Pat Walsh

Our learning resource can be accessed by clicking on this link

Meta Reflection

The aim of this project is to create a resource for educators which explores a number of cloud based applications. Our learning modules are primarily aimed at educators who have limited experience in adopting information technology and communications in their everyday practice. Our goal is to produce learning resources for educators so they they can adopt and utilise these applications in an educational context.

Our learning resource can be accessed by clicking on this link http://wiki-cloudcomputing.wikispaces.com

For the purpose of the project

• Keith examines Google Hangouts (colloborative tool that provides voice and video communications
• Lisa examines Prezi (online interactive and creative presentation application)
• I examine a cloud storage application namely SkyDrive.

Why cloud storage?

Dealing with technical queries and problems regarding data recovery and data loss in my role as a technical officer insprised me to investigate the area of cloud storage.  In the past I have empathized with educators and learners who failed to implement a backup strategy and as a result often lost hours, days, possibly weeks or months of work.  I identified cloud storage as a solution that could help allievate such problems and was keen to develop a learning resource around same.

Target Audience

The resource is designed primarily for novice users who have basic computer skills but with no prior experience of cloud computing or its potential application within the education field.

Learning Outcomes

In our analysis document we set out overall learning outcomes for the project.

On sucessful completion  of the course learners will be able to:

1. Describe the key concepts and characteristics of cloud computing
2. Identify uses of cloud based applications in an educational context namely SkyDrive, Prezi and Google Hangouts
3. Produce, organise and share cloud based documents.
4. Demonstrate  the collaborative nature of cloud based applications in an educational context.

In addition to the overall learning outcome, each of the modules within SkyDrive specified their own learning outcomes in order for the learners to know what knowledge/skills they would acquire upon successful completion of the said module.

ID Model

We adopted the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) as a framework to scaffold our design efforts. The ADDIE model provided a structured and informative framework to guide our overall project plan for the development of our elearning course.  (Gagne, Wagner, C, & Keller, 2007) cite key areas that required examination  in the analysis stage such as determining the overall problem to be addressed, the learning objectives, constraints and any other resources we need for the project. For further insight into our analysis phase please refer to our analysis document above.

In terms of the design aspect of our storyboards, we composed a design rationale document to support same.   Discussion around the rationale of our design document is captured on our colloborative blog.  Please click here for more information. . For further insight into our design phase please refer to our design document above.

Development – Details with regard to the development and implementation of our modules can be captured on our collaborative blog.   Please click here for further information.

Evaluation – For the evaluation phase of the SkyDrive module I utilsied the LORI model. The LORI utility  proved to be an excellent resource for evaluating our work and  it highlighted  areas we overlooked such as accessibilty  and standards compliance. Unfortunetly, due to time constraint,  we did not have the oppurtunity to address these areas.

In addition to the ADDIE model and in line with (Anagnostopoulo, 2002), we utilsied the ICARE (Introduction, Connect, Apply, Reflect, Extend)  methodology as we developed the content for the module.  During the development of the SkyDrive modules, I set assignments that focused on the apply /reflect aspect of this model. I set activities for the students to apply the knowledge that they gained and encouraged them to avail of our discussion forums and online communities to reflect and discuss the skills they had acquired and knowledge they had gained.

Learning Theories

The learning theories module undertaken earlier in this M Sc proved invaluable in the analysis ,design and development of these modules   (Steen, 2008) asserts that the process of developing effective eLearning “as part art and part science” and identifies adopting an appropriate learning theory as an important characteristic in designing effective elearning solutions.

The learning resources within the module incorporate a blend of behavourist and constructisvist learning principles. The initial slides within SkyDrive modules are structured in linear format with strong ties to behaviourist methodology. Behaviourism works best in the teaching and assessments of one’s abilities whereby you want to examine and verify that the learner will acquire the requisite skill set  (Carlile & Jordon, 2003). With this in mind some of the early modules in SkyDrive are accompanied by some form of end of module assessment to determine what knowledge the learner had acquired during the module.

Overall, with the exception of some of the earlier modules, the team approached the instructional design project from a social constructivism perspective.

In line with (Steen, 2008) reference to the findings in the widely accepted theory of educational psychologist William Glasser who contends that  we learn “70% of what we discuss with others” and “95% of what we teach someone else”, we were keen to  adopt constructivist opportunities within the project.  (McLoughlin & Marshall, 2000) assert that learners  “ first need learning how to learn skills” to be effective online learners . In line with  these findings we incorporated the following solutions

• Providing a mentoring service through instant messenger, skype and online forums.

• Discussion forums/online communities.

• Provide prompt relevant feedback through online forums

• Creating an environment that enables reflection and self monitoring

• Provide links to external learning resources such as videos, tutorials, discussion forums and additional resource reading.

• Promoting peer review forums within our online communities, so that the more advanced student will be able to provide assistance to their online colleagues who require it.

Group Work

The group work aspect of this project was a huge success. From the outset all project members were fully committed, determined and motivated in obtaining a favourable and successful outcome.   Each member brought their own expertise and skill set which complimented the project team as a whole and there was a real sense of purpose about the team at all stages. The group dynamics throughout the course of the project were excellent. I was pleased with the team’s ability to work and communicate with each other at all stages throughtout.

We set up a collaborative blog that served as our main form of communication throughout the project. This was a resounding success. It proved to be an excellent resource for posting ideas, brain storming, providing feedback, reference point and general day to day communication among team members.

Based on the success of this blog I plan to incorporate it in future assignments and I strongly urge and recommend any students or educators involved in prospective projects to adopt this colloboration tool.

Our group convened for face to face discussions on a weekly basis before class .This proved beneficial for us in that the meetings gave us a clear idea as to requirements and aims before the next meeting.   

Final reflection of this project has highlighted some areas I need to address.

The main area I need to address is presentation skills.  My background is in I.T. rather than academia.  Therefore presenting experience is limited and doing so in the presence of  peers can be an intimidating experience. There will be numerous opportunities to address this during the course of the M Sc when I will, with experience in this area as opportunities arise, overcome my concerns.

I need also to address the affordability of more time towards defining the initial scope of future projects. I am referring here to the SkyDrive modules. If I were to recreate these modules I would reduce the amount of modules within SkyDrive. The existing modules need some fine tuning.  If I were not constrained by project timescales I would like to have concentrated more effort on improving the video and audio of the presentations but that said I am pleased with the overall outcome.

Trailing and exploring software applications and their functionality is very time consuming. As already stated if I were afforded more time on this project I would have been interested in exploring alternatives to articulate. I managed to discover workarounds for some of the issues with Articulate and have posted these to my reflection entitled “articulate and elearning heroes”

Overall   I  genuinely feel  that this project has been a steep learning curve but ultimately it has been a rewarding experience. The readings have been really informative, comprehensive and helpful throughout the project. The publications on (MERLOT- Multimedia Educational Resource for Learning and Online Teaching) were extremely useful throughout.  The references listed in my annotated bibliographies have provided some useful links to other readings which I intend to research over the coming months for future projects. The workload was immense but fortunately we got started early on the project.   I have learned and gained valuable experience from working in this group assignment which will serve me well in future projects.

Anagnostopoulo, K. (2002). Designing to Learn and Learning to Design. Retrieved November 11, 2012, from Learning and Teaching Support Network (LTSN) Generic Centre Assessment Series:http://www-new1.heacademy.ac.uk/assets/documents/resources/database/id197_Working_Models_for_Designing_Online_Courses_and_Materials.rtf

Carlile, O., & Jordon, A. (2003). It works in practice but will it work in theory? The theoretical underpinnings of pedagogy. Retrieved 2012, from All Ireland Society for Higher Education (AISHE): http://www.aishe.org/readings/2005-1/carlile-jordan-IT_WORKS_IN_PRACTICE_BUT_WILL_IT_WORK_IN_THEORY.html

Gagne, R. M., Wagner, W. W., C, G. K., & Keller, J. M. (2007). Principles of instructional design.Belmont, CA: Thomson/Wadsworth.

McLoughlin, C., & Marshall, L. (2000). Scaffolding: A model for learner support in an online teaching environment. Retrieved Nov 2013, from Center for Lifelong Learning -Teaching and Learning Forum 2000: http://www.c3l.uni-oldenburg.de/cde/support/readings/loughlin2.htm

Steen, H. L. (2008). Effective eLearning Design. MERLOT Journal of Online Learning and Teaching , 4 (4), 526-532.

 Please see annotated bibliography ,analysis and design document for additional references