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April 7, 2015

Reflections on 5141

Filed under: EDDL 5141,learned,online teaching @ 6:44 pm

Reflections on 5141

I found the posting for 5141 from my fellow learners to be instructive and make me think more about how I approach my own face-to-face teaching. I have been lecturing more than encouraging the students to create their own experiences. I struggle with whether they can cover the information well enough to be safe with the seniors who are a vulnerable population. In seeing what others have posted and how I feel about their contributions, I think I can try to let go somewhat and let them make their own contributions to the whole picture. Be more of a ‘guide on the side’ as mentioned in the KWL task. I need to rehaul many of the activities for my actual classroom to make them more ‘user-centred’. I think that will make the classes more enjoyable for the students and make me give them more control.

April 3, 2015

Final word on games for learning

Filed under: Uncategorized @ 4:16 am

Kloper (2008) states “games not only can motivate students and provide a rich learning environment.” Use of learning games and simulations increased interest, engagement and attendance in face-to-face learning. Kloper also states “handheld games afford great potential for learning” and “handhelds are not the silver bullet to save education.”

Kolb states she found both pros and cons for using games in the classroom. She recommends using gamification software programs designed for tracking progress, awarding points and so on. This created quite a change. The majority of her students accomplished a lot and their focus changed from ‘what do I need to do to get an A?” to engagement with the information because they could choose their own quest. The negative aspect was that some found they had too many choices and floundered a bit before they found their goal.

In his book on games and education Felicia (2001) states video and computer games have been used for quite a while. There is a new train of thought that affective or emotional learning can be accomplished as well with this arrangement. This would be useful in the health care field as the focus becomes one of a person-centred approach to care instead of a task oriented approach.


Felecia, P. (2011). Handbook of research on improving learning and motivation through educational games:Mutidisciplinary approach. Hershey, PA, USA.

Klopfer, E. (2008, May). Augmented learning: Reseach and design of mobile educational games. Cambridge, MA., USA.

Kolb, E. (2011). Epic fail or win? Gamifying learning in my classroom. USA.

April 1, 2015

All my blogs seem to go to 5141

Filed under: Uncategorized @ 9:53 pm

Hello all,

All my blogs seem to go to the other course I am taking 5141 as well.

I apologize but as I’ve lost my blog altogther twice-I don’t want to push my luck


Assignment 2-Student Project

Student project development for Assignment 2


Grading:    This is worth 30% of your final mark


EDDL 5131 Group Safety Assignment


Students will work in groups of no more than 5 and will open the web site for LTC which the instructor will provide. Working in small groups, they will develop a multimedia presentation to teach the rest of the class about a particular safety topic related to seniors living at home. All the necessary information is present on the Long Term Care (LTC) website. You will need to inform the instructor about which topic you pick.

The topics include:

  • safety in the kitchen
  • fire safety in the home
  • fall prevention in the home
  • preventing home support worker injuries
  • hoarding and clutter

Each group will present their topic to the rest of the class by way of a multimedia presentation. A marking guide will be provided for reference.


Purposes of the presentation:

  • Learning to assess safety in the home for seniors while working as a Home Support Worker.
  • Learning to create a multimedia display to impart to fellow students an explanation of safety concerns on your chosen topic


Learning Objectives:

  • Demonstrate problem-solving and critical thinking skills in a multimedia presentation to a simulated home situation


  • Exhibit knowledge of safety issues for seniors in their home


Required Elements to Receive Full Marks

  1. Multimedia display including two from: text, image, sound or video.
  2. Examples of application to Home Support
  3. Demonstration of teamwork in achieving the final presentation including a review by your peers.

This website was created by Cornell University to explore the environment most seniors find themselves in if they are living in a two-story home. The challenges they face in this situation are common.

Marking Guide:


Expected criteria

Unacceptable criteria

Total Marks = 30Covers the Topic

  • Gives specific examples for home support application
  • Clarifies concerns about variations in home area
  • Does not stay on topic
  • No examples for home support
  • No clarification of concerns about variations in home area


5 marks

ontains the required elements (see above)

  • Comprehensive multimedia display
  • Easily understood

  • Does not contain a comprehensive multimedia display
  • Difficult to understand


10 marks


Creativity and accuracy

  • Uses a game or quiz to enhance learning
  • Encourages class involvement and online participation
  • Class is bored
  • No class participation


10 marks


Teamwork- Shared the workload

  • Each person creates part of the presentation
  • (assessed by peers at the end of the presentation)
  • One person dominates the presentation.

Information is repeated







Sleep Disorders

This is a youtube video I made about sleep disorders.

multimedia-Heart Attack vs A Cardiac Arrest

[youtube] [/youtube]

March 30, 2015

vital signs

This is about whether using games enhances adult learning.

March 29, 2015

cyberbullying assignment 2

Filed under: cyberbullying,EDDL 5141 @ 5:33 pm

In the first video, the young people are reading the negative, hurtful comments that people have sent to them. It is intended as a safety video and I think the point is you are not the only ones who have received texts like this. In the 2nd video, the fellow describes his method of coping with physical bullying-not cyberbullying. I think, although they are both bullying, one type has tangible targets (perpetrators) and the other is anonymous. After a period of time, young people who may not have a healthy self-esteem in their teens and twenties, may believe this and it will influence what they do and what they feel they can achieve.

cyberbullying assignment 1

Filed under: Uncategorized @ 5:09 pm

I too think the cartoon speaks volumes about what people are willing to say and do when they think they can get away with it anonymously. It is amazing to me that people would deliberately be so unkind and threatening.
I had a occurrence this past year where a student critiqued not only my teaching but also took personal shots. “You’re a terrible teacher.” “quit teaching, you’re not good at it” and so on. Those are the clean ones. I also found the same comments on “rate my teacher”-very disheartening. I know who said it because I didn’t hand out perfect marks on assignments but that doesn’t mean the sting is removed. I can certainly see that a child/young person who may not have a good sense of themselves, could become overwhelmed by negative comments over which they have no control.

March 2, 2015

online facilitation choices

Filed under: EDDL 5141,online teaching,Uncategorized @ 4:17 am

According to Hooten (2002), the design of ‘guide on the side’ provides an opportunity for learners to study current knowledge and create new knowledge while they have access to the facilitator for further references and direction. He states he agrees with the concepts of Berge who observes that there are four parts to managing the role of the instructor pedagogical, social, managerial and technical (Berge, 1995). Hooten (2002) uses some of the same ideas but defines the roles as instructor, social director, program manager, and technical assistant. In the role of instructor, the guide offers resources, strategies for learning, and help connecting to prior knowledge. The guide focuses on student learning rather than the technical side of learning. In this role, the guide arranges the direction and creates meaningful and credible assignments which deepen the learning taking place. Timely and individual feedback is important in this role as well. As a social director the guide arranges opportunities for collaboration with peers and others. Developing a sense of community is important as learners elicit further learning and bring unique perspectives to share. They can, as a group, work on skills in project and time management and other varieties of teamwork. In the role of program manager, the guide organizes, steers the learners toward learning activities and resources. They can help learners manage their time and knowledge creation and he defines expectations for behavioural standards and netiquette (Hooten, 2002). As a technical assistant, the guide needs to be proficient in technical skills and communication abilities. “Gen-Xers typically prefer fast-paced presentations with visual images and frequent feedback“(Hooten, 2002). Berge (1995) has suggestions for ensuring that e-learning functions well for the learner.  He states you should have “clear objectives, flexibility, encourage participation, maintain a non-authoritarian in communicating with you students, be objective and ensure the information is relevant”. Some learners participate much less than others but they need to be acknowledged and to receive appropriate feedback. Feedback from a peer is important but they need to be aware of netiquette and guidelines for giving and receiving feedback. Garrison, Anderson, and Archer (2000) propose that “the creation of an effective online educational community involves three critical components: cognitive presence, social presence, and teaching presence.” My own thought is that all of these scholars have some ideas that are certainly reliable however; the ones that ring true with me are the theories of Garrison et al (2000) and Hooten (2002). I believe the ability to be present cognitively, socially and in teaching are essential to online courses and that the instructor should be the ‘guide on the side’ so the students/learners can develop a sense of collaboration, teamwork and leadership. If they can do these things as a cohesive group, they will be able to manage their own learning with some help on the side.


References   Anderson, T. (n.d.). Teaching in an online learning context. In Theory and practice of Online Learning (p. chapter 11). Retrieved February 15, 2015. Athabasca University.   Berge, Z. (1995). Facilitating Computer Conferencing: Recommendations From the. Educational Technology, 35, 22-30. Retrieved February 18, 2015   Hootsen, E. (2002, June 1). Retrieved from Association for talent development: Retrieved February 18, 2015

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