• About
    • Educational Philosophy
  • Petlak Biology
    • What Exactly Is Evolution?
  • Education Blog
    • Science Education
      • One of an Infinite Means to Approach Science, Education, and the Universe: Part 1 – Nature of Science
      • One of an Infinite Means to Approach Science, Education, and the Universe: Part 2 – Objectivity, Subjectivity, and Perspective
      • One of an Infinite Means to Approach Science, Education, and the Universe: Part 3 – Life & Kinship
      • One of an Infinite Means to Approach Science, Education, and the Universe: Part 4 – Science Education
      • Developing a high school science digital citizenship resource
      • Maximizing Education for Digital Literacy
      • Scientific Literacy and Digital Citizenship Lessons
      • Digital Literacy in Saskatchewan Science: A Curriculum Guide
    • ECI 832 – Digital Citizenship & Literacy
      • Maximizing Education for Digital Literacy
      • Digital Learners and Digital Wisdom in a Digital World
      • Transgenerational (Digital) Citizenship Education
      • Developing a high school science digital citizenship resource
      • Digital Identity: Past, Present, Future
      • The Need for Media Literacy
      • Can we ever be “fully literate” in all dimensions of literacy?
      • My critical, digital life.
      • A Media Literate Rhapsody
    • ECI 834 – Distance Education
      • Closing the distance between distance education and myself.
      • (re)Creating a virtual educator.
      • LMS or VLE? Don’t matter to me! Canvas? Let’s see.
      • Can an educator become YouTube famous? Creating, comparing and critiquing an educational Vlog.
      • Blended learner = blended educator.
      • Barriers to blended/hybrid/mixed-mode/distributed learning.
      • Online community-buildin’ probs (problems).
      • Agoraphobia in education.
      • Module-making: finishing touches to going worldwide.
      • Teaching for EVERYBODY.
    • ECI 833 – Educational Technology
      • Can’t fight the #EdTech juggernaut.
      • Learning as a chaotic, evolving mosaic.
      • The digital life of a teacher-entertainer.
      • Educational software is changing for us, and us for it.
      • Stop villainizing the internet.
      • Distance education: bringing the Mr. Petlak Classroom Experience Worldwide?
      • Determining pros and cons myself of modern internet learning as self-determination.
      • I’m not secretive, I’m Socrative; Assessing Assessment Tools.
      • Assistive technology knows no bounds!
      • A whole new world: virtual and augmented reality.
      • Ed Tech is/has always been about us and our learners.
    • ECI 831 – Social Media and Open Education
      • ECI 831 – Major Project – Piano
        • Synthesia and Pre-Assessing My Piano Skills
        • Let the chords be with you.
        • Piano: Don’t cut (chord) corners.
        • Learnin’ piano on the go, bro!
        • Revelations: feedback and music/language learning
        • Piano injuries: movement retraining.
        • Learning piano: Patience, hard work and connections that transcend time.
      • How I overcame #edtech anxiety.
      • Being a devil’s advocate teacher.
      • I M Connected. R U? U R?! GR8.
      • “You’re born a teacher”. Making teaching a science?
      • When your teacher Snapchats in class.
      • Why do Students Snapchat? Intimacy and Connectedness.
      • Harnessing social media: anonymity and digital citizenship
      • Fundamental rights of open education.
      • Looking at the digital educator narrative, wearing Googles.
      • Net neutrality, safety in ambiguity, equity, and a digital(ly) divide(y).
      • Normalcy and “justifying” online harassment
      • Sharing an idea: the perks of Slacktivism
      • ED Goals: Continue to connect, learn, question and improve.
    • ECI 830 – Issues in EdTech
      • Defining what exactly #EdTech is.
      • EdTech in class doesn’t just enhance learning, it IS learning.
      • Just Google it? Just Google it right. Building from simple to complex.
      • Games, technology and student learning and well-being
      • Sharing and openness. A moral imperative, even on social media.
      • Social media IS childhood.
      • Good intentions and what is morally just make EdTech equitable.
      • Should you sell your educating soul for the right reason (students)?
      • Dialled in, plugged in, and loving life.
      • Educate and you will be gold.
  • AP® Biology
    • Summer and Fall 2018 Readings
    • Course Outline and Introduction Assignment
    • AP Biology Exam Prep
    • Big Idea 1: Evolution
    • Big Idea 2: Biological Systems and Energy
      • Energy-Related Pathways
    • Big Idea 3: Information Storage and Transfer
    • Big Idea 4: Biological Interactions
    • Blog Post Information
    • AP Biology Weekly Plans
      • September Weekly Plan
      • October Weekly Plan
      • November Weekly Plan
      • December Weekly Plan
      • January Weekly Plan
      • February Weekly Plan
      • March Weekly Plan
      • April Weekly Plan
      • May Weekly Plan
  • Biology 30
    • Characteristics of Life
    • Cell Processes
    • Anatomy and Physiology of Multicellular Organisms
    • Genetics and Chromosomes
  • Science 9
  • Environmental Science 20
    • Nature of Environmental Science
    • Atmospheric Systems: Air Quality and Climate Change
    • Human Population
    • Aquatic Systems
    • Terrestrial Ecosystems
  • Health Science 20
    • Health Care Philosophies and Ethics
    • Nutrition
    • Human Body
    • Diagnostics and Treatment
  • EdTech: Learning Resources & Tools
    • Presentations
    • General Resources
      • Pixton – Comic Creator
      • Comic Life – (Free Trial)
      • Flocabulary
      • Super Teacher Worksheets
      • Remind – Messaging Tool
    • Assessment Tools
      • Kahoot!
      • Socrative
      • Seesaw
    • Science & Math Resources
      • Zorbits Math
      • Teach Engineering: STEM Science Lessons
      • Prodigy – Math Game
      • Gizmos – Science & Math Simulations – Subscription Required
      • Secondary Science Implementation Support – Resources
      • BioInteractive – Science Activities
      • PhET – Interactive Science Simulations
      • Science Current Events Sites
        • Science News for Students
        • IFLScience
        • EurekAlert!
    • Teaching Typing
      • Typing.com
      • Typing Club
    • Coding
      • CodinGame
      • CS First
      • Scratch
      • Code Combat
    • Digital Citizenship
      • Digital Citizenship Education in Saskatchewan Schools
      • Crash Course Navigating Digital Information
      • Common Sense Education
      • Media Smarts
      • Web Literacy for Student Fact-Checkers
      • Interland – A Digital Citizenship Game
    • Open Education
      • Open Stax
      • Open Textbook Library
      • EdX: Free Open Online Courses
  • Gaming 90
    • RPG Maker 2000
  • Gender and Sexual Diversity 20
  • Health 9
    • Canadian Guidelines for Sexual Health Education
    • Deepening the Discussion: Gender and Sexual Diversity
    • Teaching Sexual Health
      • Teaching Sexuality Wheel
    • Sex & U
      • Sex & U – Contraception Methods Booklet
    • Planned Parenthood

Logan Petlak

~ Lifelong Learner.

Logan Petlak

Tag Archives: online learning

Module-making: finishing touches to going worldwide.

24 Friday Mar 2017

Posted by loganpetlak in ECI 834

≈ 8 Comments

Tags

blended learning, ECI 834, eci834, edtech, learners, learning modules, online education, online learning, Petlak, worldwide

Over the past couple weeks I have been plugging away at my course prototype slowly, but surely. And I’ve been through quite the series of emotions associated with this.

giphy (1).gif

“Panic stressed” via Giphy

I have panicked. (This doesn’t look like I thought it was going to!)

I have gotten excited. (This content is SO relevant and meaningful!)

I’ve second-guessed myself. (Does this accommodate all learners?)

 

I’ve felt challenged…

yet confident. (I can do this.)

Where I am.
All I have left to do is wrap-up editing and filming some small parts for the module, otherwise everything is ready to go. I failed to appreciate how much planning goes into making a quality video. Taking into account setting, dialogue, visuals, and background music takes time. It’s not like I didn’t predict this would happen, but when you get into the video-making grind, time flies in a big hurry.

Fortunately, as I went through the creative processes, it led me to continue considering my summary of learning. It served as a reminder to be aware of the fact that simply creating and recording a song is actually a lot of work, even thought I have so much fun with it (Thank goodness I don’t have to make a full live action video to go with it too, it’d be too much). While capable of some limited visual work, it also caused me to revisit the idea: what would an Andres Arenada and Logan Petlak summary of learning combined actually look like (and how much time would it really take)?

Regardless, I hope the module is able to reach learners in my regular classroom, but where I began was to bring my regular classroom worldwide…

where i am where i began best version.png

“Where I want to be in the world” via Google Maps

Where I began.
In reflecting on what I set out to do in my original outlines, some new barriers to the creation of this prototype revealed themselves, and it all stems back to the original targets I wanted/needed to specifically address and account for: relationships and learners.

  1. Who are my learners and how will I connect? When you have no idea who your learners are, how exactly do you design an asynchronous lesson according to their needs and styles?

    The simplest way to address this, is universal design. When considering multiple forms of expression, engagement, and representation for the module, does my module do this? Does it have more than one opportunity for each? I think so! (Phew!)

  2. And when you only make one module to begin, can you really connect to other content?

    – In my module I found myself saying: “we’ll have to address this next time”, but there isn’t a next time (yet)! Do you plan for the hypothetical or does this make it less authentic?

  3. Does a class need synchronous sessions to be blended? Or can it be pseudo-blended through Flipgrid or Zoom? It is all online, but the learning functions similar to that of a traditional classroom and has some face-to-face components, but these components are not necessarily live. Is ECI 834 considered blended? Or all online?

 

Closing thoughts

Questions are great, and maybe some of them don’t need to be answered. Ultimately, the course prototype will be out on Tuesday, and I look forward to the learners I reach, and the subsequent feedback I receive to hone my skills. Hopefully it serves my main goal, educating people.

 

– Logan Petlak

 

 

Logan Petlak

Incredible day! Photo courtesy Julia and Lucas Photography

Follow Logan Petlak on WordPress.com

Contact Info

650 Coteau St W,
Moose Jaw, SK
Treaty 4 territory
13066934691
Regular school hours.
Email: petlak.logan@prairiesouth.ca

Categories

What are you looking for?

Create a free website or blog at WordPress.com.

Cancel

 
Loading Comments...
Comment
    ×
    Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
    To find out more, including how to control cookies, see here: Cookie Policy