EDLD+5368+Week+5+Reflections

The benefits of educators knowing how to design and implement learning will advance educational opportunities I see educators designing learning that will be used outside of a “regular” classroom. Online learning can be done whether the teacher is physically there or not. For example, if a teacher will be out of school for a time period, students will be working on an online course that will provide “real-time” participation results to the teacher. I also see classes being implemented that will involve students that are not in the classroom. For example, courses could be designed and implemented that will involve students that are not in the classroom. For example, courses could be designed and implemented for home-bound students. These students would be doing the same work as the other students in the classroom. I believe that all students will benefit from online learning. Computer-assisted instruction is nonjudgmental and motivational and meets the students’ needs with more autonomy (Pitler, Hubbell, Kuhn, Malenoski, 2007).

I will use the course I designed as a starting block to design other online courses. I am still having trouble with the “backward design”. I need to remember I need to focus on the output and the desired results (Wiggins & McTighe, 2005). I would like to see the online design used as part of professional development. As a teacher that presents throughout the year, I would take some of my presentations and develop as courses. Each lesson could include a blog response or a short assessment to determine and indicate teachers have participated and understand. I also think this would be a great way to introduce the concept of online learning to my faculty. Our campus will be implementing a campus-wide lesson plan template for 2010-2011. I would like to see the template and look for “backward design” being used. I think that know from the beginning what to expect will make all teaching easier and more effective.

I will use my online course as a model for professional development. As my campus has now been set up on Schoology, I will ask teachers that are interested to see me about online instruction. I know of a few teachers that would like to implement at least one online lesson or project. I will model what I did, work with them and help them design and implement a lesson. However, I would have to do the design in “small bites”. I think we would first take a lesson they think would work, look at the pros and cons and then revise it to work online. I will also share the Schoology website and my online course with the district Instructional Technology department. It is an option that the educators on my campus and in my district should be made aware of for the future.

The questions are more concerns that I have concerning online learning and I think that I will be able to work through all of them. I would like to know if there is a “best way” to get campus support and buy-in for online learning. I have technology concerns that include: the server going down, the students do not have signed Acceptable Use Policies, and the lack of computers. I believe these are all questions and concerns that will work themselves out. We should always have a backup plan in case technology doesn’t work. I know that in my classes if the students do not have AUPs, we will call the parents and explain the situation. There are parents that refuse so there will have to be a backup plan. Finally, I am wondering how to work through online learning with a lack of computers. I think that there are opportunities to do group lessons that students would be able to work on together.

I will use this new learning to share with my colleagues at both the campus and district level. I am looking forward to finding teachers that want to try and design online lessons. The work that I have seen teachers assign for the computer lab could easily become an online lesson. I will share this knowledge with the district instructional technologists. I would like to share with them but also look at how courses are designed and implemented at the district virtual school. Susan D. Patrick, president and chief executive officer of iNACOL, states that “with online learning, you can allow for that personalization to happen both in the instructional design of the course…but also in the ability of the teacher to provide extra support when a student is struggling, or accelerate one who is ahead” (as cited in Davis, 2020, p. 18). I believe that this is an opportunity for individualized instruction for all students. References Davis, M. R. (2010). E-Learning Seeks a Custom Fit. //Digital Directions//, 18.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works// (p. 3). Alexandria, VA: ASCD.

Wiggins, G., & McTighe, J. (2005). //Understanding by Design// (Expanded 2nd ed., p. 15). Alexandria, VA: Association for Supervision and Curriculum Develop.