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https://digital-competence.eu/dc/

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Goals:
When I was thinking about the goals for this course, I did not know much about the content yet. I was glad I can join the course. Additionally I was eager to join a course in English language, so I can get used to reading and writing in English.

Topics:
In the beginning of this online course there were many of the topics I did not research about before. So for me most of the topics were new learning fields. I was glad there were sources prepared for us to use.
Some of the topics I did not feel very close to, as I did not need those in the working context before.
Some other topics I was very interested in, as there I had some practical experience.

Work done:
As usual I feel I could dive much deeper into the different topics, as most of them I feel really interested in. And as usual, I could only do my best to read and work as much as possible in the given time in daily life.

e-portfolio:
For the e-portfolio i chose the online application "padlet", as it is easy to use and  has nice layout, and can be made accessible to everybody, and there is a free version available. I am glad I now have an e-portfolio, in which my learning progress and outcome is collected. I now again realize e-portfolio really is a helpful tool to summarize for myself.

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In the FOUR LAYERS OF DIVERSITY model created by Gardenswartz and Rowe (https://www.gardenswartzrowe.com/why-g-r) there are different dimensions of diversity grouped together in layers. Some of these usually as a teacher you realize and behave accordingly, some of these usually teachers might find hard to behave accordingly. As some personal data is available to teachers, even in an online course usually teachers take the dimensions age, gender, geographic location into account, often teachers are also informed about students' abilities/disabilities. But many other dimensions, for example recreational habits, income, parental status, religion, etc. might be not easy to take into account within an Online Course, if those
areas are not explicit content of the learning schedule.

But still for teachers it is important to remember, that students might be all different in all the mentioned dimensions, which will be helpful for adequate teachering behaviour.

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In Online Communication completely without face to face communication I feel it is hard to perceive social differences. In face to face classroom usually by the behaviour and the reactions and the answers of the students the teacher can get a first impression, where the students might need help in the upcoming course. Of course this is only a first impression and does not say much about the real social differences in class.

But in Online Course even this first impression is missing, so teachers need to create activities to get to know their students for the online course. Those students who are online taking part in the Online Course, they already managed to climb the first mountain, which is being online and being technically equipped to join the course. Apart from the technical equipment it is also about media literacy skills.
Some students might drop out in the beginning of the course already, if the digital learning environment is not easy to handle, or if there is a computer necessary and the handheld (smartphone) is not the most practical tool for the course.
So there should always be support for technical use and best ways to handle the digital learning environment, in the beginning of a starting course.

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https://youtu.be/CPAybysg0Gk
This Video is an explanation of the Community of Inquiry: Garrison, Anderson, and Archer proposed a model for Community of Inquiry in their 2000 paper. Social presence is seen as important for processing information, challenging thinking and learning from one another. So Social Presence, Cognitive Presence and Teaching Presence are considered as equally important for learning experience. This model is seen as a process, the learning cycle is not static: The more time we spend working and thinking and discussing, the more we will learn.

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5 Tips for Social Presence in an Online Class

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5 Tips for Social Presence in an Online Class

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https://youtu.be/UMHPD5mUcL8
Students in online class might easily feel isolated and drop out. So teachers on online class settings need to be aware of supporting social presence in online class. In the video it is mentioned, the social presence is the degree of feeling connected to others in the online classroom. Teachers need to find ways to foster connectedness in online class.
Tip 1 Sending a welcome letter to invite students and share course logistics (login, schedule, communication).
Tip 2 create an inviting online learning space, Tip 3 audio an video recordings, like welcome video is helpful for students to get to know the teachers.
Tip 4 offer office hours to have real-time connection
Tip 5 be accessible for students and answer their messages
These points may make students feel more connected to teacher and online course.

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Guidelines
http://udlguidelines.cast.org/

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Examples for teaching according to UDL: 

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Examples for teaching according to UDL: 

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Engagement:

Access - Recruiting interest:
-> Creating classroom routines and accepting and supportive classroom situation to reduce stress and threats, for example with stable learning groups and repeating time schedules.

Build - Sustaining effort and persistence
-> cooperative learning groups with clear goals and responsibilities for
group work

Internalize - Self regulation
-> set up continuous feedback for students to recognize their own
progress and help with learning techniques.

Representation:

Access - Perception:
-> Offering alternatives to the usual teaching environment, for example
providing text, visual diagrams and videos as equivalents to the spoken auditory information.

Build - Language and symbols:
-> Promote language understanding, for example by making all important
information available in different languages depending on the students' heritage languages.

Internalize - Comprehension:
-> Activating background knowledge, for example by creating connections between different teaching contents and disciplines.

Action and expression:

Access - Physical action:
-> Optimize access to digital media by providing different input
methods, for example not only keyboard, but also scanning or recording.

Build - Expression and communication:
-> Use multiple media for communication by combining different media such as text, speech, video etc. for solving problems.

Internalize - Executive functions:
-> Facilitate managing information, for example by telling students
where to store important information, how to make it categorized systematically and easy to retrieve.

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by Gilly Salmon

https://www.gillysalmon.com/five-stage-model.html

Stage 1: Access and Motivation
Stage 2: Online Socialisation
Stage 3: Information Exchange
Stage 4: Knowledge Construction
Stage 5: Development

E-tivities -
based on five Stages Model:
https://www.gillysalmon.com/e-tivities.html

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Title:
Exploring.
Purpose / Task summary:
Make yourself familiar with the learning environment.
Task:
Look around in the learning environment and try to find all the functionalities listed below
- List of Participants
- List of Teachers
- Table of content
- "Library" / Sources
- (can have some more listed)
If you do not find all the functionalities, we added a short video explanation, you can take a look at.
Schedule, expectations, feedback:
Within first week.
If there are any questions, you can contact[...] or post in the questions forum[...].

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Title:
Start Communicating
Purpose / Task summary:
Introduce yourself
Task
Introduce yourself with a short text in the welcome forum.
Set up your profile (picture etc.)
Take a look around what your classmates write for introduction.
Schedule, expectations, feedback
Within one week. Posting in Forum, Profile opened and saved.

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Title:
Becoming a pate (helper)
Purpose / Task summary:
Give an advice to newcoming students.
Task:
Think over your leaning development during this online course, what helped you, what might have helped you during the course. Try to figure out, what you would say to advise newcoming students who start this course. Write down your advice to help others in the forum.
Schedule, expectations, feedback:
One posting in the forum.

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https://youtu.be/Assdm6fIHlE

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1
What is the GDPR?
c. The GDPR is a legally enforced EU regulation that governs how organisations and companies use and maintain the integrity of personal data

2
What are the main goals of GDPR?
c. Both of the above (To protect the privacy of EU citizens, To avoid data breach)

3
What will be the penalty for an organization that breaches the GDPR?
d. 20 Million Euros or 4% of Annual Global Turnover, whichever is greater

4
Why is the regulation important?
As a European standard, it reinforces user rights and clarifies the responsibilities between controllers and processors.

5
What does the GDPR require by law?
a. The GDPR requires companies to set up pop-up consent adverts

6
How does the GDPR define "personal data"?
c. Any information relating to an identified or identifiable natural person

7
Which parties does the GDPR concern?
b. The data subject, the controller and the processor

8
What is considered as legal consent in the GDPR?
A clear action where the data subject freely and specifically expresses their consent to the processing of personal data.

9
In the context of digital analytics, what condition does the provider need to meet for data collection to be lawful within the GDPR?
a. They need to obtain their users’ consent

10
Out of the data gathered by your digital analytics provider, which of the following categories of data are considered to be of a personal nature?
IP addresses, cookie identifiers, name of the site visited and page consultation time

11
In digital analytics, how long should data be kept?
a. To be defined according to the type of processing

12.
When working with digital analytics, are there any ways to be exempt from the need to collect consent?
a. Yes, under certain conditions

13.
One of the obligations of the GDPR is to maintain records of processing activity. What should this document contain in particular?
a. The purposes of the processing operation, a description of the categories of data subjects and categories of personal data

14
As controller, what should you expect from your digital analytics solution provider?
c. That it provides a complete, clear and comprehensible Data Protection Agreement

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For my portfolio I chose the tool "Padlet".
There are many advantages which were important for my choice:

Padlet is easy to use

Padlet is free, no costs

Padlet is an Online Tool, no need to install

Padlet portfolio can be made visible to people I choose

Padlet has nice designs

In Padlet different media types can be integrated (text., photo...)

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Microsoft OneNote I use for online collaboration and for gathering information for group work.
As it is concepted as a note-taking program, it does not offer communication tools like Chat or Video Conference.

In Microsoft OneNote information can be presented for a defined group, and can also be edited by the defined group, which makes it a useful group collaboration tool. Information is structured as a "Notebook" with folders and subfolders and pages within those folders.

Different types of content can be integrated, like text, pictures, files, presentations etc.

Microsoft OneNote can be used online. Notebooks can be created, structured, and group participants  can be invited as guest users to collaborate. Group participants then do not need to register, but still can read and edit Notebooks in One Note.

There is an option to show, who has posted which part of the content ("guest user" is shown as name, if user is not registered).

Different group participants can work on one document at the same time. As I use the Online Version, I can tell there is a time delay, and sometimes there are failure notices, when different participants are working on the same chapters. But usually there is no loss of information, all the posted content is shown to all group members after a few seconds.

In my opinion Microsoft OneNote Online Version is a useful tool for gathering and structuring information within a group, for group work, especially if written output is required.

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My goal is learning how to become a critically reflective teacher

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My goal is learning how to become a critically reflective teacher

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From my own teaching experience
I was trying to observe whether students can make progress, or whether there are obstacles hindering the students' progress.

From my experience I always try to understand:

which way of teaching is useful to which student.

which of my behaviour does bring which reaction of the different students

why some students do not manage to show their capacities in school,

what interests the students might prefer, which can be embedded in the learning content

what social problems students have to face, which make it hard for them to concentrate on education

what might help students to leave their private sorrows behind

what might help students to make learning interesting

what goals students have, whether they have goals, or how to define goals

what role models students have learned, which might hinder them to join freely in educational process

what students might be afraid of, and what might help them.

So I usually
=> try different ways of teaching to find out
=> what might help the students
=> to make up their future
=> to achieve their educational goals.

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How to to become a critically reflective teacher

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How to to become a critically reflective teacher

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For becoming a reflective teacher, there are essential practices which help towards this goal.
As there are no linear rules how to be a reflective teacher, it is more about personal awareness in a
personal discovery process.

There are three practices considered as essential on the way to become a critically reflective teacher:
1. Making time for solitary reflection:
Reflection needs to be an integral part of daily practice. Teachers need to reflect about their feelings and experiences throughout a school day, but also about teaching and interaction with the students. Writing a journal may help to get a more objective view.
2. Becoming a perpetual problem solver:
Teachers should see their job as problem solving and experimenting area towards new possibilities and
become a better teacher day by day.
3. Questioning the Status Quo:
Teachers need to seek their own truth and remain open to examining the assumptions that underlie classroom practices.

Teachers need to see themselves as an active participant in a perpetual growth process, in which
ongoing critical reflection on classroom practices is essential. Aiming to become a reflective teacher does mean to stay continuously engaging in the dynamic environment on the path to developing in educational practice.

BARBARA LARRIVEE: "Transforming Teaching Practice: becoming the critically reflective teacher". Reflective Practice, Vol. 1, No. 3, 2000.

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- learn how to create interesting and educating content in digital environment

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- get to know different tools to create digital learning content

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this is Stephanie from Offenburg, Germany

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- learn how to facilitate students to feel safe in the digital learning environment,
-> so they know whether they meet the learning goals,
-> and to help students not to get lost in the learning environment.

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In my experience lurking does not need to be seen as non-interested.
Lurkers might find lurking is a great way to learn, although it is mainly consuming: there is much to read, get impressions, come back later without necessarily completing all the activities. So I think especially for non-linear learners lurking might be a good tool in learning process.
Of course if there are rules for an online class, in which way students should take part and share their work and insights with classmates, and if those rules are communicated, lurkers finally should post their results too. But only regarding the learning process, students who do not talk much and grasp information here and there everywhere in the course content material, might have good learning outcome, although through their behaviour they might be seen as lurkers.

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I am looking forward to an interesting international course with fellow students from different countries.

During this course I would like to learn more about teaching in digital context, and how to make better use of media to foster students' learning.

Best wishes