Rosanna Miiller Salas

Reflections about online education…



Canvas LMS KB: Sharing Google Docs

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Click on the image to open a new browse window.

Open the page where you want to add your document.

Select your desired sharing option (Recommended: Anyone with the link can view)

Click Get shareable link

Copy the link

Click Done

Higthlingt the desired word to add the linkClick the icon link button.

Click Paste

Click Insert Link

Click Save

Click document.

That’s it. You’re done.

Some considerations about how to assess a second language learner

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One the most important factors in the process of second language acquisition is to model correct language, and be aware of the student’s background. Their story and where they are coming from socially and academically. Teaching the whole class about cultures and allowing the student to express themselves to the class helps everyone to learn and feel like a community. Peer buddies are exceptional for new students and especially new students who are Second Language Learners. They make it welcoming and help to ease the student into the classroom culture.
I think that formal testing should wait at least a week or two in order to save the student’s self-esteem and make them more comfortable as well as getting more accurate results. It is important to do formal and informal testing in order to get a more accurate portrayal of the student’s skills and level of proficiency.
It is important to reach students in any way possible, so using materials, visuals, technology, and at times gestures is essential in lessons with Second Language Learners, and for that matter, and students. Another best practice is to have leveled questions to allow for student success and a gradual increase in skills.
Culture studies are extremely helpful in the exploration of self and other classmates. Students benefit from learning about other cultures and gain a tolerance and understanding of their peers through fun and expressive projects.

ILT Master Final Reflection

4-up on 12-1-14 at 9.00 PM (compiled)My participation in the ILT program helps me to achieve my professional goal of acquiring technological skills in the eLearning field. I learned how to work effectively with emerging technology and identify which are appropriate for different educational needs and settings. I became proficient designing and facilitating online instruction experiences.

I created web based instructional products focused on providing meaningful learner experiences taking into consideration students’ diverse backgrounds, learning styles, and needs. I developed a critical instructional designer perspective that helps me to evaluate and recognize adequate products and resources in response to the actual demands of learners and instructors.

The intensive interactive nature of each course created collaborative communities with other professionals in the area. I feel the deep transformation this program is still having on my professional performance. I participated in the production of digital material with pedagogical purposes. I also co-developed team projects working in a collaborative approach. These kind of digital interactions expanded my professional knowledge exponentially.

The biggest takeaway of this experience is how to continue learning and advancing in eLearning instruction. I am confident that I have become competent in the foundational technological and designer skills and knowledge required to evaluate and effectively implement emerging technologies. We are living in a world that is constantly changing and transforming. To adopt an iterative professional approach is key to success in our dynamic society.

I hope to find professional opportunities where I can apply the knowledge acquired during this process. My path will continue since there is always something new to learn. My aspiration is to become a relevant reference in the bilingual eLearning field and to build significant relationships with others who share my passion for learning and equitable education.

How can teachers assist students to share their cultural heritage?

IMG_0001We live in a global society, which means that we are constantly interacting with cultural diversity. Teachers must be prepared to understand the role of culture in the classroom. How can teachers assist students to share their cultural heritage?
According to Brown effective educators must possess the multicultural knowledge, attitudes and behaviors that appropriately respond to issues of student diversity and cross-cultural acceptance and validation. In order to develop the cross-cultural cognizance and cultural diversity sensitivity they must have the experience to objectivity scrutinize the foundations of their own cultural frames of reference and share their implicit and explicit life perspectives. The educators that raise self-awareness about their frames of reference are prepared to integrate and interact with the diverse students cultures.
The cultural puzzle is a powerful strategy to raise students and teachers self-awareness and at the same time reinforce acknowledgement, acceptance and respect of the culture of others. When you write and share an autobiography you can understand some beliefs and values that are important for the author. In comparison, Cultural Puzzles show the conscious and subconscious cultures of self in a graphic form that open the opportunity to share and observe cultural heritage with the purpose of increasing cultural diverse knowledge, authenticating multicultural tolerance, and increasing cross-cultural communication. This facilitates transforming the classroom into a cohesive community.
One idea from the Brown article that impacts my thinking about culture in the classroom is that developing self-examination activities, such as the Cultural puzzle, can help to explore the influence of the majority culture on my concepts of self as a member of the dominant or non-dominant culture.

Designer Identity


Es triste y complicado / It is sad and complicated

Final Course Reflection and ePorfolio

DS106 InfographicMy learning process during this course was a constant adaptation to meet the requirement of working in an intense collaborative learning community. I forced myself to get outside my comfort zone. I experienced frustration, anxiety, and joy when learning or exchanging with others in a productive experience. I have a better notion of my strengths and areas to improve in social learning practices. I definitely finished with additional questions and plans to act upon that I am sure will be transforming and evolving constantly.

During this brief amount of time I increased my connection with digital communities related with bilingual community and also with other areas of knowledge like art appreciation, digital design, video production, politics, and social change projects. It was an integrative experience where cross cultural practices were reflected in diverse ways.

The accelerated approach focused on daily commitment and active interaction with peers and other networking participants and required adopting pull production practices that I was unfamiliar with. I acquired better understanding of the meaning of contributing building an online platform. As part of the group I shared similar interest with other participants. In the underlying process I tended to interact more with the members who had similar personal and professional interest.

This course happened mainly using social media sites and tools outside our Canvas Learning Managing System. It was addressed in a permeable and public approach where we interacted with others inside and outside our course. It was an enormous difference to have a real digital connection with the networking space. We really applied in practice the challenging and demanding task to develop an online identity, to create a meaningful product, and to attract others to review, comment, or follow your work. I also understand the value of reciprocity in digital relationships. To achieve success in online communities or to become an active part of affinity groups required pertinency, persistency, reciprocity, commitment, and developing a variety of technical skills.

This class required us to assume different roles such as student, supportive partner, co-designer, learning guide, contributor, and critic. Each participant had to be responsible for their own learning, to contribute by developing specific parts of the course, to share our expertise and experience with other members, and for maintaining a constant production flow. We became a strong participative community of learners characterized by being responsible, respectful, and supportive. We also developed a collective understanding of the theory shared by Lankshear and Knobel. I identified common concerns and agreements that shaped our group identity.

Dr. Remi Holden, our instructor applied successfully an ecological pedagogical approach. Students developed passion and enthusiasm in a motivational approach. Participants engaged with the course working through challenges, accelerated immersive practices, and encouraging production of personal-driven interest.

In my opinion it could be beneficial to provide an introductory orientation ahead of time incorporating pushing practices to provide participants with a better understanding of the course practices, requirements, successful examples, setting up their spaces to contribute and so on. I understand this is difficult in a limited summer time frame, but maybe it can be posted as an optional previous preparation for the course, and can be place outside Canvas. I also think I would like to have more opportunities to know more about my peers’ projects. We spend our collaborative time mainly sharing our ideas about digital stories we found in the network. In my opinion it would have more value to provide critiques of our peers’ focal theme production to understand their interest and provide meaningful comments to their specific media production development. I enjoyed the story critiques, but maybe our required comments could be split between classmates’ productions and the ones in the network space.

I think this a recommended course to take at the beginning or at the end of the program. Since It can be a powerful introduction to new literacies or a practice integration of the knowledge acquired during the program. I took it as additional course when finishing the Master, I am glad to decided to participate in it even if with the personal difficulties I faced this summer. I found it very useful to apply and develop in a more constant approach for my professional network. I truly appreciated the opportunity to interact in such an active way with this great learning community and hope to continue developing meaningful relationships with my instructor, peers, and others interested in developing innovative pedagogy.
Finally, I created a section on my working in progress ePortfolio dedicated to highlighting some of my participations and contributions during Learning with Digital Stories. To review the site click on the image provided below:


Week 7 Reflection

photoI was glad to have more time to focus on creating my final AB assignment regarding my focal theme. I enjoyed having time to deeply explore the assignments to find one meaningful to my interest and at the same time representing my acquired technical skills. I also invested productive time learning new tools/apps and reviewing again my reading notes and insights from our New Literacies text book, in an attempt to put together my reflections into a final reflection integrating what I learned in this course as a whole. My intention was to interact more actively with my peers but that goal wasn’t possible. This week I have many personal difficulties managing my time due to sickness and a lot of unexpected task in my work and in my personal life; therefore I am very relieved the required assignments were less this time. I am disappointed I didn’t contribute more, providing additional story critique and producing daily creations because these are my favorite components in this experience. Today I enjoyed exploring others’ contributions this week and I hope to continue expanding my digital relationship with them beyond this course.

This is the list of my contribution, I am proud of my commitment with the required assignments and I like how it turned out in the end. Since I didn’t meet my personal expectations of more active interaction I assigned myself 9.5/10.

AB Assignment.
Reading reflection.
Reading comments of Lee and Alicia reflections.

Lankshear & Knobel. Chapter 8. Final Considerations on Social Learning Trajectories

collage new literacies

I found extremely enlightened New Literacies’ last chapter. Having the opportunity to reflect about real time experiences in such a detailed review help me to understand better the whole process to develop real approaches to learning in formal settings.

I enjoyed identifying the parallelism with the Master course introduction to qualitative research with our Digital Storytelling course. The emphasis in working collaboratively described is similar to our collaborative online platform building where each participant explores their passions and interests and participates in online discussions, conversations, becoming a frequent user of social media tools to produce coherent, integrated outcomes. Our CU DS106 requires immersion and at the same time individual and group responsibility to become professional practitioners of applying new literacies in this particular area of work. We explored a variety of resources and places to extend further our knowledge and in this process we include other internal and external participants in this collective learning.

As described in the authors’ experiences the majority of us never have a similar integrative online experience but we find ways to produce meaningful media in an exponential process that combines theory and practice. Canvas Leaning Management System became a reference place where mainly we obtained the push component represented by the syllabus, lectures, book reference, and central announcements. The core of the course was focused in pull practices where we are requested to create media and participate in a daily basis in an immersive and quick approach with a deep commitment to like the participants. We didn’t have time to get stuck in our concerns. I think our course addressed the goal to build enthusiasm following Gee and Hayes (2010) practices to developing passion, we had the opportunity to spend time working in interest-driven projects where we became engaged with specific topics related with our personal interest. I think the time spent working toward our focal themes was extremely valuable since was the pull component of our learning process.

The learning approach for both courses was similar. Participants are required to orient themselves but also to learn to trust other members as part of the collective learning process. For example, our instructor specifically indicated to ask peers for course logistic questions providing opportunities to engage in a collaborative learning experience and recognizing other participants’ expertise, the knowledge was shared and built in a community of learners.

Lankshear and Knobel (2011) mentioned their commitment with Gee’s (2004) conception of learning acquisition “learning best takes place when it is a highly motivated engagement with social practices that people value” Our digital storytelling course was developed in conjunction with DS106 as an immersive affinity course experience. We participated in a variety of digital social platforms to extend our social practice developing our digital identity. Finally we were continuing to produce digital material and expressing our ideas in a dynamic and iterative participatory cultural practices. To illustrate this idea I want to refer to an educational project called InWorks. It is a CUDenver initiative where technological and social learning are converging in a collaborative approach aligned with the philosophy of “Learn with purpose” to provide innovative solutions to community problems. It is a great educational project that can be an example of social learning practices applied in the real world.

I believe in the importance of integrative cross-disciplinary practices were students can take on different identities in real context. When designing learning experiences it is important to consider key conditions for learning, competent dimensions, and learning practices. My big practical question at the end is, “How we can effectively promote the significance of social learning to massively incorporate situated learning experiences in schools? Is general implementation a real possibility or is it just an educational ideal?”


Lankshear, C. & Knobel, M. (2011). New Literacies: Everyday Practices and Social Learning. New York: Open University Press.

O’Brian, A., Alfano, C., Magnusson, E. (2007) Improving cross-cultural communication through collaborative technologies [Online]

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