Online Learning Experience: Week 2

Now that week one is behind me and I was able to start week 2, I must say I was pleasantly surprised with the change in direction of the course content for the week. The goal as outlined at the start of the week’s module stated it was to “look at four different strategies to make your classroom practice more digital”. This goal was very exciting for me to read because that is exactly what I was describing at I wanted in last week’s reflection! In addition, I found this weeks module much more engaging, but I am certain that is due to the fact that the content was more applicable to my daily work as an instructional technology coach. With that said, I was excited to dive in and inspired to learn something new, but I was not entirely satisfied with the examples that were given (I’ll get to that a bit later on!)


The lessons this week talked a lot of creating and crafting a “digitech kit”. The idea of this is essential creating a toolbox of resources to use as platforms for instructional delivery that will both teach and engage learners. The idea is to use several platforms so that participants ideally have more choice and platforms to select from. Next the lessons moved onto “node-mapping” which I had never heard of before and found to be interesting. Node-mapping is essentially tracking connections of how participants (students in the course) interact with your digitech tools. For example, each time a student selects a tool to use, and subsequently comes back to use it again the recurrence is noted as a node. This helps identify preferences in selection to track patterns and trends. 


The second strategy introduces you to a strategy we call “node-mapping”, which means to work with social networks in practice. In essence, node-mapping is an approach to help you to map how your students engage with various digital technologies, like social media platforms. The core idea is to make you more aware of the relationship between informal and formal learning and how to master the complexities of informal social relationships.


The third and fourth lessons offered similar strategies in that both dealt with themes in learning and creating meaningful lessons by having clear goals and objectives. In these lessons it was stressed that a “decoupling” from textbooks to more digital technologies is essential for a digital transformation.


The part I struggle with is that all of the suggested tools, that seemed a bit dated. For example wikispaces were discussed at length and those seem at least a decade old. In addition, the other tools such as blogging and the use of Twitter or other social platforms were discussed but I was desperately searching for a new tool that would give me access to a new toolkit. I was disappointed that I did not find one.


The week two lessons continued in the same manner as week 1 in that quizzes periodically followed some of the lessons as a sort of comprehension check. I found these questions to be so detail specific this week that they seemed to miss the big picture mark on having a goal of digital lesson transformation. In reflecting on the question you asked about my last blog:

  • Q:Are you finding the mode of assessment (quizzes) limiting in any way? Would your experience be any different, do you think, if you had a different way of presenting your understanding?

  • A: I would say yes. They are limiting. I feel if I were to categorize the question type on Bloom’s hierarchy, I would see that all questions would fall in the remember and understand categories. I think if the questions offered more application or opportunities for reflection and creation I would find a stronger connection and tie between what I was learning and my field of work. 

In addition, there is a lot of theory that is discussed and suggestions without giving explicit examples of implementation or opportunities to “try” suggestions via this particular MOOC platform.


Perhaps I’ll be pleasantly surprise in week 3. One more week to go!

Latest comments