Practicum Week #14

Description: I have continued to work on content. I still struggle with trying to get everything perfect on the first try, making this a slow process.

 Feelings: I've been reflecting on this process. I really think that I am not very good at developing things "from scratch." I have great ideas, and I can revise previously made content, but I struggle with getting ideas into reality. This has really made me ponder about what this means for me as I finish up this program.

 Evaluation: Reflection is a good thing, so this is a good experience. Throughout this program, I have learned much, and I've applied what I've learned. My professional goals are evolving, so my experience as I finish up my degree is colored by those changes. Additionally, my professional goals are changing as I figure out my strengths and weaknesses, my likes and dislikes, etc.

 Analysis: I am still considering what all this will mean for me. I will include what I figure out in my final post next week.

 Conclusion: I do wonder if I am just getting end of the semester jitters. As I mentioned, I'm going to continue to think and reflect this week.

 Action Plan: I change paths frequently. I like to have options, and I am very eclectic. I do know one thing for certain, if I decide to pursue something career-wise that involves the creation of online courses- I will be creating a plan for the course. My method of "figure it out as I go" is ineffective, stressful, and just does not work. 

Comments

Post a Comment

Popular posts from this blog

Merrill Vs. Bloom

Image
The Contenders: In this corner... Merrill! Merrill's First Principles of Learning present a method of design that makes it easy for the designer to focus on real-world learning.  Merrill's presents a problem or task as the method of engagement in the learning process, therefore the mind is automatically stimulated into problem-solving mode. Once the brain enters the problem-solving mode, educators/designers are then able to use the learner's prior knowledge to present new information.  This practice enhances learning as information is in context of known information rather than as an abstract idea unrelated to the  student's knowledge.  Without a point of reference, students easily forget the new information or have difficulty applying the knowledge.  Merrill's First Principles circumvents this difficulty making the new information both applicable and relate-able.   And in this corner... Bloom!  One of the primary components of the R
Read more

A Shark in the SAMR Pool

Image
SAMR is a dynamic model for designing learning activities for students of all ages in the digital age. SAMR stands for Substitution, Augmentation, Modification, and Redefinition, represented like so: As the diagram shows, the bottom tiers represent enhancement, while the upper tiers reflect transformation of traditional pen and paper assignments.  Let's review SAMR a little more: Now that we understand how SAMR works, we need to also recall that there is a slightly different view of SAMR, the SAMR Pool.  In the SAMR Pool, it no longer looks like the traditional ladder where redefinition is the ultimate goal to reach with each assignment.  It is more of a flow back and forth between each type of task. As you can see, in swimming, you can go back and forth between the different levels more fluidly than one be able to climb the steps of a ladder. "But, Julie," you say, "that is a picture of an ocean, not a pool." Ah! Right you
Read more

The Impact of Communication and Feedback

Validation. "Likes," comments, and "shares" on Facebook. FEEDBACK. As humans, we crave having that interaction, that communication from others that what we said or did was worthwhile, or at least that someone was paying attention. Submitting assignments, evaluations, and activities in the educational environment is no different. Students, and instructors, need more than just a numeric or letter grade. Constructive feedback fosters improvement for the future. Sources of feedback Feedback can come in many forms: a grade, a comment. Feedback can be written or verbal. It is interesting to note that, when coming from instructors, audio feedback seems to have the most impact on students for long-lasting improvement (Johansson, 2017). Other sources of feedback included evaluations, which is typically to determine effectiveness of instruction; the use of feedback devices like polls and clickers (Sun, Martinez, & Seli, 2014), and written or media feedback on assig
Read more