3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Artifact: OLE Grid/Online Learning Unit Plan
This artifact, created in ITEC 7480, involved creating a blended/online learning unit covering standard SS8H8 from the 8th Grade Social Studies Georgia Standards of Excellence. Students had a variety of tasks to complete including watching instructional videos, completing a virtual field trip, and playing games to practice and reinforce new concepts. Students were also required to participate in an online discussion forum that utilized higher order thinking skills. Providing students with a variety of methods to learn the material ensures all learning styles are met and student are less likely to become bored with the content.
This artifact displays mastery of Standard 3.3 because effective research-based best practices in instructional design were used to develop activities to reach a variety of learning styles and levels of students in an online environment. Some of these practices included game-based learning, inquiry lessons in which students had to explore to learn concepts, and discussion boards to collaborate with peers. In order for students to be successful in this module, critical thinking and higher-order thinking skills were used. Through this online module I was able to model and facilitate the use of a variety of digital tools to reach each individual student. For example, when posting in the discussion forum section of the module, I modeled how students should respond to one another and facilitated discussions by asking guiding questions.
I have learned several things through completing this artifact. First, creating this online learning module unit plan has made me more aware of how important effective and clear communication is in order for students to find the most success. Since students do not get to see their teacher face to face when enrolled in an online course, it is essential that the teacher provide clear, concise expectations from the very beginning of the course. When students are aware of the expectations from the start, they are much less likely to experience confusion and become frustrated with their work. However, there are always instances in which students will need additional assistance. Teachers must make sure they offer their support through a variety of means including email, phone calls, and synchronous sessions. To strengthen this artifact, I could include opportunities for students to collaborate instead of only through the required discussion board. Students could upload tutorial videos of themselves working problems for other students to then watch and learn from, by using a web 2.0 tool such as Flipgrid.
The work that went into this artifact impacted student learning in a positive way. It encouraged students to work independently and to continue working in times in which they struggled. It gave students experience in an online learning environment, which will be useful to the in the future. It required students to use higher levels of thinking and to work on their communication skills when participating in discussion forums with their peers. The impact this learning module had on student growth can be assessed by analyzing the assessment results at the conclusion of the implementation of this online learning module, and using the feedback provided from student surveys.
This artifact, created in ITEC 7480, involved creating a blended/online learning unit covering standard SS8H8 from the 8th Grade Social Studies Georgia Standards of Excellence. Students had a variety of tasks to complete including watching instructional videos, completing a virtual field trip, and playing games to practice and reinforce new concepts. Students were also required to participate in an online discussion forum that utilized higher order thinking skills. Providing students with a variety of methods to learn the material ensures all learning styles are met and student are less likely to become bored with the content.
This artifact displays mastery of Standard 3.3 because effective research-based best practices in instructional design were used to develop activities to reach a variety of learning styles and levels of students in an online environment. Some of these practices included game-based learning, inquiry lessons in which students had to explore to learn concepts, and discussion boards to collaborate with peers. In order for students to be successful in this module, critical thinking and higher-order thinking skills were used. Through this online module I was able to model and facilitate the use of a variety of digital tools to reach each individual student. For example, when posting in the discussion forum section of the module, I modeled how students should respond to one another and facilitated discussions by asking guiding questions.
I have learned several things through completing this artifact. First, creating this online learning module unit plan has made me more aware of how important effective and clear communication is in order for students to find the most success. Since students do not get to see their teacher face to face when enrolled in an online course, it is essential that the teacher provide clear, concise expectations from the very beginning of the course. When students are aware of the expectations from the start, they are much less likely to experience confusion and become frustrated with their work. However, there are always instances in which students will need additional assistance. Teachers must make sure they offer their support through a variety of means including email, phone calls, and synchronous sessions. To strengthen this artifact, I could include opportunities for students to collaborate instead of only through the required discussion board. Students could upload tutorial videos of themselves working problems for other students to then watch and learn from, by using a web 2.0 tool such as Flipgrid.
The work that went into this artifact impacted student learning in a positive way. It encouraged students to work independently and to continue working in times in which they struggled. It gave students experience in an online learning environment, which will be useful to the in the future. It required students to use higher levels of thinking and to work on their communication skills when participating in discussion forums with their peers. The impact this learning module had on student growth can be assessed by analyzing the assessment results at the conclusion of the implementation of this online learning module, and using the feedback provided from student surveys.