Blog #1 - Session 1- Technology Enabled Learning (TEL) & Future of Higher Education

My ED403 learning journey begin with a interesting read from Teaching in a Digital Age by Tony Bates (2016). From the start, my conception about online learning is steered towards the right direction. Bates clearly pointed out that online learning is not merely moving method of classroom teaching and assessments online. That won't change a thing. He puts it eloquently, "it is lack of imagination" that restrict us from designing an immersive learning experiences. I realized that the concept of flexibility and personalization are key in online learning.

From the three models of TEL, Community of Inquiry (CoI) conveys a fundamental fact about online learning, it's an collaborative, engaging, and interactive community. There're seven (7) principles outlined by Vaughan, Cleveland-Innes and Garrison, (2013) that I find useful in TEL. I can fulfil principle 4 by integrating problem based assessments such as case studies after each module have been covered. Case study evaluations and analysis in the course I teach (i.e. Human Anatomy & Physiology) is crucial for students to understand the clinical application of the course. On principle 5 which is to make students lead, it is quite challenging. This is also the case for principle 7 which is about alignment of learning outcomes. How can these principles be fulfilled in an online course? This is the question for me to address while thinking about going online with my course.

PGCTT has been a fascinating program that demonstrates the possibility of creating an immersive learning experience using an online learning platform. The contents of ED401, ED402 and ED403 were organized in sessions that are easy to follow and have external links that provide certain depth. Assessments were properly embedded in the online platform. Various learning technologies were utilized for interactives in the course. This is a great example for me. After learning the models of TEL, the guiding principles of TEL, and the many interesting videos of session 1. I am starting to picture how I can set up my course online. 

For Human Anatomy & Physiology, I plan to organize the Moodle into seven modules covering the seven organ systems for Semester 1. The module will be further subdivided into sessions covering certain topics under the module. By further organizing the module into sessions, it will spread out the content to allow for flexibility. In each session, an introduction and a summary of what each organ system is about will be clearly noted. I will also provide a short 15-20 minutes pre-record format of each session. This pre-record contain my professional explanation of a topic under each module. For further reference, I will provide external interactive links be it, animation(s), 3-D simulation(s) or visual interpretation.

Under each sessions, students will interact in their groups. Discussion forums will be provided. Learning tasks under each forum will either be a concept map, case study evaluations, a short MCQ quiz, or a space for students formulated questions. This will be coached by our helpers - the tutors. At the end of each module, I can create a Zoom link that will not be a lecture but more like a discussion of any pertinent questions that needs clarification from the teacher. The case study evaluations, online quiz and visual interpretations will be part of their summative assessment. A major research essay will be provided and this is in blended mode.

On the future of higher education, I find the following resources to be insightful and useful. Daphne Koller: What we're learning from online education | TED Talk; Engaging Students in Learning - David Helfand - YouTube  These two videos present fascinating ideas and strategies that is changing the way I think about education of this time. Basically, we get to re-imagine learning in a way that is active, engaging and interacting. At the same time, maintaining the integrity of the subject matter. A way that promotes relevance and life-long learning. A learning that prepares them for meaningful engagement with the world.