I'd like to offer three things as final thoughts regarding the IDEL10 course.
- First is a word cloud IDEL10 Wordle BW.pdf (you might want to save this and open in a pdf viewer that has the ability to rotate the view). It was created based on the over 20,000 words I wrote in 26 posts in this blog over the past three months. The cloud was generated by http://www.wordle.net. Students, Discussion and Learning seem to be the most frequently used words. Yep, students sure discussed learning.
- Second is a mindmap elearning mindmap.pdf centering on e-learning created in Google Docs. It's different from what I would have drawn three months ago. The technologies mentioned are the ones we encountered, although I can see now that I have omitted Twitter, even though I tweeted on a regular basis with the hashtag #mscel. And of course there are many other technologies out there.
- Third, I looked at the course learning outcomes as described in the IDEL10 Course Guide, page 5.
- "Critically evaluate a range of technologies in terms of their impact on teaching and learning." Although the use of most technologies throughout the IDEL10 course was on a rather basic level, there are lots of critical remarks regarding technologies and technology use in my blog.
- "Begin to design your own online learning resources." Although the word design is frequently used in my blog (look at the word cloud, it's wedged in the second N of learning) there were not many activities regarding design in the course itself. I think I learned most about design by critically looking at the setup of the IDEL10 course, and the way this design was employed by the different team members.
- "Contextualise your own practice in terms of the key issues emerging from current research in e-learning." Wherever possible, I brought in anecdotes from my own experience, although want might say that these anecdotes were used as much to contextualise the readings, as the other way around.
Finally. I know I have been a "difficult and demanding student" like I wrote in my last blog post. I do hope though that some of my criticism of the IDEL10 course will make it into the team's evaluation. Should this lead to more specific questions you'd like to ask me, please contact me.
Thanks to all of you, and in particular to Clara (you're in the word cloud as well, upper left corner, right above the word 'also', that can't be a coincidence ;-) for bearing with me.
Keywords: IDEL10
Comments
> Yep, students sure discussed learning.<
:) Any particular concepts we covered this semester that you found particularly interesting (in particular, worth following up for an assignment topic?)
> Mindmap
I’m intrigued by this and would love to know more about the relationships you’ve mapped out. I particularly liked that the assessment relationship between teachers and students is two way – that’s a key insight that is all too easily overlooked! I wonder if there’s relationships that can be drawn directly between the students and technologies? Is there a space for students engaging with tech in non-formalised learning ways?
How is the map different from at the start of the course?
> Outcomes
>… there are lots of critical remarks regarding technologies and technology use in my blog.<
☺ Are there any basics tenets you would sum up (say for folk entering the elearning arena for the first time)?
> Finally. I know I have been a "difficult and demanding student" like I wrote in my last blog post. I do hope though that some of my criticism of the IDEL10 course will make it into the team's evaluation.<
Any feedback we receive is always taken on board. :) And I don’t consider you a demanding student, Hans. I think any difficulty we’ve encountered along the way can be traced back to the mismatch of expectations and actuality of the course – we are, perhaps, after different things here. That doesn’t make you ‘difficult’ any more than it makes me or the rest of the course team ‘difficult’.
Looking forward to seeing you in Course Design or Online Assessment (or both!). :)
Clara