ED403 Successful Completion

This course has been a fantastic learning experience for me. I was able to fully grasp each topic with the aid of the learning aids and peer activities. Finally, finishing this course and PGCTT has made me a better teacher in many ways. This ED403 course has taught me valuable lessons and provided me with numerous positive eLearning experiences, as outlined below:

Session 1: The Digital Age, Technology, and the Future of High Education.

This session delved into a critical topic: the use of technology and the future of high education. I investigated some of the challenges of teaching in the digital age. We thoroughly investigated and critically understood challenges such as the digital divide and digital literacy. In this session, I further explored new items in technology-enabled learning: Community of Inquiry (CoI), Technology Pedagogy and Content Knowledge (TPACK), and Technology Integration Matrix (TIM). Some of the tools I used and explored were discussion boards, current SCORM packages, online quizzes, and polls in my classes.

Session 2: Learning Technologies, Assistive Technologies, and Open Educational Resources.

This gave me great exposure to OER and helped me understand and prepare an OER analysis and use it in my course. I have learned about the new tool HTML5 Package (H5P), which is an open-source framework that enables the creation, distribution, and reuse of interactive HTML5 content that is compatible with web browsers. This is a great tool in Moodle to make the content interactive. This version is superior to using the eBook or lesson feature on Moodle. I explored OER: Learning Software Development through Modeling Using an Object-Oriented Approach with Unified Modeling Language: A Case of an Online Interview System, which is a journal paper with a great explanation of UML.

Session 3: eLearning Trends in Higher Education.

I gained knowledge about the latest trends in eLearning, including the use of learning analytics, BYOD and mobile learning, virtual and augmented reality, and makerspaces. In eFacilitation, the team utilized learning analytics to examine students' interaction and engagement with the course, extract logs, and conduct various graph analyses based on activity completion. The team thoroughly investigated BYOD and virtual reality, demonstrating their application in the eLearning case study presentation, which showcased eLearning trends and virtual and remote labs.

Session 4: eLearning Practices in Higher Education.

In this session, I learned about eLearning practices in higher education, including microteaching and eLearning case studies. I prepared and delivered a microteaching session on the topic "UML Use Case and Activity Diagram." For microteaching and microLED, I acquired five essential design attributes: understanding our audience is crucial; students must comprehend objectives and learning outcomes; prepare content; use delivery methods and techniques; and set a time limit. I also deeply explored the eLearning case study: a systematic review of the issues and challenges of plagiarism in eAssessments. I later presented the same findings in a group presentation and engaged in a fruitful Q&A session about Turnitin for AI.

Session 5: eFacilitation on Generative AI Modules.

This session proved to be highly productive as I divided into the areas of course design, development, and practicum facilitation and gained access to the practicum Moodle shell. I also evaluated rubrics for online instruction (ROI). With eFacilitation, I gained valuable experience in creating a module from the ground up, including its design, delivery, and post-delivery. I gained knowledge on various aspects of course preparation, including creating content for lessons or eBooks, creating course outlines, designing learning activities and assessments, creating discussion forms, and creating quizzes. I made sure to respond to students' queries, post news updates, and make announcements during the delivery process. It's crucial to assess the successful delivery of the course's learning objectives (LOs) through post-delivery analysis and student feedback. The session focused on exploring the use of ChatGPT in higher education. I also gained a lot of knowledge from the other two e-facilities I took, which were Google's SGE and Gemini. I didn't know about these generative AI tools before, and it was great to learn and use them.

Overall, it was a successful ED403 completion for me as I learned many aspects of eLearning, including trends, issues, and tools. Using X (Twitter) and blogs allowed me to gain valuable experience in exploring social media and blogging, which I can now incorporate into my teaching courses. The course provided me with valuable experience in experimenting with new tools for my future courses and preparing Open Educational Resources (OERs). This knowledge is great for delivering the course online, which is very important for situations like pandemics. I am also happy to use these tools and tackle issues in eLearning for my courses in the future, whether face-to-face or in online mode.

This course also completes my Postgraduate Certificate in Tertiary Teaching (PGCTT), which has given me a lot of experience, knowledge, and techniques to teach tertiary courses in a better way. Peer learning and discussion forums have been the most successful parts of this program, as we learn a lot through discussion and peers. In ED401, I got great insights into the varied nature of education and the art of successful teaching in a higher education environment. The course covered the principles of human learning, intended learning outcomes (ILO), teaching-learning activities (TLAs), and learning-teaching activities (LTAs), along with the evolving trends in high school education, particularly in the Pacific region. In ED402, I have learned about curriculum mapping, design, and evaluation. I have reviewed my course in depth, aligning CLOs, PLOs, GOs, assessments, LTAs, and core knowledge of software engineering. The completion of ED401, ED402, and ED403 has made me look at different aspects of delivering the course, which has a better impact on my teaching.

I would like to express my heartfelt gratitude to Dr. Shika for guiding me through the course and PGCTT program. The team Aristotle, formerly known as Bruners, made significant contributions earlier, and I am deeply grateful for their exceptional teamwork in completing group assignments across three courses. Finally, I would like to thank my PGCTT colleagues for guiding me throughout this course.

Cheers
Vineet

 

Comments

Post a Comment

Popular posts from this blog

Session 5: eFacilitation on Generative AI Modules

This session explores Course Design, Development and Practicum (efacilitation) and access to practicum Moodle shell. The session meets two of the ED403’s important CLOs which are design and develop a module on an elearning topic of your choice (CLO2) and facilitate learning for a cohort for one week in the moodle shell for the previously developed online module (CLO2) Rubrics for Online Instruction (ROI) To evaluate the quality of an online course, it is vital to consider six basic fundamentals according to ROI: learner support & resources online organisation & design instructional design & delivery assessment & evaluation of learning innovative teaching with technology faculty use of student feedback My primary focus within the Rubrics for Online Instruction (ROI) is the "Online Organization & Design" of our computer science and information systems courses (Holland, 2009). In this blog, I will discuss the primary benefits of online learning. A well-s...
Read more

Session 3: eLearning trends in Higher Education

eLearning trends in higher education are becoming more and more popular as a way to improve learning and teaching. This session will talk about some of these trends, including learning analytics, bring your own device (BYOD) and mobile learning, virtual reality and augmented reality, and makerspaces. The session meets two of the ED403’s important CLOs which are critically review and analyse trends in higher education learning environment (CLO2) and Apply eLearning trends and application within your contexts of higher education (CLO3). What is eLearning eLearning, in essence, refers to the use of technology in the process of acquiring knowledge and skills (Nichols, 2003). Conventional education was limited to the physical boundaries of the classroom, and the knowledge imparted was solely determined by the instructor. The advent of the internet has brought about substantial changes in the learning environment. The rapid advancement and proliferation of technology have expanded the ...
Read more

Session 1: Digital Age, Technology and future in High Education

This session explores crucial topic which is using of technology and future of High Education. The session meets two of the ED403’s important CLOs which are Review and apply theoretical framework and models for Technology enabled Learning (CLO1) and critically review and analyse trends in higher education learning environment (CLO2). Issues in teaching in a digital age I would like to begin this blog discussing the Issues in teaching in a digital age. The COVID-19 pandemic has had a significant influence on digital learning, leading to changes in patterns and the introduction of novel educational methodologies. The pandemic had a rapid and sometimes challenging effect on the educational system, but it also encouraged the growth and development of digital learning (Bansal et al, 2021). Despite significant advancements in digital and online learning, including the use of video conferencing, online learning platforms, the Learning Management System (Moodle), and administrative tools, ther...
Read more