ETEC 565 was my time to play. Making it past the initiation stages, I rewarded myself with some practical web2.0 explorations, much like the extra time we give ourselves in the funhouse to laugh and play in front of the distorting mirrors. Somehow, those mirrors always offer something new; not one is ever exactly like another and so we take some time to explore and examine, be it the mirrors' curves or our learning curve. We work it like a model or a chronic dieter. It's a tough reality but equally, it never ceases to be fun.
Thanks to web 2.0, I have yet to invest in any serious software beyond the obvious, just as I owe my thanks to the distoring mirrors for keeping me from taking any one image overly seriously.
The moodle project, the cornerstone of the 565 experience inspired my first explorations with digital storytelling, online cartoon creation, creating audio tracks and embedding them in other projects, converting files from one type to another, Wimba meetings, evaluating learning management systems (LMSs) and composing proposals to request them while also learning how to design, teach and assess within them.
565 also created the constructivist environment where I revisted my initial portfolio started in 511 and prompted me to expand this. I learned about creating pages within the blog, tagging and linking. HTML began to creep into my realm of experience and so also knowledge. Here, computing began to feel more natural, possible. Here, my experience was much unlike the images in the distorting mirrors. But the outcome is similar: valuable analysis and synthesis; reflections with much to offer for the taking; observations that inspire both goal-setting and appreciation for goals accomplished.
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Artifact #5: the widening mirror: Moodle course - a youtubed mini-tour
Artifact #6: the lengthening mirror: Post ETEC 565 e-portfolio page of reflection.
(Or view the embedded versions below)
Let's keep going! To Artifact #7 and 8
(Or go back to peek at the research of Artifact #4)