The header above is a 'wordle' based on my reflections from EEL502. This digial tool takes text and does a quick thematic analysis based on the words that have been used. The more often a word is used, the bigger it is in the graphical depiction. This wordle reflects the focus on learning, students and teaching to my experience of this subject. It also reflects that these were considered in the development of knowledge, skills and use within the context of technology, information, tools, online, and digital. If I look closer, I can see other words which were possibly more influential than this wordle would suggest: support, consider, community, blended, role, affordances. Through readings, online engagement, web-based tasks, reflection and the completion of assessment tasks, I have been challenged to consider what support will be needed to create an online community for the students beginning the Master of Speech Pathology in 2014. What tools create the affordances of community and a community of enquiry? What is my role in this? How do I become an effective facilitator of student learning in this context? As demonstrate in the discussion of SPH510, and the design of a learning experience, I have begun to find some ways forward in this. As I write this reflection, the digital world of instant messaging is in action with the 'dings' of emails and notes about 'meetings' to continue the development of these resources ringing on at least one of the four digital devices currently in my office.
As always, the competing tasks of days, weeks and months have limited my capacity to engage as fully as I might have liked in this subject. In my world, the balance between 'real time' collaboration and virtual community still tips towards the needs of face to face. This will be a challenge for me as I take on online subjects from next year. Maybe this is about reflecting on the value I place of different types of interaction, different types of teaching, different types of relationship.
As always, the competing tasks of days, weeks and months have limited my capacity to engage as fully as I might have liked in this subject. In my world, the balance between 'real time' collaboration and virtual community still tips towards the needs of face to face. This will be a challenge for me as I take on online subjects from next year. Maybe this is about reflecting on the value I place of different types of interaction, different types of teaching, different types of relationship.