Reflection

**Reflection** There are many learning tasks that I have been completing well, and on time in the recent past, but for which my major goal was to score a higher grade or mark. Unlike in the past, the purpose for which I am completing this current task is by far, more than gaining a grade. This is one of those very few learning tasks which I have completed with passion. I recall every moment and the great passion with which I quickly jumped on to using Adobe Acrobat X Pro, later attempted Quick Response Codes, then Camtasia Screen Casting, and now Dropbox applications, all to complete this current OLA task! Although I admit to the fact that both Dr. Deacon Andrew, and Assoc. Prof. Hodgkinson-Williams Cherly warned me against quickly jumping on to using technologies, they, at the same time, introduced me to an array of 'beautiful' open source and easy-to-use learning technologies before I had actually sat down to concertize particular contexts for which I was aiming to use such technologies. Although I looked at every tool as having its own perceived learning affordances, what really cost a lot of my valuable time was to try testing the actual affordances of each of these tools before I had actually reflected on my what my actual teaching challenge and contexts were.

I started getting rewarded the moment I identified the teaching / learning context and challenges. I believe that the strength of this OLA is in my ability to articulate the aspects in this section. Consequently, these influenced the choice of the right tool to use. I believe that the other strong point of this activity is not only in giving a new lens of looking at Dropbox as another technology platform which can support mobile learning activities, but also in the strength of giving authentic artifacts and data that I collected by actually engaging five of my distance education students into the evaluate this OLA. I believe that the approach of using the electronic questionnaire, which I also embedded in this portfolio, was very important in later shaping the manner in which I presented and discussed the results of interacting with this OLA.

On the other hand, one major oversight in this OLA was screen casting such a lengthy audio video learning activity. This compromised the buffering and the download speed. Consequently, this was largely pronounced in students' evaluation of this OLA as as a major content and access challenge. Secondly, students also complained about the medium of instruction, and the nature of communication, largely citing the instructor's accent as demanding more students' effort to listen, and comprehend facts, given the that these were students who offer, and are normally taught in Luganda as a medium of instruction. Generally, I believe that this online learning design task was well done. I look forward to designing even much better OLA. This particular one could in one way or the other.


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