Combined Weeks 20 and 21

After the readings for both weeks 20 and 21 I decided to post on them together since they seem like extensions of the same theme.

Week 20 & 21

The various readings and video helped me form the following conclusions:

• As an effective online instructor I am part of a synergistic and holistic team. I do not have to be all things to all people. The assistance of an effective Instructional designer is invaluable.

• I know absolutely nothing about Canadian educational technologist and felt a bit left out of Dr. Schwier’s presentation on the history of ed. tech. Is it really necessary that I be able to name drop and identify faces in the field? This seems tantamount to mindless memorization brought up in Sanger’s article for week 21. Out of context this was a bit misguided.
• Lanier’s article reminded me of the fearful use of algorithms in determining instructor worthiness that the state has chosen to use to evaluate all courses. The arts do not fit nicely in a business model algorithm and the perception has become that they are not necessary courses in the new statistical based higher education model for the state and the nation.

• The definitions of Instructional Design and Educational Technology on Wikipedia also reminded me of how the use of “facts” on the web has changed. It was not too long ago that many instructors scoffed at the use of Wikipedia as a credible source for research. I in fact, did not allow it as a source for research papers. Now it is a bench mark for quick “fact” checking. I still feel caution is in order though, especially with topics on popular culture where urban myths and conspiracy theories abound.

• I loved Lisa and Jim’s video (although the sound was a bit rough and I would have love to have been able to see all of the slides). Lisa’s use of constructivism in her discussion forums is a wonderful tool that I may even “borrow” for my history of rock courses.
• I also adore the various PLE’s I have learned about through this course. I literally have every hard paper copy of every paper I have ever written in my discipline in a file drawer at my home. Where will all my cyber writing be saved?

• I completely relate to Siemens’ article and concepts of curatorial teaching. I prefer to think of the teacher much like a conductor of a symphony orchestra. A symphony conductor is often thought as a tyrannical dictator who barks orders to the instrumental underlings of the orchestra. This assumption is based on the 19th and early 20th century image of the demanding, albeit talented, golden age of the maestro. However, an effective conductor does not dictate, but guides the orchestra in the desires that the original composer intended for his or her music. She does not sit with each violinist and instruct them on each and every note of their part. She informs through imagery, example and even history on how to achieve the desired sound. Multiple approaches are needed to achieve a cohesive end product. For instance, she does not instruct a wind player on phrasing the same way she will instruct a percussionist or pianist. They generate sound in a completely different manner, therefore a different method of instruction is necessary. In most orchestras a savvy maestro relies on the expertise of the “first chair” members of each section to provide the learning for their particular section, much like the constructivist learning method. Additionally, the winds, brass, percussion and strings have to collaborate together or there is sonic cacophony. A truly affective maestro uses connectivist learning constantly. Without it the symphony would be a jumble of sounds all racing ahead to be hear. Chaos!

PROJECT PROPOSAL:

Since I have discovered and enjoyed using Prezi in this course I plan on creating a Prezi for my final project. I would like to gain more confidence using this format before I incorporate it into my online course. I would love other ideas if anyone has anything to suggest.