Throughout the EDCI course, each topic is covered in a discussion of distributed and open learning environments, and I discuss the content and learning outcomes covered in order next.
Learning outcomes 1:Describe the potential of human-centered learning in distributed and open learning contexts.
Throughout the course, I did read and reflected to develop in meeting this outcome.
Topic 1: Privacy and Human-Centred Learning
Here are the articles I read，
Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2
Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.
On topic1, we had a lot of discussion about people-centred learning. I think that people-centred learning should not only focus on learning outcomes but also on people so that everyone’s rights and interests will not be encroached upon. This is why in Theme 1 I raised the issue of privacy and discrimination. Because while collecting data through big data, privacy will be inevitably leaked, and in my personal experience there are harassing phone calls every morning, so I propose that the government should combat illegal privacy leaks through more severe means. Also classifying students through big data has some benefits for students, but without strict regulations, it can cause discrimination problems.
My pod group member Yunjun Huang also shares a similar view with me and posted a comment on my post.
I also thank the professor for not only asking expanding questions about my points but also for pointing out some of the semantics in my post.
My pod group members’ posts were also interesting, and I responded to their posts and asked some questions.
Topic 2: History and Context of Distributed and Open Learning
Here are the articles I read，
Major, C. H. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 76-108)
Jordan, K. & Weller, M. (2017). Openness and Education: A beginners’ guide. Global OER Graduate Network.
In the topic2, we discussed in detail the learning context of distributed and open education. While reading the article “Online Teaching and Learning – A Guide to Theory, Research and Practice”, I had some doubts about the components of the course structure when teaching online, but also had a lot of experience. In offline education in general, we have concluded that there are many structural divisions, such as a course structure that fits each title as the core key to solving the problem, without superfluous content or distractions, and that each title’s content has its own inevitable value. For the problem to be solved, the content contained in the course structure is sufficient, and no additional content is needed. There is no repetition between the headings of the course structure, which is a requirement for the focus of the course, and any repetition of the structure leads participants to question the rigour of the course content. Do these principles also apply to the composition of the online course structure? It was also discovered that my instructor made it easy for students to collaborate online by combining the use of media with encouragement from the instructor. Another instructor used a blog similar to ours to help students share their ideas with each other. This chapter will be useful for my future studies, or for imparting knowledge, especially for online courses.
I’m also glad that a lot of people have given me advice on my post while affirming my views.
On the other hand, I have gained some new experiences and perspectives by reading the posts of my pod members.
From completing these activities, I learned that the study of education can not only focus on the good or bad results but also on the people so that students are respected in their education. Laws are also needed to restrain some people from doing things that violate the interests of others under the guise of education.
The things I learned matter to me because this laid the foundation for my future career in teaching and showed me that not only is the result important, but the process of achieving it is equally important.
learning outcomes 2 & 3
learning outcomes 2：Explore and engage with current literature on the distributed and open education movement
learning outcomes 3：Critically reflect on and articulate concepts around modality, pedagogy, and access, including distributed and open learning theory, online and open learning history, privacy laws, online learning communities, open research, and open data.
I chose to talk about learning outcomes 2 and 3 together because I think they have some relevance. Throughout the course, I did readings, wrote posts and gave feedback to achieve this outcome development.
In Topic 1 we mentioned the privacy issues brought up in Big Data learning, and in Topic 2 we mentioned the context of distributed and open learning, while I deepened the differences between distributed and open learning by examining the structure of the course.
Topic3
Here are the articles I read，
Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community.
Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.
I note that “when teachers use OER, we not only save students textbook costs: we also have a direct impact on students’ ability to enroll, persist, and successfully complete courses. (David Wiley & Linda Williams, 2016)”, I agree with this, when I first started studying at university, some of my courses required me to purchase textbooks that sold for around $100 CAD each and usually I would only use these books for one semester before they went unused, which for me was really It was really an expensive cost of study for me. When using OER, it is easier to find what the teacher expects us to read, rather than using the textbook table of contents to find it on our own. Open Educational Practices have been a great inspiration to me， there are two examples： “Encourage students to apply their expertise in service to their communities Collaborate with nonprofit organizations to create opportunities for students to apply their research or marketing skills” and“Adapt or remix the OER with your students.”(Coolidge et al., 2017) The first example was deeply felt in my economics class last semester when two students published two historical documents in a famous local magazine with the teacher’s help. Another example I found surprising was that the students could also participate in the teacher’s OER production, which greatly improved the students’ motivation to learn.
I reflect on this model of education by exploring the current literature on the distributed and open education movement, which has been carefully examined. I also had more thoughts and reflections on this by reading the posts of my pod group members.
Thanks also to those peers who made suggestions on my post.
Topic3
Here are the articles I read，
Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).
OER in topic 3 was discussed in topic 4. I gained a clear understanding of what OER is, and in addition to the 5Rs (retain, reuse, modify, remix, and redistribute), the authors introduced a new term, “OER-enabled pedagogy,” which is defined as a set of learning practices that are only possible or practical in the context of OER-specific 5R licensing as a set of teaching and learning practices that are only possible or practical in the context of OER (Wiley & Hilton, 2018). I note that the authors emphasize the issue of copyright, which is a rule established to protect the interests of creators, and that it is illegal to engage in certain activities without obtaining a copyright. However, the license to engage in 5R activities related to OER removes these restrictions (Wiley & Hilton, 2018), which will certainly make it easier for students to engage in activities or learn. The core concept of the OER pedagogy is constructivism, and the most basic principle of constructivism is learning by doing (Wiley & Hilton, 2018), and I remember my elementary school experience when my s homeroom teacher had us design our own class logos and class uniforms, and it was that experience that taught me so much, including the fundamentals of PS and design, that I still feel I can use those skills proficiently, even though it has been a long time.
Interaction with peers still helps me a lot
By completing these activities, I learned how to understand a new thing through relevant literature, like this learning outcome, I learned about OER through reading.
The things I learned matter to me because they allowed me to not only understand OER but also to learn to think critically about the good and bad of things.
learning outcomes 6
One of the course learning outcomes is to Practice digital, networked, and open literacies in support of learning about distributed and open learning.
This touched me the most, at the beginning, we used the forum function of bright space to discuss topics.
Then we learned to discuss and communicate with Mattermost.
Eventually, we found out we were from the same country and we moved the chat to WeChat. We remind each other of our homework progress and complete group assignments.
I also learned to create a blog and share ideas. I have to say this is a cool feature. Here is the address of my blog：https://jdylucas2.opened.ca/
With all these tools, we ended up with a group assignment.
I have learned many new tools by completing these activities. Blogging and Mattermost.Also through communication tools such as WeChat to finalize our group assignments
I learned was important to me because these tools allowed me to communicate with all my group members in a timely manner, and the blog allowed me to experience what it is like to design my own website, which I believe will help me in my future learning and communication, as well as to appreciate the benefits of using tools in open education.
“Showcase” Blog Post
Reasons for change
I learned more about ORE through the post in topic 4, and I read the article that my teacher suggested reading in topic 3 again and gained more new understanding. I ended up cutting some content and revising the order of words to make the post flow better while adding some understanding of topic 4. Finally finished this project.