Galuh Savitri's profile picture Galuh Savitri

Me

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Meet Galuh

I am from Indonesia who live in Toronto, Canada since 2011.  I work at Centennial College as a Program Officer for Part-time Learning programs at the Business School and a contract faculty at Centre for Legal and Administrative Studies.

Before I moved to Toronto, I had over 15 years' experience working for International development projects in women and children's health, HIV/AIDS, conflict resolution and reproductive health for United Nations and International non-profit organizations in South East Asia.

I am proud graduate of Teaching and Learning in Higher Education with honors and hold a Microsoft Office Specialist Certification in Word.  I continue to be on a lifetime journey of education and now I am a graduate student at Athabasca University pursuing a Master Degree in Open, Digital, and Distance Education (ODDE).

Outside of working at Centennial College and studying at Athabasca University,  I am the proud mom of two teenagers.  I love yoga and backcountry canoeing.  I have been exploring mane lakes in Ontario for last 10 years. 

  • City/region: Ontario
  • First name: Galuh
  • Industry: Education
  • Last name: Savitri
  • Display name: Galuh Savitri
  • Town: Toronto
  • Email address: nsavitri1@athabasca.edu

Education

  • Athabasca University l Master of Education in Open, Digital, and Distance Education
  • Centennial College l Teaching for Learning in Higher Education Certification
  • George Brown College l Oracle Database Certification
  • University of Toronto l Project Management Certification
  • University Gadjah Mada l Bachelor of Psychology

Likes

  • Yoga
  • Scuba Diving
  • Walking
  • Time with my two teenagers and friends

Let's Connect

Galuh Savitri's groups

My Learning and Teaching Journey

I started my learning and teaching journey in Fall 2016. At that year, my department shifted to be the Centre for Part-time and Online Learning at college and at the same time college offered a Blended and Online Learning and Teaching (BOLT). I decided to take BOLT course so that I could assist students who were experiencing some challenges in their learning journey.

I learned how to design an engaging, student-centered online course. I became very interested in learning more on how to leverage technology in the teaching and learning process and dreamt to teach an online course someday.

I did not have a teaching experience in education sector. Before I worked at college, most of my working experience focused on community development in Southeast Asia and Canada. I facilitated trainings and workshops for organizations' stakeholders.

In Fall 2018, I decided to start taking Teaching and Learning in Higher Education (TLHE) certification program at Centennial College and graduated with honor in Winter 2021. I have been taking this program very slowly while I am also challenging myself to take any teaching opportunities. In Summer 2018 until now, I have been honored to be part of the team from college to deliver Business Office Skills (BOS) program. This program runs by New Circles partnering with New Circles. In Fall 2019, I got an opportunity to teach a distance correspondence course for Business Culture and Collaborative Practices at Centre for Part-time and Online Learning (CPTOL). Finally, I got an opportunity to teach an online course, Intro to the Word Processing, at the Business School in Winter 2021.

I am so happy that my dream has come true! I really LOVE teaching online where I can combine my teaching and technical skills in this course. I am still new in this area and still have so many things to LEARN. I am learning everyday to strengthen my teaching skills and hoping the teaching opportunities will come to me more and more!

I love to learn everything about teaching and technology for the best of myself and students. TLHE courses have been teaching me about the teaching foundation, important elements in teaching, planning and facilitation, assessments and evaluation, teaching practices, technologies that we could use in delivering course, and so on.  After I completed TLHE program, I promised to my self that I would keep learning and improving my teaching practice by starting to take my Master in Open, Digital, and Distance Education (ODDE) at Athabasca University.  I am very happy when I got accepted into the program. I will take one a course at a time since I have a full-time job, a part-time role and a single mom role however I am sure that I will enjoy the learning journey, learn a new thing every day and complete the program within 4 years. 

"Challenge yourself creatively and take the big leap … make your dream a reality - Dr. Seuss"

                                                              TLHE ePortfolio

Courses

  • MDDE 601 - Introduction to Distance Education and Training 
  • MDDE 602 - Research Methods in Distance Education
  • MDDE 603 - Foundations of Instructional Design
  • MDDE 604 - Instructional Design in Open, Digital, and Distance Education
  • MDDE 610 - Survey of Current Educational Technology Applications
  • MDDE 619 - Trends and Issues in Instructional Design
  • MDDE 663 - Emerging Issues in Distance Education Technologies
  • MDDE 620 - Technology in Education and Training

My Design Philosophy Statement: Inclusive, Accessible, and Meaningful Learning Environment

I have a passion for teaching and technology specifically on how to design an engaging and learners-centered online course and how to leverage technology in teaching and learning. 

Learners are very diverse. They have a wide range of strengths and weaknesses, and different readiness; interests; and ability levels. Every learner has a unique perspective. My commitment to instructional design is to provide an inclusive, accessible, and meaningful learning environment to diverse learners. 

I, as an instructional designer, will focus on learners’ needs and constructivist principles play a role in my instructional design because constructivism looks at the whole person and realizes that it is not just about changing behaviour and the brain but it also needs to acknowledge how past experiences play a critical role in how our learners learn (Alvarado, 2020).

I will create a meaningful learning environment that fosters active learning where learners can engage in appropriate cognitive processing including attending to relevant materials, organizing them into coherent representations, and integrating them with relevant prior knowledge (Mayer, 2014).

With this commitment in mind, I take a multi-step approach in alignment with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model by using the reflection method in examining each design situation. An ID model that is a very detailed and thorough process. The analysis of learners, needs, problems, solutions, stakeholders, environments, and required resources will help me create a blueprint with instructional strategies and the use of tools and technologies to achieve learning objectives and desired results that are tested, revised, and implemented. Evaluating the instruction and learner performance will help in continually revising and improving the quality of the learning environment. I will ensure to involve all stakeholders including learners in each step of the ADDIE model.

I believe that instructional materials and learning environments must be inclusive and accessible to every learner. The Universal Design Principles for Learning (UDL) principles and Accessibility for Ontarians with Disabilities Act (AODA) will permeate all aspects of instructional design to ensure that the learning environment can capture different dynamic features of each learner in a meaningful authentic way so that the learning feels powerful for them.  

UDL, as described by CAST (2018), is a framework to create inclusive teaching and learning environments that are accessible and challenging for all. This framework recognizes diversity among learners and that a one-size-fits-all approach to education creates barriers to participation and academic success.

Technology can effectively support learning and increase the accessibility of the learning environment. It is important to choose and use technology intentionally and grounded in both the needs of our learners and in the enhancement of learners’ abilities to achieve the learning outcomes. 

By implementing every step in the ADDIE model, and UDL principles, and compliant with AODA, I believe I can design a learning environment that facilitates collaboration, immersion in a meaningful learning experience, and engagement in active learning processes. 

References

Alvarado, L. (2020, November 17). Is learning design an art or a science? How learning designers need to balance the creative elements of course design with research-based practices. Medium. https://medium.com/the-faculty/is-learning-design-an-art-or-a-science-7be9dfc10800

CAST (2018). Universal Design for Learning Guidelines version 2.2.  https://udlguidelines.cast.org/more/frequently-asked-questions 

 

 

Nurani Savitri's Journal RSS

Participation Reflection on MDDE 620 for Summer 2024 term

Throughout the Spring semester, engaging with the MDDE 620 course's instructional materials, assignments, live sessions, online forums, and peer reviews has profoundly deepened my grasp of both the theoretical groundwork and the modern-day challenges inherent in Education 4.0 technologies, alongside the shifting needs of 21st-century learners. Additionally, the course offered me an invaluable opportunity to explore change management tactics and enhance my abilities in advocating my selected EdTech application within an organization through a compelling video presentation.

My semester journey through the MDDE 620 course not only strengthened my skills and confidence in teaching within the digital realm of 21st-century education but also highlighted the importance of continuous learning and flexibility amidst the constant changes in educational settings.

Reflecting on my participation in the MDDE 620 course, I actively contributed to both online forum discussions and live sessions. My involvement in the online forum discussions surpassed the typical expectations; I found these discussions helpful in enhancing my comprehension of the subject matter.

Unlike other courses where each unit might be broken down into sub-components like learning outcomes, key terms for each unit, and new information or knowledge, the MDDE 620 course structured its content differently. This unique approach meant that the online forum discussions and live sessions became crucial for me in grasping the core concepts of each unit in addition to the unit’s reading materials.

The reading materials assigned for each unit significantly enhanced my readiness for both the forum discussions and assignment work. Notably, Fahy’s publication, "Technology in Education and Training" (2015)[1], served as an invaluable reference throughout the course, akin to a personal dictionary.

The live sessions also stood out as the most enjoyable aspect of the course. I participated in all the live sessions and one optional office hour. Beyond participating in virtual meetings and interacting with Professor Mae and my peers, I was particularly impressed by Professor Mae's approach to integrating instructional materials. She utilized Mentimeter beforehand to gather our insights or comments on specific subjects, and her presentations often featured advanced technological tools. Additionally, these sessions not only deepened our comprehension of each assignment but also ensured we were thoroughly prepared.

I found immense satisfaction in completing the A2 video assignment. This task demanded a blend of creativity and technical expertise, pushing me to devise an engaging narrative and design. The process was both challenging and rewarding, as it allowed me to synthesize the knowledge acquired throughout the course with practical application of technology and design skills. Additionally, one of the most enriching aspects of this assignment was the chance to observe and learn from the exceptional work of my peers, despite being asked to review only three videos. My curiosity led me to view every video, each showcasing remarkable talent and innovation.

Summary

In conclusion, I would rate my overall engagement in this course as an outstanding 10 out of 10 across all dimensions of class participation. Through my active participation in this course, I have gained the skills needed to incorporate technology into my pedagogical strategies and continuously update my knowledge and skills to keep my teaching relevant and effective in the digital age.

Thank you, Prof. Mae, for all your dedication, kindness, and guidance throughout this journey. Your exceptional mentorship has not only enriched my academic experience but also inspired me to pursue excellence in education.  I hope to see you again in another course.

 

[1] Fahy, P. J. (2015). In Earlier study guide for MDDE 620. Athabasca University

Video About ScreenPal for Screencast Video Feedback

The following video explains why you should use ScreenPal to provide meaningful feedback for online learners.

https://youtu.be/byi1oAHmN_s?si=WSf8QnocCJkfHytD

 

Screencast Feedback with ScreenPal

Feedback plays a crucial role in enhancing the quality of learning experiences. It serves as a potent tool for strengthening the relationship between instructors and learners, creating an environment that fosters growth and continuous improvements.  However, some research showed that written feedback in an online learning environment can be even more challenging as learners can overlook instructors' messages and fail to make meaningful revisions to assignments. 

Crook et al. (2012, as cited in Joseph-Edwards & Edwards, 2022) and Kilickaya (2016) highlighted that the integration of technology into feedback processes promises to deliver feedback more effectively, engage learners more deeply, and ensure prompt delivery, ultimately leading to superior learning outcomes. 

Therefore, I wrote a paper as part of the MDDE620 assignment to analyze the use of ScreenPal, formerly Screencast-O-Matic, for delivering video feedback. For a detailed overview, kindly refer to the attached document or visit this link to read my full paper. 

 

eLearning Journal MDDE 619 - Trends and Issues in Instructional Design in Fall 2023

 

Hello Everyone,

I would like to share my learning journal for my journey in MDDE619, Trends and Issues in Instructional Design for Fall 2023. Please check it out this link: https://sites.google.com/view/galuh-elearningjournal/home 

My Final Reflection on the MDDE663: Emerging Issues in Distance Education Technologies

AI will create a learning revolution, and it’s only just getting started. It has the potential to help teachers and students. While we won’t achieve perfection in its implementation, suppressing AI would be misguided. Instead, we must focus on empowering students and teachers to utilize AI ethically and responsibly, providing them with the necessary support to navigate this evolving landscape.”

(Alexander McNeece, Director of Instructional Services Garden City Public Schools)

 

The quote from McNeece above describes where we, as an educator, should stand on AI. Artificial intelligence (AI) is here to stay. If we want our learners to be workforce-ready when they graduate, we must teach the ethical use of AI across the curriculum rather than focus on the potential misuse of AI e.g., plagiarism. Plagiarism or cheating is not the reason to not teach or use AI in the curriculum. Academic integrity is about developing ethical decision-making skills that learners can use daily in and beyond the classroom. Academic integrity is a foundation for professional practice (Eaton, 2023).

Based on my experience using AI tools throughout this semester, I believe AI can be used as our digital assistant to accelerate our work as instructors to become increasingly productive e.g., create lesson plans, quizzes, modules, or discover ideas/resources/materials for our lectures and to improve our writing. For learners, AI can assist learners in collecting and analyzing data/information; be helpful assistance when the instructor is not available; or help learners individualize their learning opportunities e.g., translating materials to their language or revising the materials to suit the learners’ level or skill.

However, we have to make sure to check the accuracy of the AI outputs because AI sometimes produces outputs seemingly intelligent responses that are nonsensical (AI hallucination or confabulation). AI makes a guess based on training, data used, and learned associations resulting in unpredictable outputs and can be biased. ChatGPT is one of the AI tools that I believe will continue to grow in education and as of today, this tool is trained to provide you outputs for information and resources up to January 2022. You can check the accuracy by checking with the subject matter expert, other AI tools, or Google Scholar.

Privacy is another concern in AI. Without us knowing it, technologies that we use e.g., smartphones and the internet have made AI easier to collect personal data. I often feel that am being monitored by my smartphone, tablet, and laptop e.g., I suddenly receive offer coupons based on my past purchases or internet displayed suggested sites based on my search histories. 

If we want our learners to be workforce-ready when they graduate, we must teach the ethical use of AI across the curriculum rather than focus on the potential misuse of AI e.g., plagiarism. Plagiarism or cheating is not the reason to not teach or use AI in the curriculum. Academic integrity is about developing ethical decision-making skills that learners can use daily in and beyond the classroom. Academic integrity is a foundation for professional practice (Eaton, 2023).

To build the capacity for the proper use of AI, we need to start educating ourselves first to understand more about AI including its benefits, limitations, and challenges, and know how to mitigate the risks of AI. In the next step, we can equip our learners on how to use AI responsibly and ethically by creating an AI ethical guideline and engaging learners with interactive routine discussions about their experience in using AI to foster their ability to recognize AI ethical risks and concerns.

When I started this course, I had very limited knowledge about AI or emerging technology. I do not think I could write my reflection about AI above. Now, I know a number of emerging technologies e.g., AI, gamification, and immersive VR/AR. The hands-on experience or learning exercise and blog critique specifically the multimedia are my favorite parts of this course. These tasks allowed me to learn and practice how to use them, and to foster my critical pedagogical thinking on how to apply those tools to my teaching and learning practices.

The synchronous sessions are my favorite as well. Dr. Levina provided lectures about the materials of the week. The information and discussions with my classmates about the topics gave me a better perspective and understanding than just reading the course materials.

For future development, it would be great if the assignments for this course could be focused on the learning exercises and blog critique multimedia (hands-on experience).  The discussion forums also focus on those hands-on experience activities. I think it would be great to learn from other experiences (as the Unit 4 Primer Discussion).

In summary, it has been a great learning journey this semester. Thank you, Dr. Levina, for all your dedication, patience, and support throughout this course.  You are an amazing professor and I hope I will see you again in another course. 

 

References:

Eaton, S. E. (2023). Using Generative AI Ethically: Teaching, Learning, and Assessing in a Postplagiarism Era. [Conference Slides]

Hwang, G. J., & Chen, N. S. (2023). Exploring the Potential of Generative Artificial Intelligence in Education: Applications, Challenges, and Future Research Directions. Educational Technology & Society26(2).

Digital Badges in Online Courses – March 10, 2024

Digital badges are a credible means through which learners can establish portfolios and articulate knowledge and skills both in academic and professional settings.”  (Muilenburg & Berge, 2016)

 

I just completed the blog critique and multimedia assignment. The following link is my video on this assignment: https://youtu.be/GlAIGCshn-0?si=Iu-ybq0NMl7_oL_l

It was my first attempt to research and utilize the digital badges. I read journals and blogs to get more knowledge about this tool to gamify online learning environments. A digital badge is a visual award system for learners to foster the motivation of online learners, recognize the online learners' achievement, and establish credibility. Digital badges have the same functions as when we award small prizes to reward our learners in the class because of their achievements or when we implement games in our face-to-face class to motivate our learners. Interestingly, there is metadata or information attached to the digital badge to verify the information about the skills or courses that learners achieved to earn the badge.

I learned a few digital badge tools e.g., Canvas Badges, Accredible, and Certifier, to create the badge graphics, attach the metadata, issue the badge to the learner, and find the strategy to integrate digital badges into the Canvas learning management system. Badge graphics can be created by using digital badge tools or other tools such as Canva, PowerPoint, or Adobe. Surprisingly, many free badge graphics on the internet can be used.

Canvas Badges, Accredible, and Certifier have a free account that I can use to create badge graphics, attach the metadata, and issue the badge to my learners.  All the tools are very easy to use and user-friendly. There is no limited number of how many badges you can issue for your learners except Accredible. You can issue up to 20 credentials either badge or certificate for Accredible. 

Unfortunately, I cannot integrate the digital badge tools into the learning management system e.g., Canvas. You must have a paid subscription. I found an alternative on how to use this gamification strategy without integrating the digital badge into our online course by creating a “hidden” module with release conditions (learners must complete the module or pass a quiz to release the badge module. The badge module contains a page with a message about the badge that the learners earn. However, the weakness of using this strategy is the instructors have to monitor the course to regularly check the learners who meet the release conditions so that instructors can issue the badge through the selected digital badge platform.

Surprisingly, I discovered that my institution’s LMS, D2L Blackboard, has an “AWARDS” feature under Assessments where we can directly create and issue digital badges and/or certificates to our courses. You can create the badge graphic, assign the metadata associated with the badge, and release conditions for learners to earn this badge. However, my institution only allows the learners who earned the digital badges to share their badges internally e.g., their profile or e-portfolio. Unfortunately, I was not able to show this “AWARDS” feature in my video due to privacy/proprietary information.

In general, I would apply digital badges to my online courses as one of the strategies to motivate and engage my online learners in their learning. I believe that my online learners will be happy when they earn digital badges and the fact that they can share their badges on their professional and/or social networks e.g., LinkedIn, Facebook, or Instagram.

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