Learning Through Community Growth

While it is good to learn via traditional educational methods, some of the best and most meaningful experiences come from community learning. This can be group work, discussions, or simple social dialog in the classroom. For teachers, this can take the form of social interaction with our Professional Learning Network and co-teaching experiences with our cohorts.

Over the course of this semester I have been participating in this idea of community learning with fellow classmates. Here are some examples of times when others used me for learning, or I learned from others!

Google Plus Community

One platform we have been using all semester is Google Plus, and I was active in it from the beginning. Here are some examples of G+ interactions.

Near the beginning of the semester I was providing feedback and suggestions for those designing new blogs. In the examples, I gave Kyle and Kiera some recommendations:

I also answered questions a bit later in the semester for issues Brooklyn was having. And I helped julie kickstart her epic learning project!

Finally, here are some examples of resources I provided classmates on Google Plus:

WordPress Blogs

We have also been blogging all semester long, and have had many opportunities to interact.

The fabulous Emily Hood and I did a cyber sleuthing project together. We collected information about each other, and really helped each other understand how much private and social information is available to the public. Afterwards we detailed some anonymous results, and some reflective points on the experience and the revelations of it. Here is my results, and here is Emily’s!

I also collaborated with Julie Newton to do an opposing “parent-teacher” opinion regarding Facebook usage in the classroom. Julie began with excellent this open letter opposing and criticizing Facebook usage. I replied to that letter in the post “Facing The Reality of Facebook”, offering ideas of how Facebook can be useful in the classroom, and how an informed student using Facebook is better than an uninformed student sneaking onto social platforms.

Finally. here are some of my highlights from comment interactions I had with fellow students this semester:

From “Sometimes Uk Just Need a Break…Ukay???”


From “Yo-Yo I’m Back At it”


Helping Kyle get back on track with his Learning Project roadblock. From “Learning Project Week 8”


Discussing fake news, and quoting my favorite: Rick Mercer along the way. From “Fake New- the once oxymoron”
And finally, Helping Tera find some new teaching resources I found on Feedly. From “Plugging Into Technology”

The Twittersphere

Finally, the largest interactive element of EDTC 300 this semester: Twitter. I have enjoyed sharing resources, conversing with classmates, participating in #SaskEdChat, and even starting a small blip on the radar of the Dean’s office from a conversation which began in with classmates. There are way too many tweets to post them all, however here are some of my highlights this semester:

My first of many #SaskEdChats, happily welcomed by regular chatter Kara.
Another #SaskedChat, where fellow classmate Tera retweeted my response.


Sharing the quality resource that Claire Kreuger is providing to the internet.


A discussion between a handful of us in response to the news.



And finally….To the right is my unintentional venture into minor “social activism” where I kind of stirred the pot with an inquiry about EDTC 300, a class which I believe should be required for all Education students. This was shared by Alec Curros, and ended up reaching an Associate Dean and a couple of other Faculty members.



This has been an excellent rewarding semester for me, and I hope my input has helped fellow students find their own success. I have to give a shoutout to Katia for the amount of interaction and community this online class provided. It was incredible considering we only met twice in the semester (I didn’t even meet Emily in person! haha). Overall, I have enjoyed myself and look forward to my next experience in EDTC 400 this winter!




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