Introduction

There are mainly two parts in this digital portfolio. In the first part, I mainly illustrate the evidence in different forms to present what I have gained in this course and add my personal reflection of six learning outcomes. In the second part, I make a new “”showcase” version based on the feedback I gained and the progressive thoughts.

 

Part 1: Evidence and Reflection of My Learning Journey

Learning Outcome 1: Describe the potential of human-centered learning in distributed and open learning contexts

Topic one is centered around the theme of human-centered learning most. In Vaughan & Cleveland-Innes’s (2013) article, they mentioned that all participants in a collaborative learning environment must assume various degrees of teaching responsibilities. When students get given responsibilities, they are more willing to get engaged in higher-order thinking. This is in accordance with the outcome 1.

In my topic 1 discussion, https://ztan11.opened.ca/topic-1-discussion-zhaohan-tan/

I mentioned that students are encouraged to have their own personal interests and cooperative preference. Blended learning are important and should be explored in depth to create a more suitable learning environment. Blended learning with multimedia and interactive skills can help students learn actively and effectively.

After reading my pod’s contribution, I left a comment on Meng Zhu about the potential of human-centered learning and open learning contexts. Take the current epidemic as example, it has greatly changed our learning methods. Therefore, teachers should integrate blended teaching with brainstorming, think-pair-share, buzz session, incident process, and Q&A sessions.

Moving on topic 2 discussion, https://ztan11.opened.ca/topic-2-discussion-zhaohan-tan/

Major (2015)  proposed that distributed and open learning can allow students to access to the online courses without  time or space limitation. With technological development, open learning is more or less based on the Internet. Open learning is mostly open and informal, including TED Talks, YouTube videos and so on (Major, 2015). Students can study and share their thoughts to the public. From my perspective, open learning contributes to distributed learning, since it provides more provision of learning resources and innovative methods for teachers.

This is a comment from my pod Oliver.

He is in favor of the effect of alternative media and supports with his experience. when he took a math class, he found it uneasy to understand the concepts. Then he searched online and got inspiration from Dr. Trefor Bazett’s youtube video. distributed and open learning helped him inquire in a deeper level.

When it comes to topic 3 discussion, https://ztan11.opened.ca/topic-3-discussion-zhaohan-tan/

I mentioned the setting of Brightspace and WordPress blog. When I update the discussion in WordPress, others can choose to follow along for their own interests. In this way, anyone can learn the course materials. We call this kind of learning method as open learning. It allows everyone to participate in further education, create new knowledge, share new ideas and in turn, serve for a better society. With this course design, I have a better understanding of distributed and open learning. This is actually human-centered and allow students to dig deeper into knowledge that they are interested in.

And I left a comment on Meng since I totally agree with you that open learning actually make contribution to more people. As Mays (2017) mentions, open pedagogy offers a free alternative to expensive commercial textbooks. That is to say, not only students, but also vulnerable groups can access to the world of knowledge. This lowers the threshold for people to learn resources that they are interested. That is to say, this kind of learning method actually contributes to more learners, not only students.

With regard to topic 4 discussion, https://ztan11.opened.ca/topic-4-discussion-zhaohan-tan/

Wiley and Hilton (2018) emphasized OER-enabled pedagogy is closely related to the creation, use and sharing of OER. It is definitely human-centered. Students are recommended by teachers to create new artifacts. In addition, students are invited to publicly share their creation. Fourthly, students are invited to openly license their artifacts.

And I left a comment on Fenghua that students’ excellent artwork can be used by teachers in the following course as examples. When students read the previous artwork, they are actually comparing their understanding with previous students’. In this way, they can inquire more facts to support their ideas.

From the above activities, I learned that different learning pathways such as blended learning, communities of inquiry are actually human-centered. Under the circumstances of distributed learning and open learning, students have more resources to learn concepts, access to specific examples and think critically about what they learn in school.

This is beneficial for me to think deeply about human-centered learning. It is important for teachers to take this into consideration. Teachers should apply OER-enabled pedagogy into practical authentic environment. When teachers focus more on students themselves, they would revise their lesson plans or curriculum design to achieve teaching goals.

 

Learning Outcome 2: Explore and engage with current literature on the distributed and open education movement

In this course, valued literature is offered for students to know more about the distributed and open education movement.

Especially in topic 2 discussion, https://ztan11.opened.ca/topic-2-discussion-zhaohan-tan/

As for open learning, it can date back to 1960s and has developed into broad approaches nowadays, from open classrooms to MOOCs. Jordan and Weller (2017) argues that in the very beginning of open learning history, “open” refers to the physical layout of classroom spaces and approaches to designing educational tasks. With technological development, open learning is more or less based on the Internet. Open learning is mostly open and informal, including TED Talks, YouTube videos and so on (Major, 2015). Learners can access to the online courses without time or space limitation. Learners can study and share their thoughts to the public. From my perspective, open learning contributes to distributed learning, since it provides more provision of learning resources and innovative methods for teachers.

I got inspiration from Ryan’s reply. He inspired me to think deep and try to use examples and big data to support my thesis.

When it comes to topic 4 discussion, https://ztan11.opened.ca/topic-4-discussion-zhaohan-tan/

Wiley and Hilton (2018) supplement that OER-enabled pedagogy, which refers to the set of teaching and learning practices. Teachers can make use of different resources, such as videos, podcasts and so on to help students to understand the concepts. At the same time, in a distributed course, teachers can make use of previous students’ excellent work to serve as examples to help students have a better understanding.

I left a comment on Meng’s post about the word  “renewable assignment”. This refers to the reuse of the written assignment for the subsequent semesters. It is in accordance with the concepts of ORE-enabled pedagogy.

From the above activities, I learned that with the assistance of the distributed and open education movement, students are more likely to study in an open environment. When they are learning knowledge, they are also able to serve as teaching assistants to give advice or scaffold students to complete the courses. This is to say, more students would be inspired by the brilliant examples and recreate their own artwork.

It enables me to think deep about exploration and engagement with current literature can broaden teachers’ teaching contents and improve their course design. Teachers can use these open resources for students in the subsequent semesters. This provides well-performed students a better chance to get engaged in course design.

 

Learning Outcome 3: Critically reflect on and articulate concepts around modality, pedagogy, and access, including distributed and open learning theory, online and open learning history, privacy laws, online learning communities, open research, and open data.

During this course, we have learned different concepts  around modality, pedagogy, and access and related distributed and open learning knowledge.

In my topic 1 discussion, https://ztan11.opened.ca/topic-1-discussion-zhaohan-tan/

I mentioned that FERPA is a federal law to protect students’ educational records (Regan & Jesse, 2019). To be honest, I know the importance of big data, since it can push notification or information according to our preferred interests, and in turn helps us personalize our learning. However, I did not pay attention to the aspect of private information protection. FERPA illustrates clearly that schools must tell parents or eligible students about directory information. It reminds me of the survey I have done in Topic 0. I filled a survey if I was willing to make my blog public to others. I think this survey is inclined to some rules in FERPA, since they informed the possibility that our thoughts on blogs might be viewed by others.

And I left a comment on Jiacheng that schools may require students to download some software to have an eye on their online exams. However, this might be against students’ information privacy. They do not know if their academic writing would be copied or uploaded online in public.

Moving on topic 2 discussion, Major (2015) proposes that five elements in class structure, including enrollment, amount, timing, platform and pathway. Online course structure is more likely to have open enrollment, blended amount, synchronous timing, DIY platform and distributed pathway. In other words, distributed learning is not entirely collocated with the closed class. It has open enrollment for learners around the world.

This is a comment from my pod Meng. She compares the differences of distributed class and traditional class and encourages me to make use of both and I can be a great teacher in the future.

When it comes to topic 3 discussion, https://ztan11.opened.ca/topic-3-discussion-zhaohan-tan/

I think the open pedagogy is of necessity in the current educational system. As Mays (2017) mentions, open pedagogy offers a free alternative to expensive commercial textbooks. And it allows students to share their unique ideas and make contribution to the knowledge commons in a meaningful and enduring method.

With regard to topic 4 discussion，https://ztan11.opened.ca/topic-4-discussion-zhaohan-tan/

I think the setting of this assignment 3 allows students to critically reflect on what they have learned. When I first read the requirement, I got confused since I had no idea about what digital portfolio was. I guessed it was about a digital photo  album with a list of the outcomes about previous discussions. After reading the six example digital portfolios, I realized that I should also include the reflection on my learning. During the course, I have some obstacles or confusions. And after analyzing the reading materials and peer replies, I would gain inspirations and theories to overcome these problems.

After reading my pod’s posts, I left a comment on Oliver that adding students’ understanding in their projects is important. When they share what they have learned, they should relate to their experience or support with more examples from different resources. This is a useful way for teachers to identify if students understand the concepts.

In addition to these discussions, Assignment 2 also help me meet the outcome 3. Our group discuss through chat apps and investigated the suitable persona to start the assignment. Then we fully think about different people’s advantages and cooperate this assignment. For example, some are responsible for correcting grammar mistakes, and some would find related literature to support our thoughts.

From the above activities, I learned that we have learned distributed and open learning theories and other related concepts. Students would be more flexible in time or in form to learn and submit their homework.

This is beneficial for me to think deeply about how teachers should pay attention to students’ personal information as well as their homework’s publicity. For example, teachers would mostly send links of the reading materials, requirement and due dates to all students in the enrolled class. And then learners would communicate with teachers through online tools, such as email, submit work and finish supervised examination through given links. It is a formal type of learning. Learners access to the course materials with limited control and their work is hidden. For open learning courses, teaching materials and students’ homework would be more likely to share with various learners.

 

Learning Outcome 4: Examine and reflect upon the potential for equitable access for all learners in online and open learning contexts.

Learners can not actually getting the same chances when they are in the open learning contexts.

In my topic 1 discussion, https://ztan11.opened.ca/topic-1-discussion-zhaohan-tan/

I reflected on the online and learning contexts. I want to access to the field about FERPA in our personal learning, such as the accurate regulations about private data collection, publicity and presentation.

Especially in the topic 3 discussion, I am impressed by the concept of access.  Gilliard and Culik (2016) illustrated that a student who studied in college school has been digitally redlined, walled off from information based on the IT policies of her institution. The Guided Pathways to Success program in her college has kept her from exploring unknown options beyond her majors. This is actually negative and can directly limit the futures of students. It reminded me that once my friend Emily who studies in a college  asked me to share some children literature. I collected six website links and sent to her. However, she could only access to three of them and the others were restricted due to the sensitivity of the unknown links. This reveals that her school restricts information access and digitally redlines the intellectual territory.

I commented on Oliver about the digital redlining.

From the above activities, learned that not everyone can access to the equal resources in the open learning environment, not to mention the negative effect on indigenous children group. This unequal access to resources would widen the gap among students with abundant resources and those without.

This provides provoking insights to me that teachers can try to avoid this situation in teaching. Firstly, they can download the useful materials in a legal way and offer to students. Secondly, they should guide students not to have discrimination on race or gender. It is teachers’ responsibility to keep a warm, safe, equal classroom for students.

 

Learning Outcome 5 : Conduct research into and critically reflect upon emerging and future educational technologies

Learning Outcome 6: Practice digital, networked, and open literacies in support of learning about distributed and open learning

Personally I combine outcome 5 and 6 together since open literacies are actually helping learners in distributed and open learning.

In my topic 1 discussion, https://ztan11.opened.ca/topic-1-discussion-zhaohan-tan/

I push back slightly, arguing that critical digital pedagogy can also be used and applied in traditional institutions of education. In my opinion, certain traditional institutions might lay more emphasis on face-to-face communication or manual courses. However, these institutions can consider critical digital pedagogy into daily application. For example, teachers in traditional classes can use online heated news to lead open discussions and supported with visualized online pictures or videos.

Moving on topic 4 discussion, it is advisable for teachers can students to add some hash tags. In this way, after students learn this article, they can follow the hash tags to read more related articles and learn from experts.

And I left a comment on Oliver about his opinions about the benefits of hash tags.

When reflection on how our group work on group assignment, we normally express our ideas in the Mattermost and WordPress. Since we are not living in the same area, we would reply the messages when we are free. That’s to say, we reply at any time in at anywhere. This kind of cooperative style is suitable for us. Also, we create the google docs to edit our group work. We can see what others contribute to this assignment and give effective feedback to others.

From the above activities, I learned that technologies and multimedia are playing a more and more important role in teaching. Teachers should be aware of it and revise their course design.

It makes me think deeply that teachers should make use of emerging and future educational technologies. For example, teachers can use updated charts to mark down students’ development. They can use online materials to expand students’ personal thinking. Also, when teachers find students have difficulties in understanding some concepts, they can use auditory and visual supporting materials. Finally, teachers can analyze students’ assignment and provide assistance due to data analysis.

 

 

Part 2: “Showcase” Blog Post

Updated Blog Post https://ztan11.opened.ca/topic-3-discussion-revised-zhaohan-tan/

Original Blog Post https://ztan11.opened.ca/topic-3-discussion-zhaohan-tan/

Description of my alternations

Firstly, after reading the reply from Oliver, I decided to present my understanding with regard to indigenous culture. In my previous blog, I focus more on my personal experience and relate it to the example in the article. Oliver mentioned that technology and websites are tools that will help preserve and educate inquisitive people about Aboriginal culture by the pictures in Kral and Schwab’s article about uploading content to youtube in the Indigenous learning spaces article  (Kral and Schwab, 2012).

Secondly, I reconstruct the blog with thesis sentence, supported examples or data and conclusion.

Thirdly, I add more specific suggestions for teachers to improve the current educational system.

 

References

Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.

Jordan, K. & Weller, M. (2017). Openness and Education: A beginners’ guide. Global OER Graduate Network.

Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012

Major, C. H. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 76-108)

Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community.

Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.

Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2

Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press

Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).