Photo by Henry & Co. on Unsplash
Here is our pod project: Distributed Equity and Perspective Project
Pod members:
- Tanvir Sidhu: tanvirsidhu.opened.ca
- Yiwei Wu: ywu.opened.ca
- Yi Yan: yyan.opend.ca
- Erin Fahey: erinfahey9.opened.ca
Author: Yi Yan
Chart
Note: You can right-click the image to view in a new tabĀ
Will your persona be learning all online, face-to-face, or a combination of both?Ā
– Presented by: Tanvir Sidhu
video link: flipgrid. com/59d3a48e
You may download here: IMG_5659
Description:
As a group, we decided that it would be in Valerie’s best interest to take a course in an open environment after careful consideration of her persona. So will Valerie be learning all online, face-to-face, or a combination of both?Ā
References:
Claire Howell Major. (2015).Ā Teaching Online ā A Guide to Theory, Research, and Practice.Ā Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 88-105)
Jordan, K., & Weller, M. (2017). Jordan, K. & Weller, M. (2017)Ā Openness and Education: A beginnersā guide.Ā Global OER Graduate Network.
Where would learning be asynchronous or synchronous? Why?
– Presented by Yi Yan
Description:
Valerie will learn asynchronously. Asynchronous learning allows her to be more flexible with schedule since she has to take care of her baby while she works. She can also update her assignments and projects more flexibly in synchronous learning. This crucial feature of asynchronous learning not only allows her to learn and improve in a reflective way, it also gives her more time to overcome the language barrier.
How could your learning design support multiple means of engagement?
-Presented by Yiwei Wu
Description:
To improve Valerieās engagement, we decided to apply the student-led strategy and student-centred pedagogy in our open learning environment design.Ā
Applying a student-led strategy means that Instructors will have less control over students, and students are likely to be more active and engaged. Cooperative learning and problem-based learning are examples of student-led strategy; students will In our open learning design, students can interact with other students and instructors and therefore become more motivated and concentrated in the learning process.
We would also use participant pedagogies that empower Valerie in the open learning environment. Participant pedagogies in an open learning environment allows Valerie to discuss with her teams and comment on other blogs; it also grants her the space in designing her blog more creatively and originally. Participant pedagogy can lead to a higher level of engagement, and therefore shapes an active and reflective learning experience for Valerie.
What are the real and perceived barriers to learning that are preventing safe, flexible and supportive learning experiences and environments for this persona?
Valerie is a single mom who is working part-time to support her children. A ārealā barrier would be her financial situation in providing food for her family. She is working, in school, and has the responsibility to take care of her children. People with multiple jobs or roles tend to be exposed to toxic stress.Ā
The perceived variable of toxic stress could adversely affect her learning outcomes as well as not being able to afford healthy and nutritious food. As a mother, she puts her kidsā well being ahead of her own, and access to food would be no different. Further, the life of a parent needs to be flexible to cater to childrenās needs. This would prevent Valerie from being able to have a flexible school and work life. Valerie would thrive in an asynchronous learning environment where she can complete work on her own time. For example, after she has put her children to bed, before her children wake up, or on a break at work. A platform that could replace physical office hours would be Zoom office hours. Since Valerie needs to have a flexible schedule she could be missing out on office hour clarification if she has work or obligations with her children in that time frame. Valerieās children are at the age where she could have a Zoom meeting at home and they would be fine completing their own school work etc.
Valerieās goal is to manage budgeting, school, children, and working. This goal would not be obtainable without open and distributed learning.Ā
Open learning will enable Valerie to spend as much time working as possible. She can complete her school work outside of working hours. If she has to schedule work hours in between her physical classes she would not be able to make as much money. Valerieās time interacting with customers at the bookstore is also crucial to her development of English. Ultimately, her language skills are fundamental to her success in school and future job opportunities.
Since Valerie is wanting to educate herself inĀ Child and Youth Care and has children, the use of Open learning allows her to connect with the material on a deeper level. Since most likely her learning environment will be at home she can use blended learning techniques with her children and thus gain hands-on experience (Vaughan et al., 2013).Ā
An overlooked cost to post-secondary education is textbooks but textbooks can be a significant barrier as the price can be up to $500 a term. The cost of textbooks would be a barrier for Valerie and she would benefit from open textbooks. Open textbooks would enable her to access course materials online and for free. Open textbooks are described as textbooks that areāavailable free of charge and free of licensing restrictionsā (Mays, 2017, p. 1). For Valerie, the cost of $500 could go toward food for herself and children. It could mean that healthier options would be available.Ā
Overall, Valerie would greatly benefit from open environment learning. She would be able to tailor her learning experience to her needs while being able to support herself and her children financially.Ā
ReferencesĀ
Jordan, K., & Weller, M. (2017). Jordan, K. & Weller, M. (2017) Openness and Education: A beginnersā guide. Global OER Graduate Network.
Mays, E. (Ed.). (2017). Open Pedagogy. In A guide to making open textbooks with students. Rebus Community.Ā
Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press. [Chapter 1]