Summarized Reflective Journal

Rather than truncate my (ahem) rather prolific reflective journal into a chronological timeline, I have chosen to organize my comments and impressions around three themes: computer and online skills learned, cognitive and emotional growth, and “aha” moments.  

Computer and Online Skills

There were many new skills that I learned during the two-month time period from June 10, 2010 until August 8, 2010.  Many of the skills were created as specific objectives of the UW-Stout course titled E-Learning for Educators.  My interaction with the choices of web activities provided in the class led to growth in the following computer skills:

• • creating online posts,

  • social networking,

  • annotating, and bookmarking through Diigo,

  • intelligent surfing,

  • identifying appropriate netiquitte

  • posting quality discussions and responses on d2L and Moodle platforms,

  • learning online vocabulary and concepts,

  • hyper-linking websites in both Safari and Firefox,

  • creating quizzes in Moodle,

  • effectively using search engines,

  • employing advanced searches using Boolean Logic,

  • discovering the invisible web,

  • evaluating a website,

  • creating a personal search engine using Rollyo

  • setting up Google Reader,

  • discovering quality wiki’s, blogs, and podcasts,

  • and finally, creating a beginning E-Portfolio using Google Sites. 

I list these all to remind me of the (unfamiliar) skills that I have learned in this short period of time. Prior to this class, I knew the concepts behind basic surfing, blogs and wiki’s, and posting.  The rest of the list was new.  In my journal, I actually wrote “AH!!  Diigo!  When did networking and social connection become more than facebook and lame game sites? (6/17), “why didn’t I know about this?” (6/20) and “Cool!  This is new!” (7/11).  Though I know that I excitedly wondered, “Ooh! What’s THAT about?” almost every week, upon reading the list now, I realize that much of this skill set is beginning to feel like second nature.  I noticed this for the first time on 6/21 when I wrote, “the more I engage with this stuff, the more I forget what I didn’t know the day before.”  Recognizing my own tendency to take this knowledge for granted gives me a little window of understanding into my students.  Though I’m not a “native” computer speaker, I can see that there may be many skills that they take for granted, and that native speakers can teach us!  Remembering how much I didn’t now (and guessing at how much there still remains), I also recognize that I am uniquely poised to bridge the gap for other “non-native” speakers, because I know what it feels like to discover new tools.

There were also computer skills that came as a result of this class which were perhaps not specific objectives of the course.  Being a techno-gadget lover, I received my iPad the first week of June.  I discovered that responding to discussions isn’t efficient on an iPad but downloading a pdf file reader for $4 and figuring out how to download my course reading materials onto it was an awesome use of time and money!  I wrote that was “excited to have the mobility of the iPad“ (6/14).  Having the flexibility to download the pdf file meant I didn’t have to be connected to the internet, and therefore allowed me to “save my other reading (like about hybrid and/or blended online groups or the other sites) until I can download them and read from the garden, or until this weekend.” (6/17). It was wonderful to choose the time and the place that was most convenient for me.   I also learned (7/1) how to get Diigo on my iPad.  This is not an iPad commercial – but it was a thrill to apply concepts to another device.

In addition to the iPad, additional web skills and information that I recorded in my journal as important were:

• • How to create Gmail for Student Accounts to “trick” web applications so that I can register students for blogs, wilis and other Web 2.0 applications (except Google applications),

  • How to effectively set up research-based guidelines for web class sizes, with thanks to dialogue from Becky and Katrina,

  • A list of websites for use with world music, thanks to Carol, Rich, and Brenda, 

  • How important visual formatting, speed reading, and creating and utilizing links within sites is for efficient and effective processing of information.

  • How easy it is to “cheat” and get answers when factual information is requested.  On 7/15, I wrote, “So proving my “fake website” proved how easy it is to “cheat”, even when you aren’t intending on it.  No kidding we should emphasize the process, because the product is out there.”

Up until now, I’ve been discussing what I’m thinking of as the “how” of the class.  The second portion of this essay will discuss what I am thinking of as the “what” of the class.  This section includes the cognitive and emotional growth that occurred.

Cognitive and Emotional Growth

What I appreciated most about this class is that there were two levels of engagement that were happening simultaneously:  while we were encouraged to grow with our internet skills, but also were challenged to grow intellectually and emotionally.  Like the “how” skills, several of the “what” skills were created as part of the direct structure of the class.  I am NOT listing here any of the cognitive growth that it took to complete the “how” skills; rather, this list includes growth that is independent of online education. During this time, my engagement and selected readings led me

• • To question my assumptions and applying critical reflection,

  • To consider the role of a teacher in our society,

  • To compare my online persona and to my “real life” persona,

  • To review of APA and proper acknowledgement of sources,

  • To consider the power of tone and voice when approaching dialogue and facilitation,

  • To examine my self-directed learning process and evaluate my efficiency and effectiveness,

  • To consider the role of the creator and the importance and benefits of giving credit to sources and working as a “group” rather than “going solo”, and

  • To examine and broaden my views on assessment

 Again, there were also several information based reflections were included in my journal that were not direct goals of the course, but instead were branches I chose to explore as a result of the primary assignments.  These included:

• • Thinking about the relationship of personality and learning and how important self-knowledge, risk taking, time, and curiosity about people is important to varies in importance among learners,

  • Defining different learning approaches – examining depth, breadth, pace, and considering the impact of these approaches on my own and the apparent experiences of other’s in the class

  • Clarifying the role of a teacher and the role of a student, so that I can actively choose which role I am playing, for what purpose.  In this class we were encouraged to vacillate between the roles.  Until I realized this, I had difficulty knowing how to respond. 

  • How to use music and obey copyright laws in the ‘grey area’ of my experience, thanks to dialogue with Rich from East Troy,

  • How to apply blogs to advocacy.  For example, I documented the affect that This blog had on my actions.  It led me to this site which I read on 7/23.  What I read led me to create a dialogue with our curriculum coordinator.  Wisconsin has just adopted standards that I, as a teacher, didn’t even know existed.  Since the highly rated areas of the country in these standards have sub-standard music programs, I felt it was important to remind our school administrators what skills are “left behind” when we only attend to the “core” curriculum.  This outward reach is not normally my style; yet the timely engagement opened the door for future dialogues.

Emotionally, I can see trends that occur in my own learning process.  When approached with a new idea, it takes me some time to digest the concept fully.  The initial stages usually have a strong emotional component, and allowing myself processing time is important.  In one instance, I found the strength of learning when the learning challenges deep beliefs.  When discussing the role of tone and voice in education, I found myself writing, “Then WHO AM I???  Am I all of them?  Am I a big fake?  What about my opinions?  Do they count at all?”  (6/27) and “Think about the art of teaching.  Who are you and what do you bring to this class?  Being someone for everyone?  Are you teaching or manipulating?  And is it the same thing?” (6/27) What I discovered is that the biggest challenge also leads to the biggest change.  The fear of being a “manipulator” was there only when I assumed that the students were going to follow me blindly.  If I teach and expect them to think critically, I can let go of that fear.  It was on my mind for days, but on 6/30 I wrote “I was having problems ethically with this, but not as much anymore, because I’m starting to realize that this is the role of a teacher.” I am much more connected to my role and potential as a teacher as a result. 

I also emotionally experienced the joys of learning in this class, reflecting that “For me, learning is 1) wanting to do something; 2) experiencing a problem and 3) trying things until that problem is solved.  It’s a big kick. “ (6/15).  For me, having the time to do it to my standards is important to my joyfulness.  Some of my reflections captured how lucky I considered myself for having the time and resources to fully enjoy this class.  I would not have wanted to take it while teaching or taking other classes because I wouldn’t have been able to delve as deeply as I wanted to go.  

Finally, I am a little nervous as I see the power – and responsibility – of being a teacher.  Even though I am an experienced teacher, it still awes me. The power to impact decisions and futures is huge and worth reflection so that it’s done well.  It is this awe that spurs my continual education.  

To close, as I re-read my journal, I pulled out direct quotes that I recognized as identifying a learning moment, or as just being amusing to me.  Enjoy!

AHA Moments: Direct quotes from my journal.

“Oh!  I need to think carefully and specifically about what I want to do and THEN choose the online process.  Online is just information.  But I am the creator.”

“Ooo-ah Oooh-ah…Overload alert!!  Gotta think on this.  Many times, less is more.  After all – I know the information.  My tendency is to want to hurry the students to the answer – and in so doing, I may be robbing them of the joy of the process of discovery.”

“Different strokes for different folks.”

“Knowing that what I’ve said sparks new ideas in other people’s heads…and then it comes back to me and sparks new ideas in my head…THAT’S cool.”

“Note to self:  It’s easy to think you’re not doing enough if you’re an overachiever.  It’s also easy to get caught up doing this instead of other things.  Gotta be aware of that balance at all times.  After all, education is meant to enhance, not take the place of real life experiences.”

“If you want to go fast, go alone – if you want to go far, go with others.”

“I am SO THANKFUL for the checklists!  Just because its said/written doesn’t mean it’s seen/heard.  What seems boring for me to repeat may be someone else’s lifesaver.”

“We all need different amounts of these:  Campfire:  “Sage on the stage” - Watering hole: “Informal discourse” - Cave: “Internal dialogue”.  Most people need more watering hole than I do.  I need more cave and enjoy a campfire.  I wonder what I'm missing by not going to the watering hole more often?"

“Little mistakes can create big problems”.  (Reflecting on why it took me 4 hours to write a 5 question quiz).

“When I’m highly engaged, things are so much more fun!” (Duh!)

“When I give a gift, both the outside packaging and the gift itself impact the receiver.  Yet the hope is that the inside of the gift sticks with them longer and means something. “ (Reflecting on content and presentation).