SUMMARY OF LEARNING

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Hello, ECI834,

Welcome to our Summary of learning for ECI834. What a fabulous course this was and I can’t believe how fast the semester went and I am wrapping it up with this video. I and Hu Sile joined forces in working on the course prototype and the summary of learning and it was great working as a team.  I want to thank everyone for this significant and extortionary journey. It was engaging, thought-provoking, challenging, and fun. I think I have learned a lot more than I expected to. Thank ’s to Alec and my classmates for this extraordinary semester of insight encouragement and growth and I hope you enjoy our video.

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This Course is my Last course in my master’s program and my Fifth course with Dr.Alec and it was a great experience to collaborate with so many creative and incredible classmates. Even though this course will be my final course in my Master’s program but, I know that the knowledge that I have gained and relationships that have acquired during my journey will remain intact long into the future.

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MY KEY TAKEAWAYS FROM THE COURSE

Hello ECI834,

My journey through EC&I 834 enlarged the knowledge that I gained in all the previous class that I have taken with Alec. This is my Fifth course with Dr.Alec and once again it allowed me to create, connect, and collaborate with so many creative and incredible classmates. This course will be my final course in my Master’s program but, I know that the knowledge that I have gained and relationships that have acquired during my journey and through Twitter, blogging will remain intact long into the future.

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Well, folks, designing an online course has been a significant learning experience for me this semester.  In the course of building the course prototype, time swiftly went by and I cannot believe how quickly this semester has gone. We are just a week far from concluding this course and yet we have come a long way together. Through the means of building our course prototype, we have discovered an ocean of possibilities, online and digital resources. We are now equipped with so many tools to create online or blended-learning and knowledge which will further boost our confidence in taking our teaching online. Prior to the ECI courses with Alec, never in my life, I had thought that I would be designing an online course and thanks to all the courses that I have taken with him and especially ECI834, I have finally designed one, and this is one of the major takeaways from this course.

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           In the initial planning phase of our course prototype, we wanted to replicate the face to face math course experience to a completely online format and for that, we were searching for right tools and platforms. As Hu Sile states in his blog post even, I think that One of my takeaways from the course related to designing for online and blended learning is that we proudly employed the flipgrid to build an online collaborative learning environment. The idea behind using flipgrid was to give students a platform where they can explain their learning by their voice or video and not just by text. By giving students a platform where they record short, authentic videos while they solve the problems and also reply to their peer’s videos. It is another way to get students talking with each other in different ways is to have them use video or audio to interact. By employing flipgrid we were trying to give students a platform to explain their learning, just like a face to face math class.

As a student and a teacher, I have always been inspired by the quote “Education is not the answer to the question. Education is the means to the answer to all questions.” I have been fortunate to see the shift from the traditional idea of schooling, where I sat in front of a teacher in a room seeing her lecturing to the students who were sitting in a well-organized row, to a whole different format of online education. But now, we must acknowledge the fact that the educational landscape is forever changed and thanks to the various formats of technology. Most of us would probably agree to the fact that technology has revolutionized almost every area of life and education sector is no exception, I believe that technology has so much to offer especially in education and for an educator to get closer to our students and deliver the knowledge effectively and efficiently. From ECI834 and all the other four courses that I have taken from Alec, realizing the above fact was another takeaway. 

            Now after learning about various tools and variety of online and digital resources as well as pedagogical elements that apply to online learning environments there is no doubt in me that technology makes learning fun and interesting. Technology is a great way to attract students to interactive education. In this digital age, our classroom must not necessarily be, how it used to be decades ago. Technology in education has been the biggest game-changer in teaching that we educators will ever see. So, I believe that technology enhances learning and realizing this fact was the major takeaway.

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COURSE OVERVIEW AND WALKTHROUGH

Hello ECI834,

I just can’t believe how quickly this semester went by and it’s so hard to accept that our journey in EC&I 834 is almost over. I have really relished every moment in this class and spending our Tuesday evenings with all of you in the Zoom room was such a great experience. We want to thank everyone who made this journey meaningful and as a journey of sharing and knowledge gain.

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For this week’s blog post, we were asked to produce a course walkthrough, final overview of our course prototype which consists of the creation process. An overview of the creation process which includes links to our posts we wrote related to our prototype this semester, as well as including the link for our course profile.  Posted below are links to previous blog posts that reveal the developing process of our course prototype throughout this semester and course walkthrough video.

The Beginning of the Learning Journey

Technology Integration in Teaching Mathematics

Course Profile: Foundations of Mathematics by Vedic Math

Analyzing Storytelling Tools

My Thoughts on Online Learning and EdTech

Our Response to Feedback

Designing Student Instructor Interactions In Course Prototype

Our Course Foundation of mathematics by Vedic Math is designed to assist students to recognize their hidden potential, improve their mathematical abilities and also drastically enhance their academic performance and ultimately eradicate Math-Phobia. Learning mathematics must be a fun and joyful experience and this course are designed to serve that purpose. Nowadays the primary concern of most students and parents have about online courses and classes is that they lack communication between students and teacher, time management and discipline to do the work because everyone thinks that they don’t have an instructor watching over them to make sure they are following the lessons and completing their assignments. When it comes to a math course and that too, which is delivered completely online then the fear and anxiety doubles. Our main concern while planning this course was to address this issue and in our course, students are surely not on their own, bouncing around the coursework. They have a comprehensive course outline and accessible teachers to interact with via Google Classroom, Zoom, and Flipgrid to help them run the course, not get run over by it!

After a lot of thought and planning, Hu Sile and I decided to use Google Classroom as our LMS platform and for a collaborative space where we can upload or course material, Outline, pre-class videos and instruction. Furthermore, Google Classroom is an easy-to-use tool that helps educators manage coursework. With Google Classroom, we can create classes, distribute assignments, grade and send feedback.

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I must acknowledge the fact that the Creation of our course modules was time-consuming and was quite challenging. We had to meet several times to discuss our course of action and planning. We encounter a lot of hurdles, challenges and technical difficulties and thanks to Hu Sile’s technical expertise we successfully crossed them. After the creation of our basic course shell and module 1 and 2 we were pretty confident that we would get positive feedback in our peer response and when the results were out, we were very happy and pleased with the feedback we received. we feel that the whole peer review process was very helpful and gave us some ideas about how we can better our course.  

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We received mostly positive feedback from our classmates for our Modules 1 and 2 but with some helpful suggestions like adding subtitles for pre-class videos, few minor changes in introduction video, adding more visuals in pre-class videos, like circling which digits we were calculating at different times. We have implemented their suggestions in our modules 3 and 4 by adding more visuals in pre-class videos, a new and detailed Introduction video, subtitles for pre-class videos. Mission accomplished!

Overall, I am very happy and satisfied with what I learned this semester. Never in my life, I had thought that I would be designing an online course and thanks to this course that I have finally designed one.  I’ve learned a lot about LMS platforms, online and blended learning, creating digital content, digital resources. I think that I am fortunate to have been a part of such a wonderful course and supportive classmates. Even though this course is coming to an end, I wish all of you the best of luck in your final tasks and summary of learning!

Thanks for stopping by!

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DESIGNING STUDENT INSTRUCTOR INTERACTIONS IN COURSE PROTOTYPE

Mathematics, Maths, Computer, Laptop, Business, Graphs

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Hello ECI834!

The primary concern of most students and parents have about online courses and classes is that they lack communication between students and teacher, time management and discipline to do the work because everyone thinks that they don’t have an instructor watching over them to make sure they are following the lessons and completing their assignments. When it comes to a math course and that too, which is delivered completely online then the fear and anxiety doubles. Our main concern while planning this course was to address this issue and in our course students are surely not on their own, bouncing around the coursework. They have a comprehensive course outline and accessible teachers to interact with via Google Classroom, Zoom, and Flipgrid to help them run the course, not get run over by it!

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After a lot of thought and planning, we decided to use Google Classroom as our LMS platform and for a collaborative space where we can upload or course material, Outline, pre-class videos and instruction. Furthermore, Google Classroom is an easy-to-use tool that helps educators manage coursework. With Google Classroom, we can create classes, distribute assignments, grade and send feedback.

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Foundation of mathematics by Vedic Math course will be formatted in a fully online form, which combines a flipped self-learning procedure with weekly synchronous sessions. It should be noted that conceptual videos of related every course content will be posted to Google Classroom. Prior to each online session, students must watch the foundational knowledge video associated with the upcoming class content by accessing through Google Classroom. When they are done watching the video, students are expected to fill and submit the Google Form regarding the description of their understanding of the problems they are struggling with.

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Our synchronous sessions will employ zoom– an online conferencing software (available for PC, Mac, and smart devices) to give lectures every week and help students solve the problems encountered. Zoom is a great tool for teaching mathematics online, the application not only offers the text and video chat, but it also has built-in recording features which are great for our course. The built-in recording feature of Zoom is very useful for a math online class because students can get a copy of the classroom lecture and discussion to review. This allows them to revisit areas they struggle with and to revisit the lesson objectives so they can prepare properly for the follow-up lesson.

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Formative assessment will happen after every class section which aims to record students’ pace for learning outcomes and help students gain an insight into Vedic Mathematics. Teachers will deliver quizzes via Google Classroom, and students will give their video responses to each assignment by using flipgrid. Their response video requires a methodical approach, which means in their video, students have to thoroughly describe how they approach the problems and explain their train of thoughts, instead of simply providing an answer. The idea behind using flipgrid was to give students a platform where they can explain their learning by their voice or video and not just by text. Students record short, authentic videos where they solve the problems and can also reply to their peer’s videos. It is another way to get students talking with each other in different ways is to have them use video or audio to interact.

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FlipGrid is an easy way to pose a question and have people respond via videos. It can be used within many of the most widely used LMSs, so students do not have to set up a separate account on FlipGrid or navigate to a different place. Finally assigned teachers will give feedback and provide guides by tracing each students’ flipgrid video.

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Our course is designed to assist students to recognize their hidden potential, improve their mathematical abilities and also drastically enhance their academic performance and ultimately eradicate Math-Phobia.

By the end of every session, students will have a better understanding of Vedic mathematics and will be able to solve problems faster than normal methods. By having regular Interaction with the teacher by multiple tools incorporated in the course, students will have more support in mastering the concept, which will boost their self-confidence and cultivate an Interest in numbers.

 

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OUR RESPONSE TO FEEDBACK

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Hello ECI834!

First of all, I want to thank our evaluators for their time in reviewing our course prototype and before I dive deeper into the feedback which we received for our course, I first want to give a shout-out to everyone in EC&I 834 for the construction of their prototypes. I am thankful that I was able to see what others have created and I can only imagine all the work that has gone into the courses that were developed.

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COURSE SHELL:

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As for the peer evaluations, I am very happy and pleased with the feedback we received. I feel that the whole process was very helpful and gave us some ideas about how we can better our course. It also pointed out a few issues with verb tense/grammar in some of the sentences which we honestly hadn’t noticed before or details we omitted without even realizing it. We found the evaluation process to be beneficial and appreciated the constructive critique we received. We are very happy that our evaluators felt that the course was very laid out well and easy to follow. They also pointed out that there are many opportunities for interaction within the course like pre-lesson google form, discussion area, and flipgrid which has definitely motivated us. Having said that they suggested that the pace of video instruction was good and we should change voice tone once in a while when emphasizing a key point with voice inflection which will be definitely implemented while coming up with the next modules.

COURSE MODULES:

The evaluator’s think that our modules would work well in an online and/or a blended setting and it’s great to know that they are even thinking about sharing our course in their math class. Our main focus while coming up with the modules was to make it as engaging as possible and they found the lessons engaging and the promise of being able to do math quicker was motivating. The course of learning a new math technique takes time and practice and once students master the  Vedic math technique they can definitely perform mathematics calculations 10 times faster than the traditional method. The evaluator’s reason that Intro Video of Vedic Maths was thorough, but the timing on the slides was sometimes too fast for them to finish reading what was on the screen. And suggested that It may be beneficial to have a voiceover for students so they don’t have to read the words on the screen which will for sure be taken care and thank you for pointing it out.

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We got some great positive feedback about the course modules and pre-class videos but having said that they suggested that we need to add more visuals, like circling which digits we were multiplying at different times which I think is a good observation and we will make sure that such detailing will be executed while coming up with the next modules.

 

COURSE PROFILE:

The evaluators unanimously agree that the course profile was well organized, Well thought out and thoroughly done and we were overwhelmed with such a positive response. One of the comments really made us happy which said “I appreciate that they identified that Math can be a hard subject for many students, and they do not always enjoy it. Their whole goal is to make math an enjoyable lesson, and if I am being honest, I enjoyed myself. I honestly hate math, and I am so proud that I was able to learn the method through your video. I wish I had something like this in high school to help me learn outside of class. I needed more help and often found it embarrassing to ask or go for help. Great idea team! Good work”. We are really overwhelmed and want to thank you very much for such a positive response.

Overall thank you for your kind feedback and for your time in going through our course. We are very happy and pleased with the feedback we received and feel that the whole process was very helpful and gave us some ideas about how we can better our course.

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MY THOUGHTS ON ONLINE LEARNING AND EDTECH

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Hello ECI834!

The internet today is very much alive, and the evolution of Web 1.0 to Web 2.0 to Web 3.0 all happened in my lifetime. I was fortunate enough to witness this evolution, and it surprises me quite often to the fact that where we were and where we are now and is still evolving as we speak. Web-based platforms have allowed us to remotely replace or facilitate many interactive processes in a day to day activities. Getting an education online was the next frontier for web-based convenience, and there are many reasons why I felt this is a practical and attractive platform.

Online Learning and Education technology has done wonders in the field of education. In her ted talk video Daphne Koller a professor of computer science at Stanford University and a co-founder of Coursera explains how College education has traditionally been a privilege reserved for society’s elite, she narrates the advent of the Internet which has torn down barriers to education, allowing the world’s citizens to access higher education online for free. She explains how online classes can provide a “real class experience.” Students receive grades on homework assignments and earn a certificate upon successful completion of a course. The structure of online courses guarantees student engagement and interaction. Finally, she states how free online courses elevate education to a human right. Education for all would unleash boundless creativity for innovation and support lifelong learning.

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The article How OER Is Boosting School Performance and Equity From the Suburbs to the Arctic is another example and speaks of how Open educational resources bringing Equity in education. The article narrates a story of Kotzebue, a village in Northern Alaska, which knows the meaning of “challenge” when it comes to education. With the help of OER, school districts adapted content to meet their local needs, maximize education budgets and ensured access to resources and educational rigor. By being able to serve all student whatever their race, gender, ethnicity, language, disability, family background, or family income OER supported the goal of educational equity

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I couldn’t agree more with Dean in his recent blog post that “ if an online environment is well organized has rich content delivered in an engaging manner with assessment opportunities, how different is that from a typical traditional classroom”. Massive Open Online Courses (MOOCs), Open Education and Open educational resources, Virtual classrooms and many such technological benefits are leveling the educational playground. There was a time where one was supposed to get this education and knowledge by enrolling to the expensive educational institutions, it was reachable for only privileged class, but today the whole educational arena has changed, the concept of open education and open educational resources has revolutionized the field of education, it has replaced the traditional classroom and made education free, affordable, Flexible and accessible to all.

EdTech

The effect that EdTech has had on schools today has been quite substantial. This incorporation of technology has totally changed the way educators teach and children learn. Emerging technologies and various educational applications has changed the whole game of teaching and learning and transformed the traditional classroom setup. By adoption and integration of technology in the classroom, we are equipping our students for a fruitful life after school.  There are many advantages of using technology in the classroom and school, some of them are stated below.

Technology in the education Makes Learning More Fun and Technology in the classroom is also a great way to attract students towards interactive education. Technology encourages individual learning. Every student is different and their learning styles and pattern are different. Technology offers great prospects for making learning more effective for everyone with diverse needs. Children can learn at their own pace, review tough concepts and be confident with them by referencing. Technology can offer more opportunities for students with difficulties or special needs.

When technology is integrated into education, students will be more interested in the topics that they are learning. Technology offers several prospects to make learning more exciting and pleasant in terms of teaching the same topic in a new and exciting way. Furthermore, technology can encourage more dynamic participation in the learning process, which can be difficult to achieve through a traditional teaching environment.

With everything that been said, I also feel concerned for those students who cannot afford such technology and have lack of access at home. If our teaching practices are entirely be based on technology how can we accommodate those students who do not have access to such privileges?  How can we as educators and school deliver equal learning in a world of unequal access? There is a lot of unanswered question, and it also raises a problem are we ready for such a shift of taking education completely online and be more dependent on EdTech???

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ANALYZING STORYTELLING TOOLS

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Hello ECI834!

After this week’s class, I was just amazed to realize that there are so many content creation tools and getting a task to review one of them was just like a cherry on top of the cake. As a mathematics educator I am always looking for unique and different way to make my class fun and creative, but for a math educator, it is not an easy task. Finding the right tool is always challenging and is also a perfect recipe to change student’s perspective of boring Math session to an interesting and memorable teaching moment.

As a teacher, it didn’t take me long to realize that Instruction via storytelling creates more vivid, powerful and memorable images in the student mind than any other means of delivering the same content and like Amy C even I like to incorporate new technology and new ways to present knowledge to my students. Teaching students by storytelling is an effective way to keep the learners occupied and PREZI offers a great platform to achieve it. For this week’s blog post I am exploring option 1 and reviewing Prezi, an excellent presentation tool which has the potential to make teaching moments memorable.

Prezi is a visual storytelling presentation tool which is an excellent alternative to conventional slide-based presentation programs which we use in classrooms. Prezi uses a large canvas that allows us to move and approach to different parts of the canvas and underline the ideas presented there, it also supports the use of text, images, and videos and also offers a collection of models to choose from and help new users get used to the interface.

As educator’s, we invest a lot of my time in creating presentations and use it in classrooms but most of the time it will be tedious and end up having a dull presentation which will not keep students interested and in a math class, as a math teacher I cannot afford this. It takes a lot of creativity and in-depth knowledge of using software ’s to create interactive and informative presentation but Prezi offers a great solution for educators with its unique platform for making and delivering presentations. As an alternative of slides and boring animation, Prezi infuses fun and creativity into our presentation.

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After analyzing Prezi, I found it very outspoken presentation tool and easy to use, even for a newbie like me. We have complete control over the details such as font size, adding audio files and images, importing PowerPoint slides, Embed PDF’s, sharing in social media. It also comes with a number of premade templates which can be used and yet gives us the flexibility to relate it to our topic and make it interesting. Prezi creates splendid visual impact in the classroom with its cinematic experience of the zooming function and students will feel ecstatic with the topic which we have designed. The presentation can also be easily shared on the internet and can be accessed by our students at home and they can navigate with Prezi and play around with it observing the connections of ideas and visualize concepts.

The strength’s and advantages of Prezi are enormous yet it has some weaknesses too.

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The first issue which caught my attention is that it lacks auto-correction feature which can be a hassle for users. Prezi is completely web-based, even though it is an advantage but in a few circumstances, it can be a disadvantage when we have limited internet access. It is not printer friendly so printing out our presentation may become a challenge to students.

Overall, Prezi is a great content creation tool that most of us would find very useful in the classroom, especially for Math teachers like me. It is a visual storytelling software alternative which will be a great advantage to educators and embeds cinematic experience in classrooms which makes teaching moments memorable. I believe that storytelling in mathematics is an excellent approach to creating a safe learning environment where a student might openly appreciate, comprehend and enjoy mathematics. I feel that storytelling in mathematics classroom creates an atmosphere of imagination, excitement, and thinking which make math fun and memorable for students and by the help of Prezi we can create such an atmosphere in our classroom.

What is your experience with Prezi? Do you find it interesting and have you created any content for your class using Prezi?

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