Mapping my PLN

Photo from Chris Jobling

I decided to use Coggle to map my PLN and quickly learned a few things! One, you have to pay to be able to use extra features which I wasn’t prepared to do as am not 100% certain if I will continue to use it.

Not having access to certain features made it difficult to connect some of the nodes and people in my PLN to each other if they were in different nodes. I also couldn’t necessarily identify the strength of my connections.

The other thing I learned was that using a new tool can take a bit of time! I hadn’t used Coggle before so I had to give myself a quick tutorial using You Tube and Google to answer some of my questions. It worked out just fine though as Coggle is a fairly straight forward program to use. I can see how it might be useful to use in the classroom.’s-pln-educational-technology/1ca9e500712abe1695ae962bb667e60881f2f761ca2934b23ca97b7f9e8c04d5

When mapping my PLN, I realized that I might not be using my local supports and network enough. There are several faculty and staff at Sault College that I should be connecting with more and collaborating on ideas. That is something I intend to do moving forward.

I did some searching for people that I might like to connect with /follow on Twitter to look at sharing our own practices, challenges, solutions, expertise about our roles of educators and ed tech gurus. I found a few people in the United States, and am hoping to expand my PLN in Canada a bit more as well. It’s hard not to get overwhelmed though with there being so many people trying so many wonderful things!

This module has really pushed me to look at Collaboration and the way it is being done in my own work environment. I am going to try to get some more collaborative practices happening within our College so that we can tap into the resources and expertise that are already here! We don’t and shouldn’t work in isolation of each other!


The Collaborative Dining Table

When I started doing my dining table, I decided to make it on a Prezi…it wasn’t until later in the directions that I learned that I was to share a picture of my activity! This posed a bit of a problem for me as the Prezi zoomed in and out to my information so the overall picture doesn’t necessarily show all of my work unfortunately! I decided to try using my Twitter account and post it there (as a picture) but wanted to share the actual Prezi link here on my blog as this is where I’m trying to keep my work from the mOOC together in one place.

As I was doing this activity I realized a few things…

1. The people I was collaborating with are no longer in the role/s that they were when I was working on this project,

2. The project is not happening anymore (at least not in the same way) and

3. My role has since changed but I am still extremely interested in this for my own personal/professional development.

I am hoping that I can continue, but just on a smaller scale and hopefully find some people to expand my PLN through here!

Here is the link to my Prezi


My OERs actually all passed the CRAAP test, which I think as others have pointed out is due to the fact that I try to think critically about all of these things when I am looking at resources to begin with. It is nice though to have some way to assess things that you find to ensure you aren’t just throwing random information at them (which is easy with how much info is available!). I’m hoping to look into adopting more OER textbooks in my courses/program!

I updated our padlet on the Extend mOOC to show this as well.


Curating the mOOC

When I read the instructions to find an activity I did that has a good number of responses, I struggled because none of my posts really generated that much response! Then I went back and found Krista McCracken’s discussion regarding no one having done the readings and that really resonated with me as this is a big challenge in my courses as well! I feel like I have tried so many different techniques to help with this, but still don’t see much improvement. Krista introduced me to an ed tech tool I have never heard of, 

As discussed by Krista, she talks about maybe using as a way to for students to summarize a reading, then could be used as an in-class activity and as a starting point for discussion. Thanks @kristamccracken for introducing this to my repertoire!


So Many Resources!!

Down the Rabbit Hole” (CC BY-SA 2.0) by valkyrieh116

I found myself going down a rabbit hole, quickly!!! My search led to more information than I could handle as it was all interesting and I wanted to use everything!!! Then I remembered…MIND MAP! I forgot to do a mind map to try to narrow down my search and be specific about what I wanted to look for and remember that I was looking for resources for my students, not for me! My mind map was a quick sketch…

I started my search on and quickly realized that it wouldn’t meet my needs, interesting though for sure!

Next, I went to the eCampusOntario Open Textbook Library and found a great chapter that introduced Personality Disorders. My favourite part about this resource is that it is CANADIAN!!! This search has really made me realize that I need to do some more searching and put more thought into open textbooks for my courses! Below is the chapter I hope to use to introduce students to the basics of Personality Disorders.

Next, I went to and found this one quite interesting. I loved that there is a variety of resources such as videos, links, and my favourite, learning exercises! I’m hoping to spend some more time on there looking at other topics beyond personality disorders. Some of the resources I found that will be useful for me to use with my students are a Learning Exercise having students complete a 70-item online personality questionnaire that provides a rough indicator of temperament and correlates .75 with the Myers-Briggs method of personality assessment. This will begin a discussion about “what is personality.”

I also found a great video on how to tell the difference between Bipolar Disorder and Borderline Personality Disorder, which is something I often spend a lot of time helping students try to understand.

Consider this…

I tried for the first time and searched for “queer youth” as I am always looking for pictures for my course “Working with Gender and Sexual Minority Children, Youth and Families.” I immediately found the following picture that really stood out to me:

Photo by Sharon McCutcheon on Unsplash

What I liked about was that it gave me the attribution to copy and paste into my blog so I didn’t feel anxious about forgetting something and not attributing it correctly! I did the same search through Flickr on the creative commons site but didn’t find as many results and not nearly the selection I had found on

This image could be used when discussing advocacy work with Gender and Sexual Minority children and youth. A meaningful picture that says more than words could begin to express!


Module 2 Extend Activity: Connecting to my curriculum

I chose to use a Google Doc to have students collaborate in creating questions/ways to assess for their final test. My learning challenge was that the short answer/traditional tests weren’t always feeling as though they were meaningful assessments so I decided, through some feedback from students, to involve them in the process.

I did a basic mind map to help me come up with an idea for a technology that might meet my needs and help with my learner challenge and had a great conversation with Terry Greene who supported me as well!

Next, once it was decided that I would use Google Docs as my technology, I dove into the planning using the Technology-Enabled Learning Activity Planning Document.

I started to get a bit more comfortable with Google Docs and created a prototype of what it might look like when I use it. Unfortunately the next recommended step is to share and get feedback, which I intend to do but just don’t have time to do it right now.

I have started a document on Google Docs (see link below) as a prototype. My plan is to continue doing research around ways other people might have done something similar and to get feedback from students when there is an appropriate time. I’m looking forward to seeing if this will help with my learner challenge and give them an opportunity to collaborate in a fun way! At least I think it’s fun! If anyone has suggestions or ideas, please feel free to comment!


Extend Activity #11 – SECTIONS

I started out with the identified learner challenge being that traditional short answer tests didn’t seem to be assessing students in a meaningful way. After doing the Empathy Map and then having a discussion with Terry Greene (thank you thank you!), I realized that I was making this into a much bigger project than I could tackle and Terry was able to help me reign it back a bit and re think things. I have now decided that I am going to try using Google Docs to have students collaborate and come together in the development of questions/ways that they feel would best test their knowledge of the course content. I may even use Google Docs to let them write the test together as well! After running the technology through the SECTIONS model, I also realized that I need to find out more about the support that is offered through the College I work for and who to find out about the policies regarding student information and technology. It was a great learning experience overall!

Empathy Map

This was a tough one to do as I am constantly getting feedback from my students and having recently completed their KPI’s, I think the students might be “all surveyed out.” I posted a three question survey to try to get their input but am not getting much in the way of response (understandably!). I created to following Empathy Map using some of the feedback I have gotten in the past as well as feedback from this year.

Digital Literacies for Teaching

When doing these readings, I really liked the perspective from the All Aboard: Digital Skills In Higher Education article that speaks to digital literacy being about ” a broad range of knowledge, skills and capabilities, many of which will be essential to successfully navigating the digital world and others which may give us scope to pursue particular interests, hone our skills and perhaps also fuel our creativity. ” This reminds me of how important developing student’s digital literacy is and to remember that it’s not just about using that cool new technology, it’s about doing something different…better and guiding the students to understanding how to do it and WHY we are doing it.

The JISC Guide to Developing Digital Literacies mentions Beetham and Sharpe’s framework (2010) that describes digital literacy as a developmental process from access and functional skills to higher level capabilities and identity. I like this framework as it reminds me that it is important to note that all students are at varying degrees of digital literacy and as a teacher, I need to make sure that my expectations match where they are at when it comes to teaching and learning with technology. Also, when using technology as a learning tool, I need to be prepared to be constantly assessing and changing as the technologies advance and change as well. The JISC guide also included other capabilities that digital literacies encompass which include; media literacy, communications and collaboration, career and identity management, learning skills, ICT literacy, digital scholarship and information literacy. I am just now recognizing that there is so much more to the use of technologies in learning and that there are so many indirect skills that can be enhanced as a result.

To me an