Demonstrating Competencies: Discussion and Analysis

The next learning object, EduBlogging Eco-Systems demonstrated my mastery of Problem Solving, Analysis, and Decision-Making competencies. It was quite challenging because it required me to identify problems and analyze them to attempt to come up with solutions. The major issue with edublogging systems, in my view, is the current lack of support available for new student bloggers, so I identified a range of problems confronting new bloggers, and described this as a system. Then I compared and contrasted this system with a number of others. By comparing the various alternative edublogging systems I demonstrate that these different eco-systems pose solutions in different circumstances. I present arguments and justify solutions to a global audience of educators as a public artifact available on the web.  

The learning object, EduBlogger Roles, demonstrates Instructional Design and Development competencies as it consists of a table accompanied by two podcasts, introduces a number of metaphors to help describe the different learning contexts, and identifies the different corresponding roles of both learners and instructors. This learning object is a crucial step for my development of edublogging theory, and its impact on future instructional design is as yet still undeveloped. However, I clearly discuss some implications of personal perspectives and epistemological orientations for the teaching-learning process. In the podcast, Applying CIP Principles to Blog Posting Process, I apply a range of learning and motivational theories to instructional design situations - in this particular case, to blogging. The podcast, potential of edublogging (2009) discusses a number of common criticisms of the use of blogs in education, and explore a number of controversies surrounding how blogs are typically used, and how they could potentially be used.  An example of how I have applied instructional design principles and models in the use of blogs for First Nations learners, is Informal Blogging: Positionality and Quaternity, a learning object in which I weaved the indigenous perspective into a theory of identity construction, combining the processes of positionality and quaternity.

During the MDDE program, I have practiced and become quite skilled with using a number of Information and Communication Technologies (ICTs) to create, reflect, and communicate with others. For example, I have created learning objects that have combined podcasts, images, blog posts, power-point presentations, Word documents, and photos. I have practiced the skills needed to facilitate effective Elluminate presentations in a number of settings for different audiences. For example, I created a presentation on blogging for adult literacy educators in BC Literacy Forum, presented my MDDE663 learner portfolio and presented to national educators in CIDER. I have had experience using Moodle to facilitate discussions in the MDDE612 course about the use of metaphors in teaching for transformation.  On Posterous, I have created a total of 18 posts, most of them combining several artefacts, and there have been more than 760 page views of this content by visitors. Within Me2U, as well as AU Landing I have created more than 170 posts on a wide range of topics, and published examples of posts others may follow in their own blogging practice.

I have developed Communication and Interpersonal Skills to confidently write clearly in styles appropriate to various purposes, and have presented my ideas to academics, elementary and secondary school teachers, adult literacy instructors, community leaders, Band Councils, students, MDDE classmates, and instructors. For example, I had led a presentation showcasing my learning in MDDE663 using the Me2U portfolio to my peers. I prepared an instructional unit which is in the process of being modified for submission as a proposal for management and faculty at Northwest Community College. I proposed an edublogging typology during an Elluminate presentation for CIDER, which involved a national audience of educators and researchers. I needed to respond to questions and feedback, and the experience made me recognize that doing live presentations is a necessary skill. I learned a great deal from the CIDER presentation, and posted two podcasts on my reflections as a presenter.  I have also supported others’ learning when involved in mentoring, moderating, or demonstrating. As an independent student blogger, for instance, I have posted Online Resources on EduBlogging to help other students navigate the web and use the blogging tool more effectively. Through practice, I have gained some required skills to effectively present using Elluminate; however, this skill is far from polished, and requires some further honing. The opportunity to pursue independent study courses has provided me with the opportunities to organize and convey my ideas on the topic of edublogging to a diverse group of learners and educators.

By using Posterous, for example, as well as by maintaining a student blog within Me2U, I have demonstrated Research competencies and have communicated information, arguments, reflections, and analyses in a number of forms, for a diverse number of audiences.  The Me2U Tag Cloud  is an excellent online resource tool which provides a comprehensive overview of the topics on edublogging I have covered as a student blogger. In addition, I have collected a number of online resources on the topic of edublogging, such as RSS feeds using BlogLines and a collection of shared online bookmarks using Delicious.com. As a blogger, I have had extensive practice accessing and critically evaluating sources and content for quality, applicability, and relevance, and summarizing and synthesizing information with a view to pursuing deeper understanding. For example, the blog post, Applying CIP Principles to Academic Blog Posts  is published within Me2U. In this post, I apply a design template, in which I analyze and capture details about two online resources using meta-data such as audio commentary, abstract, title, author(s), URL, keywords, relevant quotes, way-making history, concepts summary and reflections.