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An Understanding of the Constraints and Benefits of Different Technologies
An Understanding of the Constraints and Benefits of Different Technologies
Upon starting with the Educational Development Centre (EDC) at The Hong Kong Polytechnic University (PolyU), I was tasked with reworking and expanding two current Blackboard courses. This was a welcomed task as I was familiar with Blackboard and had used it in my undergraduate and graduate studies. The third project I was working on concurrently was an entirely new course on the Scholarship of Teaching and Learning (SoTL). The SoTL course was very different in that it had to be available to people outside of our university as per the project proposal. Our on-campus Blackboard system only allows PolyU users, so I was tasked with researching and finding a more suitable platform to develop and host our course.
Since Blackboard was out of the picture right away, I had to consider other platforms while keeping in mind both cost and sustainability. Coursesites was a consideration because it is familiar and supports external users, but several colleagues have had poor experiences with Blackboard Collaborate in the past and some limitations, such as having just 5 active courses and 500MB of storage, could create detrimental complications.
The Educational Development Centre(EDC) had started a MOOC (massive open online course) and SPOC (small private online course) community with monthly workshops for news and assistance. I began attending the workshops to find out more about the platform. It seemed that EdX would meet our needs because it was free, it supported external users, and our university has a solid relationship with the platform and organization. Finding out how many platforms and options were available to us just for EdX, all with their own benefits and constraints, was a little overwhelming at first.
I identified considerations and questions which would need to be addressed before the final platform decision was made. After compiling them in a document, I emailed the list on the right to the project leader for further review. This list is early evidence of my process of educational technology comparison to determine the best product for this project.
Another piece of evidence is an EdX comparison spreadsheet which I compiled, as shown below. Two official products from EdX, PolyU's OpenEdX, and the Chinese University of Hong Kong's (CUHK) OpenEdX systems were all compared on factors critical to this project.
In the end and after months of compiling data, testing systems with sandbox courses, inquiring with experts, and attending workshops; the project leader and I considered the pros and cons for each system and the EdX Edge platform was ultimately chosen because it met the most important criteria for this project. The system is accessible worldwide, it is hosted through EdX so downtime would be minimal, it supported most of the latest features, and the project qualified for a SPOC slot at the university, so it has been free to use and develop on.
EdX Considerations
• As of 30/6/15 Learn@PolyU EdX community is not accessible
• edge.edx.org might be the recommended locations for SPOCs
• The IT staff member who setup EdX PolyU might have left the organization.
• Courses in top-level EdX might need EdX approval, while edge.edx.org might be a development platform
• PolyU's elearning team is a good resource for EdX technical questions.
Questions
• Are there possible issues with non-PolyU participants connecting to EdX PolyU?
• Will EdX/EdX PolyU versions be the same at all times?
• What features differentiate EdX from EdX PolyU?
• Where does our support come from with EdX PolyU?
• What reasons are there to choose one over the other?
• Can problems arise from EdX PolyU with migrating courses?
• Can we expect greater downtime/latency with EdX PolyU?
• Is EdX PolyU hosted on a PolyU server?
The time invested doing research, attending meetings, and consulting colleagues was well-spent because I was able to ensure that the best platform was chosen for the project. In the end, EdX wasn't a perfect match because it is very video-centric, so many custom interactions had to be built. This was quite time consuming, but it was important to retain the departmental philosophy of active learning. On the other hand, the platform was actually a motivator which helped to move more content from text to multimedia which further enriched the course. I'm glad some form of EdX was chosen because MOOCs and SPOCs are a quickly growing field in Hong Kong, so I got exposure which actually helped greatly for the current project I'm working on at PolyU. There was initial encouragement to pursue the PolyU OpenEdX, but since it did not support external students that was a deal-breaker. PolyU only had so many slots available for EdX Edge courses, but after showing the results from this comparison, this project was ultimately granted a slot. The finished product was showcased at a MOOC/SPOC workshop to encourage other SPOC teams at the university. This actually acted as a good motivator during creation of the course because I knew others would be able to utilize the techniques and challenges which were faced during development on the EdX platform.
One of my only regrets is that because of the additional time required to create videos, learn a new platform, and custom-make interactions; I was only able to create content for three out of four sections and was only on the project long enough to have two of the sections formally released. Had it been a more familiar platform, I probably could have followed the project through to the end, but I was still glad to contribute to parts of the course which had not been opened to students yet. A year later, the course is still running strong and has been used to supplement a recent series of workshops.
Technical Knowledge and Ability in the Use of Learning Technology
Technical Knowledge and Ability in the Use of Learning Technology
As mentioned in my contextual statement, I previously worked in information technology, so I have a high aptitude for learning and adapting to new technologies. This has certainly been beneficial in the instructional design roles I have had since my career shift. During my last job, most of the development was through the authoring tool Lectora. This was my first experience using Lectora and much of what I had learned was through trial and error. I would also consult YouTube tutorials and official documentation to overcome design and development issues. Overall, I created around twenty modules using a combination of Lectora and Articulate Storyline, another popular authoring tool which I self-learned. With my current position, much more content is created through HTML and CSS, but I still use Storyline and Adobe Captivate to create small interactive segments to supplement course videos and text-based pages. I would have preferred mastery of just one tool , but through use it was obvious that each tool has unique benefits and drawbacks, so I became accustomed to using each in different ways.
An example of a module I built using Lectora for customer service training can be seen here: http://files.sethneeley.com/cadet/index.html
Another example of a personal project I built with Articulate for Cantonese language learning can be seen here: http://files.sethneeley.com/CantoneseNumbers/story_html5.html
Another area where I have extensive experience is with learning management systems (LMS). During the final year of my graduate studies, my university transitioned from Blackboard to Canvas. As part of the major project for my Masters degree, I took on the creation the first university course for the new LMS. Having no prior experience with Canvas, I had to learn the system while simultaneously developing the course. This experience actually acted as a beta test for Canvas because I was able to identify and overcome issues which could ultimately affect future courses developed on or migrated to Canvas.
Lansing Community College had a home-grown LMS which I created documentation on for use by other staff in the Human Resources department. Nearing the end of my time at LCC, the department had outgrown the current system and I was on the committee to research and choose a new LMS. Many months of testing systems, attending in-person or web demos, and researching strengths and weaknesses followed. Ellucian was finally chosen and I was part of the transition team for training new users, converting courses from the old system to the new one, and creating documentation for LMS users and administrators. It was a tremendous project, but I was exposed to many systems through the selection process which has helped me to better understand each learning management system.
At The Hong Kong Polytechnic University, my first two projects included development on Blackboard which I only had prior experience with as a student. I eventually got comfortable with course building and administration, when the third project I was working on shifted to using EdX Edge for development instead. While many of the LMSs I have worked with had close similarities, EdX is a very different platform as it is built for MOOCs and SPOCs, sometimes with thousands of users. EdX also is very video-centric and lacks some of the raw HTML and CSS editing that I was accustomed to on Blackboard, so I had to learn new creative ways to add engaging content without using the dying Adobe Flash.
Below is a screen capture from one of the latest courses I have worked on through Blackboard and a video reel of clips I have filmed, created graphics for, produced, mastered audio for, and/or scripted.
The examples I gave above show a number of learning management systems and authoring platforms which I have learned on my own and used extensively. For me, this is really just the tip of the iceberg as I regularly use Adobe Premiere Pro, Adobe Photoshop, Adobe Audition, Microsoft Office, Techsmith Camtasia, discussion boards, and many other tools to build the environment which best supports the instructors, stakeholders, and students. I do feel fortunate for having had the opportunity to further utilize my information technology skills and work with such a variety of software packages.
One thing I should have done in the past and will work toward in the future is to get some formal training on tools I rely on the most. I can do pretty much anything I can think of with the Adobe suite and other programs, but there are times where I learn about certain features and techniques I never knew existed and they just blow my mind. I guess they are right in the saying "you don't know what you don't know." Additionally, formally learning would make me more efficient because I wouldn't have to reference YouTube or online forums to find out how to complete certain tasks.
Furthering the previous statement, another way I could improve is to seek mastery with a single program instead of relying on several. I have seen what is possible when an instructional designer knows how to use all the variables and sequencing in Articulate and Captivate and it is truly amazing. I use three authoring tools because one is very powerful overall, one is great for creating PowerPoint-based learning modules, and another has the best quizzing templates I have seen. The kind of material I create could certainly be done with any one of these programs, so I feel I should choose the most appropriate one and learn it in the most detail.
Supporting the Deployment of Learning Technologies.
Supporting the Deployment of Learning Technologies.
At PolyU, I have worked on several project which have disseminated learning theories and teaching strategies through online and blended courses, but the latest project Blended & Online Learning & Teaching (BOLT) specifically focuses on teaching strategies using a variety of learning technologies. The BOLT foundation course has been run for five cohorts. I have been supporting the project by creating new module videos, assisting with face-to-face and synchronous sessions, adapting the current blended course to a fully online EdX course, and I have contributed to the BOLT newsletter with an article which can be seen to the left as evidence.
Through the BOLT project, participants are introduced to many new technologies which can enhance their lessons. Because of this, I am always tracking what new learning tools can be showcased to BOLT participants. Anyone working in a field dealing with technology must make an active effort to stay up to date on the newest innovations. Tools such as Padlet and Kahoot have been featured in BOLT and have proven to be popular among participants. Following e-learning and instructional design blogs, Twitter accounts, and Facebook pages helps me to acquire news and updates about technologies and pedagogical techniques in blended and online learning.
The upcoming transition from a blended BOLT course to a fully online version had me reviewing other courses on blended learning to see how BOLT could be improved. With the expertise from the BOLT project leader, I am co-developing a new case study structure within the online version of BOLT. Participants will watch videos which follow a BOLT graduate through the five-step process of creating their learning innovation plan. These will synchronize with the participants' weekly progress through the save five-step process. The activity has the added benefit of simultaneously showing participants how case studies can be utilized in an online course using videos instead of purely text and images. Currently, I have filmed four videos for the new case study sequence, which will replace the mentor support structure blended BOLT used in the past. In creating the videos, I have utilized a studio environment, multi-camera framing, on-screen visuals of the learning innovation plan, and audio/video editing in the Adobe Creative Cloud suite.
In the past year, I have worked with several BOLT graduates to film and share their learning innovations through BOLT Stories. These are more concise case studies which serve to motivate and inspire students when they start developing their own innovations. The BOLT project leader reaches out to enthusiastic participants who have developed innovations on flipped classroom, blended learning, or other online skills. I then organize a recording session where I will record audio and a screen capture of their presentation, using Camtasia, before editing it into a 5-7 minute bite-size video. Evidence can be seen through a link to BOLT Stories and an email from a participant I worked with which can be seen on the right.
The longer, module-spanning case study, and the shorter BOLT Stories have been educational for me as I don't have much experience developing case studies in the past. In the future, I would like to use more case study integration in my courses because participants seem to enjoy the deeper, real-world process revealing. I haven't compared feedback of a course pre and post case study integration, so in the future when I implement case studies in an existing course, I will gather feedback to verify my thought that case studies provide a clearer picture for students, resulting in less questions and a better understanding of processes. This is an area I would like to learn more about and further develop my skills on.
In the BOLT foundation course, an online synchronous session takes place mid-way through each module. I act as a co-facilitator, which can be seen in the screenshot to the left. In the sessions, I am a source for support, knowledge, and questions; allowing me to recommend and provide input on technologies participants could use to achieve their learning innovation goals. Since I have experience working on numerous blended and e-learning projects and a variety of educational technologies, I can field questions participants have about implementing educational technologies and contribute additional input to support the session using my experience and expertise. Breakout rooms are formed where I guide the discussion for a smaller group of participants within the online session. I often use the polling feature in Collaborate to query participants and identify topics which need more elaboration and discussion on. One area I think I can make improvement on is being more prepared with resources before a session. In the past, I've tried to mostly rely on my knowledge and experiences, but as these sessions are largely Q&A, sometimes you get really surprising questions. It is easy to tell the participant you will look into that for the, but it would be much more professional and helpful to the entire group if I was a little more prepared for some of those left-field questions.
The Scholarship of Teaching and Learning (SoTL) project I talked about in the constraints and benefits section above also allowed me the opportunity to share technologies and strategies with colleagues. For more than two years, I have been part of the MOOC and SPOC community which meets on a monthly basis with workshops, news sessions, and sharing sessions. Upon completion of the SoTL project, the project leader and I participated in a sharing session to the MOOC/SPOC community.
In the sharing session, I addressed the technical challenges faced in creating the SoTL SPOC and which technologies were implemented to overcome some of the limitations of EdX. A standardized nomenclature of sections and pages, interactive sorting activities, opinionated responses, accordions for long segmented texts, several different poll types, and reflective writing activities were documented and showcased. As many of the other teams were still in planning or early development phases, I was able to provide one-on-one support to interested parties on the development of SPOC components. I also shared programming code, icon packs, and templates to assist colleagues with their own projects.
As evidence, I've included feedback from the sharing session (on the right) and two animated examples of formative assessment activities I designed using HTML, CSS, and JavaScript code (as seen below). While the interactive activities were popular among students, they had countless functionality problems due to differences in that way different browsers render them and updates performed on the EdX system which can alter their design. I believe HTML5 has a better future than Flash or JavaScript, so I would prefer to spend more time developing HTML5 skills, though I think its functionality with EdX is sub-par at the moment.
Which aspects of the session were most stimulating / useful to you?
- Trying various aspects of SPOC.
- The template EDC built on SPOC that can be shared among PolyU staff.
- Examples.
- To try out the SPOC.
- Use a combination of teaching strategies online.
- Introducing how courses were to be designed for SPOC.
- How to design the learning object.
- Excellent work - & good examples, I want to now do one.
- Illustrations created from HTML codes that makes learning more interactive and attractive.
- Explanation of how the layout is being created, very interesting and inspired.
- That EdxEdge is designed to create interactive content.
- Demonstration of an overview of SoTL.
- The sharing of problems they faced and how they handled the challenge.
I've already touched on the fast pace of technological industries and educational technology is no different. The various projects I have worked on have introduced me to countless new tools, such as Padlet, BlackBoard Collaborate, and Snag-it, which have enabled me to work more efficiently and engage students in and out of the classroom. As result, my knowledge bank grows simply from working with new colleagues. Up to this point, I have shared some of my experiences with technologies with colleagues, but I have certainly learned much more than I have shared. In the future I will utilize my knowledge and share more of the technologies, techniques, and experiences I am most familiar with. My department is very open to new workshops for staff, so I will organize a SPOC session where I can disseminate my knowledge on designing and developing SPOCs using tools such as JavaScript, advanced video editing, and universal design.
I feel the impact from introducing new technologies to teachers is huge. Most colleagues are eager to find new ways to engage and collaborate in the classroom. I have found that instructors can sometimes feel intimidated by using new technologies, but my approach of showing them what worked for me, as I did in the sharing session, benefits the participants by stimulating their imagination and interest in educational technologies. There are so many tools available that it can be very difficult to utilize any one to the point of mastery, so another way I could improve would be to spend more time with certain learning technologies so I can utilize them more fully and efficiently. I will seek out formal training to help prepare me to become an Adobe Certified Expert (ACE) since the Adobe Creative Cloud suite is my most utilized technologies.
I have done long-term deployments of learning technology though eLearning Development and Support Section (eLDSS) SPOC sharing sessions and a much larger, institutional-wide deployment through the LMS implementation at Lansing Community College. The large-scale deployment was educational because it adhered to formal project management structure, so I learned much about the behind the scenes processes which occur during a project of this size. I would like to participate in more medium and large scale deployments in the future since my experiences have provided me with a wide exposure of learning technologies. I feel I have a lot to contribute, considering my unique background in both information technology and learning design.
This ends Core Area 1: Operational Issues, please continue to Core Area 2.
This ends Core Area 1: Operational Issues, please continue to Core Area 2.
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