just having information presented, 2) learning happens in a social context with dialogue and interaction with others. For example, reflection originates with the learner,and it becomes social through a feedback loop from the instructor, peers, or family members responding to the comments on the reflections. An ePortfolio is like telling a story – the learner’s story.

Is there a place for ePortfolios in my teaching?

Yes. EPortfolios will offer my learners the opportunity for control of their learning.  I can see them using ePortfolios for support and encouragement while promoting a deeper learning of the subjects to be taught. This recognition of higher learning is very attractive to me.

I will share two views on the usefulness of ePortfolios from the Centre for Teaching Excellence. (2020). The learner will use their ePortfolios for generating new and deeper learning (assessment for learning) and I will view them as an appropriate tool for assessment (assessment of learning).

I want my learners to reflect on their learning, performance, and achievements to promote their self-efficacy. That is important to me because the skills taught in my class may be used the same or next day once the learner graduates. Learners will be encouraged to learn independently and never stop learning. Most of my learners are seeking employment so the ePortfolio will support them in planning their personal, educational, and career development.

What are some best practices for instructors in promoting the use of ePortfolios?

1. Explain the benefits – Learner’s develop new or deeper learning resulting in higher grades. Learner’s feel better about themselves while they share information with friends and family. Achievements are showcased for potential job or career advancement.
2. Identify clear expectations – Learner’s should be told what is expected in their ePortfolios and understand the importance of reflection and connections.
3. Provide examples of successful ePortfolios
4. Have a personal ePortfolio – Share your ePortfolio with your learner’s as someone who walks the talk.
5. Scaffold learning – Start the learner’s with adding just one artifact, reflect on it, and write about it. Progress to more challenging artifacts and reflections.
6. Use as an assessment tool – Creating an ePortfolio and maintaining it cannot just be for fun. It must be reflected in the learner’s final grade.

 What aspects of learning eportfolios can I use in my assessments of learners?

 Assessing learners has always been a challenge for me. Assessment of ePortfolios will not be an exception. I know from experience, creating a Blog and PowToon example took a significant amount of my time. EPortfolios will require a significant investment of time and energy from my learner’s so they must be assessed carefully, consistently, and contribute to the learner’s final grade in the course.

I will try to find a balance to help learners appreciate the benefits by developing an ePortfolio that captures their work and personal reflections. I will research and locate a rubric. Consistent scaffolded feedback will be received from me and feedback from other learners will help the learner maintain motivation to work on their ePortfolio.

My learners will have presented evidence in their ePortfolios of achieving my course program outcomes through their artifacts, demonstrated transferable skills, and other assessment activities.

What value do I see in creating my own personal teaching ePortfolio?

 I consider myself a lifelong learner and when I learn something new or do something for the first time, I find it easy to focus on the final product. I fight this urge by practicing the concept of ‘mindfulness’ whenever and wherever I can. By reflecting on the invisible stages (such as writing an essay) I can learn more, learn more deeply, learn more about how I learn, and learn how to do better next time.  I will promote this concept to my learners.

In the short time I have spent researching ePortfolios, I find the process for reflecting and documenting what I have learned empowering and is contributing to my self-confidence as a novice online instructor. I can easily see how my learners will benefit from the same results.

I recently updated my resume and it was clear there was a practical application to having an ePortfolio.  I will be able to review, revise, and reflect on the content and artifacts as often as necessary. As stated in Pelliccione (2008), I will use an ePortfolio to reflect on my on-going professional development. It will provide me with a more ‘holistic’ view of myself and enable a deeper understanding of my beliefs, skills, knowledge, and values. Most importantly, it will prepare me for a professional interview at the University/College where I plan on teaching.

My ePortfolio will be based on Cambridge (2010) where it will serve multiple aims simultaneously (e.g., learning, massessment, and career showcase).

What kind of artifacts would I include in my ePortfolio?

I will include a life history of my academic work.

I have not decided how I will design my ePortfolio but I will be including:

• Essays from my Provincial Instruction Diploma Program and the Online/eLearning Instruction Certificate.
• Essays from my Local Government Administration Program and Certificate in Local Government Service Delivery.
• Examples of my best work from my Teaching English as a Second Language Certification.
• Examples of instructing in the RCMP to regular members, auxiliary constables, volunteers, and staff.
• Examples of instructing in the City of Kelowna to Bylaw Enforcement and Compliance Officers for the City and Regional Districts.
• Examples of my best written work while in the RCMP.
• Recent written performance evaluations from the RCMP and City of Kelowna.
• The Bylaw Enforcement Level I and II Certificate Program I designed and instructed.
• Video of my instruction to a not for profit (BrainTrust Canada) on Professionalism and Ethics.
• Photographs showing personal experiences while in the RCMP and Bylaw Enforcement.
• Interests, hobbies, etc.
• Access to my Blog, Twitter, and Facebook accounts, and email address for communication purposes.

References

Basken, P. (2008). Electronic Portfolios May Answer Calls for More Accountability. The

Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/electronic-portfolios-may-answer-calls-for-more-accountability/

Cambridge, D. (2010). E-Portfolios for Lifelong Learning and Assessment. San Francisco:Jossey-Bass.

Centre for Teaching Excellence. (2020). ePortfolios Explained: Theory and Practice. Centre for Teaching Excellence, University of Waterloo. Retrieved from

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/educational-technologies/all/eportfolios

Pelliccione l., Dixone, K. (2008) Portfolios: Beyond assessment to empowerment in thelearning landscape. Conference proceedings Ascilite 2008. Retrieved from http://www.ascilite.org/conferences/melbourne08/procs/pelliccione.pdf

 

Part 1

My contributions to an existing page of the EDUC Wiki Glossary were:

• H5P – added the video tutorial URL, pros and cons, and reference.
• Kaltura – added the publishers description ideas for uses in an eLearning environment, and reference.
• Trello – added why is Trello popular, corrected spelling and punctuation X 8, reference, and pricing.

Part 2

The new page I created for the EDUC Wiki Glossary was PowToon with six references.

https://www.powtoon.com/

Part 3

The following questions were answered.

1. Describe the changes or additions that you made to an existing page.

I kept returning to the page(s) and correcting grammar, punctuation, spelling, opinions, and stories.

I was desperately trying to figure out how to include one video only and not two on the page. In frustration, I sent an email to Jacquie who in turn corrected the problem for me. That was a great relief for me knowing my instructor was there for me and could give immediate assistance. This assistance was very much appreciated because I was having computer issues at the same time.

The changes and/or additions I made are noted in Part 1 above.

2. How did they improve the page?

The general appearance of the page giving it a more professional look.

Comments made it interesting enough to catch and hold the attention of all readers.

They made the page more accurate and clearer to read.

I was slow to accept peer editing helps everyone, writers and editors alike but I am now convinced. By reviewing pages with a peer, I got a better sense of what rough drafts generally look like and I could spot errors that might crop up in my own writing.

3. What was the most difficult part of this assignment?

First, I was nervous about editing someone else’s work. I was afraid of getting the information wrong or making a mistake. Also, I did not want to hurt the authors feelings by changing the information. I had to convince myself that I could edit any page on any of the pages and it would improve the article immediately. A wiki is a work in progress and a living document, and all my peers had the opportunity to edit their work over and over and to edit my work without criticism.

Second, I do not have to make big edits and the small edits add up.  In time, drafts evolve into an excellent article.

Third, coming to terms with knowing perfection is not required.

Fourth, I was not being able to add my personal stories from experiences, and opinions. I had to use an encyclopedia style, neutrally written, and formal tone with information that is straightforward, just the facts, and no opinions. This is what I wanted to write about PowToon. “Animation is an effective educational tool for online learning, and it is not something nice to have but you must have it somewhere in your course material. It has become an important part of higher education.  Learning must be fun, and I can have some fun with these videos. I would use my own voice which gives a personal relationship with my learners. To improve my learner’s engagement, I will have some guiding questions to consider while watching. Studies have shown learners with guiding questions scored significantly higher on a later test. I will have the video as part of a larger homework assignment including class discussion. I will incorporate questions into the video so watching it would not be a passive experience. I will ask my learners how I can improve the video.  The use of animated graphics and lack of specialized details was limited due to the PowToon program and how much I wanted to pay. I may consider paying for a professional illustrator and voice if I have a budget to cover it, I thought that because there are so many wikis.” 

4. Why do you think that was?

I lack the self-confidence in knowing I could improve the work of others.

I did not want to hurt any one’s feelings by changing their work.

I was concerned my research may be dated and not accurate enough to satisfy the reader or just incorrect.

I forgot how important peer editing is, but I find it intimidating because I lack the confidence about my own work.

References

Boettcher, Judith V. & Conrad, Rita-Marie. (2016). The Online Teaching Survival Guide. San Francisco:  Jossey-Bass.

Clarke, Chandra. (2020). The Benefits of Having Others Edit Your Work. Retrieved on July 12, 2020,        from             https://www.scribendi.com/academy/articles/benefits_of_having_others_edit_your_work.en.html

Editors Canada. (2020). So You Want to Be an Editor: Information About a Career in Editing. Retrieved   on July 12, 2020, from  https://www.editors.ca/join/so-you-want-be-editor-information-about-     career-  editing

Russell, Benjamin. (2015). [Image]. Wiki Why?. Retrieved on July 12, 2020, from            https://sites.psu.edu/russ/2015/10/17/wiki-why/

 

 

https://www.toptools4learning.com/