8.1 - Reflections...

What Have I Learnt?

Generally, in a sense, I have largely learnt the most by doing in D.L.T., so far. Of course, the knowledge components are there, but it's in the practice - working with and connecting wikis, blogs and online facilities and their idiosyncrasies that gives rise to a certain familiarity - a practical fluency where you can see results for what you're absorbing.

I guess a certain sense of power can accumulate gradually; a confidence in doing. Do enough in a general subject area and one day you really may wind up being the 'go to person' in that neck of the woods.

Apart from the ins and outs of wiki-ing, blogging, etc, I feel I have have a broader consciousness of the 'relatedness' and, to coin a weird term, 'inter-usability' of all these digital and online resources for educational purposes. A broader palette of options, formats, etc, from which to choose. Also, I think my consciousness of design factors (methodologies, etc) in the creation of user-friendly learning materials has sharpened considerably.

What Did I Like?

I think, rather than any specific thing, I liked the 'synergistic' effect of what we learned. Taken as a whole, the course would tend to make one feel conversant with many potentially relevant presentation options and foster a clear, 'structuring' kind of outlook (eliminative of the obstacle-'fog' of too many unanswered questions). 

I guess, simply, what I liked particularly was the net result of being able to have a more 'defined' and organized approach to the subject. Also, in participating in the practical tasks, one learns to feel: 'I could do this (type of activity) again in the context of a personal project.' So I guess that could be called 'creatively empowering.'

Improvements?

Hmm ...well, on some occasions in life, one complains about things, whereas really, more of the fault lies with oneself; sometimes I can't necessarily distinguish where the line of reality lies in situations like that. Often, it's me being dumb or inattentive, it's my fault.

I, and I think some others, had a little trouble sheerly finding some of the course resources occasionally; materials are connected to other materials in multiple ways (alternate routes); there was some doubt at times as to whether one had accessed all of what one was meant to do. This effect was perhaps exacerbated by moving between EIT and VMV.

There seemed to be some doubt (at times) among participants as to the times by which assessments had to be done; sometimes, due to a moment's inattentiveness, one can miss such things when they are announced, or perhaps gloss over some critical line somewhere where they are plainly stated. As I said, sometimes this kind of thing may simply boil down to personal lack of focus on my or other's parts.

As regards assessments generally, I prefer an optimally simple, clear, concrete, comprehensive, sequential set of instructions located in one place that I can basically 'check off' one at a time.

Why? Because I'm very very stupid...


NOTE: A page has been provided for links to comments on other class member's blogs...

Activity 7.2 (2) - Wiki Link, Comment, Etc...

Above, cheekily provided via snip (click to enlarge) we see an example of an online course and commentary recently added to the V.M.V. Wiki.

For the full intensity direct experience, click here.

Assessed Activity 7.1 (E-Portfolios)...

What is an E-Portfolio?

An e-portfolio is could be described as a generally multimedia, perhaps somewhat 'multidimensional' accumulation of digital materials which, taken together, embody a journey of learning. Perhaps such a collection (if good) could be said to 'exceed the sum of its parts.'

The potential of the e-portfolio is a richness of depth, experience and moving vantage point in the given subject field. It can be so much more, say, than a list of sources or accomplishments, a stockpile of information or material in whatever format; it can show the learner's challenges, inspirations, plateaux, triumphs and shifting perspectives. Failures as well as successes can be instructive to the viewer. It can be highly 'enlightening' and hopefully furnish insight into some of the characteristic tricks (and hazards!) of the learning process itself in that field.

E-portfolios, structurally and as regards content, one might say have a scope only limited by the the involvement and imagination of their respective creators. They allow ample room for rich socialization features, sharing, pooling of materials and can be of great relevance and use in a digital learning environment by offering access to invaluable 'time-won' subject depth and content.

For the purposes of this assignment, a couple of extremely rudimentary ('mere stubs,' so far) along CV-ish lines can be found here and here.