EDCI 339- Simran’s Page

The Flexible Learning for Open Education (FLOE) project (website: https://floeproject.org/) recognizes that everyone learns differently. We all experience unique barriers that inhibit our ability to lean to our full potential.  FLOE provides resources that personalize the way we learn by addressing barriers to learning (FLOE, n.d.). These resources are especially relevant to digital platforms, which is important as we increasingly depend on online education programs. I am very impressed with the variety of learning accommodations suggested on the FLOE website, along with the information about personalized learning covered in the FLOE handbook. I have worked as an instructor in both the education and healthcare field and I can see myself applying the learning accommodations suggested by FLOE in both contexts. I also appreciate that FLOE is an Open Educational Resource (OER), as it is free and available to all people to use and benefit from.

An initiative being launched by FLOE, I believe would be quite useful for all learners would be personalized digital interfaces. The FLOE project is collaborating with the Global Public Inclusive Infrastructure to develop Preference Editing Tools (FLOE, n.d.). These tools would allow individuals to declare and store their personal preferences for a variety of digital platforms (FLOE, n.d.). For instance, users would be able to enlarge font size and adjust the contrast of their desktop and browser interface (FLOE, n.d.). Personalized digital interfaces are a simple way to accommodate diverse learners with unique needs and challenges. While working at a help desk for a medical application, I got many calls from elderly users who had issues viewing text and graphics on the application website. Some issues could not be resolved with the basic alteration of visual settings on the web browser, hence I sought more efficient ways to alter the digital interface. Preference Editing Tools would have been very useful in that case and I believe they would be of great use, once launched.

Preview of Preference Editor interface:

An idea from the FLOE handbook that stood out to me was that “Some learners are more constrained than others and are therefore less able to adapt to the learning experience or environment offered; for this reason the learning environment or experience must be more flexible” (FLOE, n.d.). Reflecting on my experience as a high school tutor, this is true. Students should not be viewed as a homogeneous group. Each learner has their own unique needs and challenges. I believe instructors should do their best to present students who face barriers (such as learning disabilities) with the appropriate support they need to succeed. Technology can be extremely helpful in this case. The student I tutored had dyslexia and struggled with writing and forming sentences. His teachers had provided him the option to use the Dragon software, which transcribes speech to text. This gradually helped develop his writing skills. Furthermore, FLOE’s idea of inclusivity can be applied to this experience. FLOE states that inclusivity is to provide the end user with enough tools and features, so that they can chose which one fits their requirements in the given context (FLOE, n.d.). Students of all ages should be provided different learning accommodations from a young age, so that they can develop an understanding of which one suits their learning style the best.

Here is a short video explaining the benefits of the Dragon software, which is commonly used to transcribe speech to text:

One concept in the FLOE handbook I am having difficulty understanding is virtual cycles- specifically how altering a factor in one system can induce a reaction in another system. FLOE explains this with the example of how changing the education system in one country can impact the world economy (FLOE, n.d.). I do not understand how minor changes (such as those in education systems) could have such adverse effects. I would believe a combination of factors would contribute to larger changes; however, this is not explained in the handbook. Another idea that puzzles me is how personal discovery can be conducted for children (under the age of 10). I would believe young children may struggle expressing themselves and understanding their needs and challenges. In that case, teachers may recommend ways of interacting or learning, according to their own assumptions or medical diagnoses. However, according to the handbook, “this limits the user’s choices and makes no space for the unexpected or for variations and nuances” (FLOE, n.d.).

I have one question about Universal Design, specifically in the context of self awareness and personal learning needs:

What are some ways individuals who do not fully understand their learning challenges and barriers, increase their self awareness? Are their resources on the web that can guide individuals through the process of personal discovery?

References:

Inclusive Learning Design Handbook from OCAD University. https://via.hypothes.is/https:/handbook.floeproject.org/

Flexible learning for open education (FLOE) Project website. https://floeproject.org/

My most memorable online learning experience was the San’yas Indigenous Cultural Safety Training course. This was an employee training course I completed several months ago, during my co-op at the BC Renal Agency- an agency of the Provincial Health Services Authority (PHSA). This online employee training course was created in response to the “Transformative Change Accord First Nations Health Plan”, which aimed to create cultural competency health authorities (PHSA, n.d.). The content aimed to increase self awareness and strengthen the skills within health care workers who deal directly or indirectly with First Nations people (PHSA, n.d.).

Here is a video that explains more about the San’yas Indigenous Cultural Training Safety Course:

As mentioned in chapter seven of Creating Online Learning Experiences by Matt Crosslin (2018), it is important to understand “what is best done face-to-face and what online, and in what contexts”. Traditionally, employees are trained synchronously. Either they would attend presentations with a live speaker present in the room, or they would take part in a conference call with the presenter. Although these methods may be beneficial in providing immediate feedback, using them to train thousands of employees would be impractical, as they would deplete financial sources. In the case of PHSA, online training would have been the most practical option. Matt Crosslin also mentions that isolation is a common issue that can occur to learners in online learning (Crosslin, 2018). To overcome the effects of isolation, educators can think of ways to “humanize” online learning (Crosslin, 2018).

One thing I appreciated about the San’yas Indigenous Cultural Training course, was how connected I felt with other learners and the instructors. The course was asynchronous in nature, as participants worked on the modules at their own pace. However, facilitators had created a humanized learning experience, by ensuring that it was interactive and well-moderated.

Each participant was able to choose a time to start the course and assigned a deadline for course completion. This enabled moderators to assign the participants to smaller groups, which made it easier for participants to interact with program facilitators (student-teacher interaction), as well other participants (student-student interaction). Learning activities within each module incorporated multi-media such as videos and games, along with a Q & A forum to encourage discussion. I was especially surprised at how prompt moderators were at providing feedback. I would always receive a reply within 2-3 hours, which I think made the experience personalized, and tailored to my learning needs.

Another aspect of the course I found valuable was that discussions were completely anonymous. The content covered in this course may be sensitive to some participants. Furthermore, people generally have various levels of understanding regarding Indigenous issues. Because names were anonymous in discussion questions, I was more inclined to asking questions and participating in discussions, as I was not afraid of judgment. This is one added benefit of online courses, as they allow anonymity, which is difficult in face-to-face learning.

References:

Crosslin, M. (2018). Creating Online Learning Experiences. Retrieved from https://uta.pressbooks.pub/onlinelearning/

Provincial Health Services Authority. (n.d.). San’yas Indigenous Cultural Safety Training. Retrieved from Provincial Health Services Authority: http://www.sanyas.ca/about-us

Online educational content pertains to learning materials that can be accessed on the web. These materials may include textbooks, educational videos and journal articles (OER Africa, n.d.). Educational resources are automatically copyrighted when they are created (OER Africa, n.d.). This means individuals are restricted from using those materials unless they receive permission from the owner (OER Africa, n.d.).

By open licensing educational resources, the author is giving permission for others to access, re-use and redistribute their resources, under the condition that the user of the content attributes the author (OER Africa, n.d.). The most used open licences are Creative Commons Licenses (OER Africa, n.d.).

If an educational resource carries an open licence, it is classified as an open educational resource (OER). This means it can be used freely by others (OER Africa, n.d.).

Curriki is an example of a digital library of open educational resources that can be accessed by students, parents and teachers worldwide. Curriki aims to “eliminate the education divide” by improving accessibility to high quality education (Curriki, n.d.). I have used this website when I worked as a tutor, to gain inspiration from lesson plans designed by other teachers. Those lesson plans can be classified as OERs, as individuals posting their material on Curriki permit free use of their content. All content attached to the Curriki repository are shared under a “Creative Commons Non-commercial Attribution license, as determined by the author or contributor” (Curriki, n.d.).

The “Facualty Guide for Evaluating Open Educational Resources” examines OERs in the areas of relevance, accuracy, production quality, accessibility, interactivity and licensing (OER Africa, n.d.). Curriki allows users to access materials from different subjects and grade levels, so users are free to chose material from their desired category. Curriki claims to pre-screen and review materials, so accuracy should not be a concern (Curriki, n.d.). The Curriki website is easy to navigate, as a search engine is provided. In terms of interactivity, Curriki allows authors to incorporate multimedia such as videos to enhance learning. Video quality seems to be clear, however videos do not offer options for subtitles, which may be an accessibility issue.

Over the years, educators have recognized the importance of considering different learning styles when developing lesson plans. For some students, reading a textbook may be the best way to internalize new information. Others learn best from seeing and listening, therefore they may benefit from video animations and audio recordings. I believe OERs can be extremely helpful in providing students and teachers with different formats of educational resources that can be accessed freely and easily on the web. Students can seek resources that suit their learning styles and educators are able to learn from each other by sharing ideas and materials.

As a Health Informatics major, I am interested in how OERs can be used to provide health education to the public. For instance, In Canada, the mission to prevent chronic disease forms an important part of the public health agenda. I can envision using an educational website with embedded videos and quizzes to communicate risk-factor reduction methods to the public. Resources on a website like this will benefit from an open licence, as it will enable teachers to incorporate such materials into their health curriculum.

References:

Curriki. (n.d.). About Curriki. Retrieved from Curriki: https://www.curriki.org/about-curriki-2

OER Africa. (n.d.). What is Open Content? Retrieved from OER Africa: https://www.oerafrica.org/book/what-open-content

OER Africa. (n.d.). What is Open Licensing? Retrieved from OER Africa: https://www.oerafrica.org/book/what-open-licensing

OER Africa. (n.d.). How to Evaluate Open Content? Retrieved from OER Africa: https://open.bccampus.ca/files/2014/07/Faculty-Guide-22-Apr-15.pdf

images retrieved from: https://www.curriki.org/

As we progress through the digital age, we encounter may opportunities to use online tools to enhance our learning. As a student, I am familiar with synchronous learning in the traditional classroom setting. I have also experienced learning asynchronously, through multiple online courses I have completed entirely off campus. Both a synchronous and asynchronous learning present their own benefits and challenges. Whatever the case may be, it is important that students are pushed to become self directed learners. Furthermore, connectivism presents an effective framework of learning in the digital era.

Crosslin defines synchronous courses as those “that have learners meeting with each other and the instructor(s) in real time in the same space” (Crosslin, 2018). The synchronous model I have the most experience with is on-campus learning. As a student, I have found that being physically present amongst my instructor and peers has helped me bond and create social connections, that cannot be replicated in an online setting. Most instructors teaching asynchronous online courses value class participation and design discussion boards to compensate for this missing factor. In the past I have felt disconnected from my peers in online discussions, as I do not get the opportunity to learn about them in a physical space. Furthermore, communication can be distorted, if the conversations are conducted solely through text.

To overcome this sense of detachment, instructors can present students with opportunities to work in small groups. Group members can choose to engage in synchronous conversations via video chat or by meeting in-person. This will allow them to create a social bond. By establishing a connection, they will be able to conduct meaningful conversations and learn other diverse opinions.

Despite the challenge of detachment, asynchronous courses can be beneficial in many ways. For instance, as Cosslin states, it allows students flexibility to learn at their own pace (Crosslin, 2018). This is especially beneficial for working adults (Crosslin, 2018). In my experience, asynchronous courses are often more student-centred than synchronous courses, especially if the instructor’s presence is limited. I recently completed a course on Coursera, which was entirely self directed. I was provided with basic videos and notes from the instructors, however, I sought additional forums, and articles to facilitate my own learning. I agree with the notion of “push[ing] learners into a place of learning how to learn about the course topic” (Crosslin, 2018), as self directed learners actively chose what they want to learn and build connections from newly acquired information. In other words, they practice the basic principles of connectivism.

I believe connectivism is especially applicable in the digital age, due to the massive amounts of information online. As new information is constantly being acquired, we need to be able to filter what information is relevant and important for our learning (Siemens, 2005). We eventually process this important information and connect it to what we already know. One thing that appreciate about the theory of connectivism is that it emphasizes that out decision about newly acquired information is susceptible to change, as we may encounter information in the future, that challenges our preconceived decision. Students should be encouraged to have an open mind when learning. They should be unprejudiced towards new ideas.

References:

Crosslin, M. (2018). Basic Philosophies of Distributed and Open Learning. https://uta.pressbooks.pub/onlinelearning/chapter/chapter-2-basic-philosophies/

Connectivism: A Learning Theory for the Digital Age. Siemens, G. (2005). International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from https://edtechuvic.ca/edci339/wp-content/uploads/sites/5/2020/01/Connectivism-A-Learning-Theory-for-the-Digital-Age.pdf