Consolidation
Completing my Master of Education was a goal I set for myself back in 2004 after obtaining my Bachelor of Education. Despite my desire to pursue a Master's degree, I had delayed applying to graduate school for many years as I lacked confidence in my ability to meet the demands of such a rigorous program. Now as I write the final page for my Master’s portfolio it is hard to believe that I have achieved this goal in less than two years. More impressive though has been reflecting on all I have learned and accomplished during this time. When I began the program I struggled to read through a research paper in less than three hours, let alone determine the validity and reliability of the research. Terms such as MOOCs, SAMR and Universal Design for Learning (UDL) were simply acronyms that had little meaning on a personal or professional level. As a result of my learning in the Master's program, I can not only comprehend academic literature, but have also developed the ability to view and question it with a critical eye. I can define and describe acronyms such as MOOCs because I have had the opportunity to both create and participate in them.
Early on in my portfolio I stated that there were three questions that I was challenged to investigate throughout the program: 1) What is learning?; 2) How do you know learning has occurred?; and 3) How can learning be enhanced?
Early on in my portfolio I stated that there were three questions that I was challenged to investigate throughout the program: 1) What is learning?; 2) How do you know learning has occurred?; and 3) How can learning be enhanced?
The three themes explored in my portfolio have helped to guide my understanding of each of these questions. In my fourth course, Principles of Learning, we were asked to define learning during our introductory class. At the time, I defined learning as a change in one's knowledge or skill set. As a result of my own learning in the Master of Education program, I have come to understand that learning is a much more complex and diverse topic. I now define learning as a transformation in the knowledge, beliefs, and abilities of an individual. When deep learning occurs an individual is able to apply their knowledge to new situations and create new ways of accomplishing tasks. Metacognition is also a critical component to learning. Reflection allows the learner to identify areas of strength, but more importantly identify areas for future growth. As stated earlier in my portfolio, my beliefs about learning have been informed and align with constructivism. Constructivism views learning as an active process, where knowledge is constructed using prior knowledge and through social interaction (www.learning-theories.com). While different views of constructivism exist, I have found that common elements exist between the perspectives. In general, many constructivist approaches recommend complex and challenging learning environments, where individuals work together to understand and demonstrate multiple representations of content (Woolfolk, Winne, & Perry, 2004). Determining which learning paradigm my beliefs align with has had a significant impact on my own teaching practice. I am much more cognizant of the types of activities I create for my students to ensure that they are relevant and promote high road transfer of learning (Perkins & Salomon, 2012). This means that students are able to apply knowledge obtained in one situation to a different situation.
The third theme in my portfolio, authentic assessment, helps to address my second question regarding how learning can best be determined. Stiggins (1997) states that “the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners” (as cited in Skillings & Ferrell, 2000, p. 452). A critical component of authentic assessment is immersion of the learner in a complex environment that reflects the way knowledge is obtained and utilized outside of the classroom. According to Herrington and Kervin (2007), learners have to experience the whole environment, rather than be exposed to elements one at a time. The activities learners take part in play an important role in creating authenticity. The use of ill-defined tasks allows learners to experience the process of problem solving. When activities lack structure, students play a role in identifying the problem, selecting pertinent information, exploring multiple perspectives, and identifying possible solutions that satisfy personal needs and interests (Herrington and Oliver, 2000). In addition, flexibility over which content students explore and how they present their understanding further enhances learning. Learning environments that adapt in order to meet the needs of each student, provide educators with an opportunity to make an informed judgement of individual progress and achievement (Darling-Hammond, Ancess, & Falk, 1995). As I continue along my learning journey, assessment for learning is one area that I want to explore and learn more about.
Finally, advancements in digital technology have created a connected world. Today’s students are more connected to the world than at any other time in our history. This means they have access to more information and must be able to effectively organize and evaluate it. Thus, digital technology has the potential to enhance the learning environment when combined with meaningful content and effective pedagogy. Prior to beginning the Master's program I was often easily impressed by the latest online tools and eager to try them with my students. While I still look forward to introducing my students to new digital tools, I am much more critical in my selection and use of digital technology within my classroom. Rather than focusing on the “glitz and glamour” of the newest web-based learning tool, I try to determine the learning theory that has guided its design as well as its potential to present content in a highly contextualized manner and develop 21st century skills.
The themes of pedagogy, authentic assessment and digital technology were evident in each of the courses that I completed in the Master of Education program. Not only were these themes present in the content of each course, but also served as a framework for the design of each course. Indeed, the Master of Education program at UOIT served as an exemplary model for creating student centred learning environments. I have experienced first hand how learning can be enhanced when classrooms are based on constructivism and allow students opportunities to explore and present content that is of personal relevance and importance.
One of my greatest challenges in completing this portfolio was sorting the various themes into their individual components. I found that each element and category overlapped with the others. Much like a series of intertwining branches where it is difficult to identify where one branch ends and another begins (at right), when good pedagogy, authentic assessment and digital technology are used effectively, each element becomes virtually indistinguishable from the other. In the end, I recognize this to be the most critical factor in my learning. While each theme is significant on its own what is most important is how each interacts to create a seamless learning environment. As I move on from the Master of Education program, I leave with many unanswered questions. This is not a bad thing. Rather, these questions will continue to guide my learning journey. It is my hope that in the future I will become more involved with my school board's initiatives regarding curriculum and technology integration. I am much more confident in my ability to offer ideas that are not only based on personal beliefs but instead supported by sound research. |