After seven intense weeks in an online, social media
whirlwind Professor Remi Holden’s INTE 5340 Learning with Digital Stories class
at the University of Colorado Denver is coming to a close. But before I can
take a much needed breather, it’s time to reflect on my experiences throughout
the course. To finish, I am including one last response to accompany my final
portfolio. I will discuss the following topics:
·
My understanding of new literacies, social
practice, and digital storytelling
·
My experience with digital storytelling and
DS106
·
Applying my learning to corporate eLearning
Understanding new
literacies, social practice, and digital storytelling
I started this class with a feeling of frustration. Right
out of the gate, I had a week to complete half a dozen assignments and read a
textbook chapter on some abstract concepts related to redefining the word literacy. I admit my initial impression
was not a good one. The assignments felt like trivial busy work and the text
seemed irrelevant to eLearning in general. In addition, everything we did
needed to be published and shared via social media which is still a little
outside of my comfort zone. I had
experience utilizing Facebook, LinkedIn, and some blogs but I’m more of the
passive observer rather than active participant. Having everything accelerated
into an eight week period didn’t help my attitude either, especially with the
busy work and home schedules I had to manage at the same time. What I did not
realize at the beginning was that the class and its underlying principles would
come full circle by the end of the course.
I know now that the key to this course was changing the
mindset and the way we think about learning. Redefining literacy was a big part
of that and a necessary first step. It’s important to know that literacy
extends beyond just the ability to read and write. It encompasses different
mediums including various technologies and forms of social media, which were
highlighted in this course. Once that definition is understood, we can then see
how various groups or individuals exercise those literacies in everyday life. I
think this is a major component of social theory. And within social theory we
can examine two things: 1) how social learning takes place and 2) how social
learning is put into practice.
The most interesting concept, for me though, was learning
about the paradigm shift from pushing curriculum onto students to having
students pull information based on their own desired learning trajectories. I
believe this shift is a long time in the making but today’s new technological
literacies have accelerated the shift. The web makes it possible for people to
have information at their fingertips and learn what they want to learn. And now
with Web 2.0 and the ability to collaborate across the internet, the student
has the ability to become the teacher. Therefore, within this learning
ecosystem, I can get some ideas of how to implement social learning practices into
my professional learning career.
As for digital storytelling? That’s the fun byproduct of new
literacies.
Digital Storytelling
and DS106
In my opinion, nothing exemplifies new literacies more than
DS106. I think the site and the movement altogether is incredible. I was
immediately interested. I love creative projects and the fact that the site is
sustained through the contributions of others. What made me uncomfortable was
the social media aspect – which I mentioned earlier. Many of the assignments
require sharing either on Twitter, Instagram, or other social media sites.
Again, I’m more of a passive observer on social media than an active
participator.
The number of assignments to complete each week was a little
overwhelming. But for the DS106 assignments, I found the variety to be very
intriguing. The daily creates and assignment bank projects included a vast
number of different mediums illustrating the breadth of new literacies within
technology. This helped me realize a number of things. First, there are quite a
few online tools available and I have very little experience with any of them.
It amazes me that, today, the average internet user has the ability to do web
design, audio, video, and a number of other capabilities. For one assignment I
needed to create my own maze but after a simple google search I quickly found a
number of online tools that made the task fairly easy. Second, I found myself
gravitating toward certain mediums. Audio, video, and photography are not
really my thing. I would much rather do design, web, and writing assignments
and generally sought those out for weekly projects. What ultimately made these
assignments intriguing was the framework in which they were presented. I
believe it was the text that mentioned that creativity requires restraints –
you can’t just tell someone to go into a room and “be creative”. The framework
starts the thought process but the ambiguity (a common attribute throughout the
course) enabled the creativity.
When it came to critiquing digital stories, it was
interesting to note that stories are everywhere. At first, I thought that
digital storytelling would naturally come in the form of a video, such as a
montage, documentary, or trailer. In reality, a story can be told in many
different forms. When it came to finding digital stories to critique within our
focal themes, I found myself going to elearningindustry.com quite often and
found a number of great resources mixed in and around the publications. I think
it was altogether a worthwhile practice. Anytime you can break something down
into its smallest parts and take a critical view, a world of insight is opened
up.
Apply my learning to
corporate eLearning
Corporate eLearning has been a common theme for me throughout
my masters studies. I considered choosing a different area of focus for digital
storytelling but ultimately I wanted all of my efforts in school to contribute
to my professional pursuits. So I again chose corporate eLearning. I am
currently loosely affiliated with our enablement/training team at work and am
looking for a full time position. I’m definitely glad I kept the theme for this
course.
I’m excited to apply the learning from this class to my
professional life. The biggest take-away is new perspective on eLearning. I
originally though eLearning was solely comprised of self-paced learning modules
and online courses. But that is just one component. Understanding the paradigm
shift from push to pull has opened my eyes and given me a number of ideas of
how to create an ecosystem at work where employees can pull the information
needed to perform their work. It has also helped me realize that a “pull”
environment is already in place but the lack of information and access has made
the learning experience inefficient and cumbersome. Social learning is already
taking place to some degree as employees often rely on tribal knowledge to get
ramped up. And, those that work within the sales department at my company are
those that benefit most from pull-based learning.
There is a major opportunity that I see and the potential to
maximize learning or “enablement” as we call it is great. I believe it starts
with understanding the current social learning practices and expounding upon
them to make a greater learning experience.
No comments:
Post a Comment