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:
Online Course Syllabus
Reflection:
The artifact listed in this standard demonstrates my ability to develop, model, and facilitate the use of online and blended learning. In my Blended Online Syllabus, I provided information crucial to the design of a blended learning unit. I applied various technology resources to deliver content, engage students, and differentiate the learning to meet the needs of all students. Through the course readings, assignments and discussions in ITEC 7480, Introduction to Online Learning, I expanded on my understanding of blended learning and developed the necessary skills in using technology to create successful and engaging learning environments.
In order to develop the blended learning syllabus, it was important that I chose digital content that supported the objectives listed in the Georgia Standards of Excellence. Being familiar with the ISTE standards for educators helped me determine key components of online learning that empowers students and challenges teachers to rethink approaches within the traditional learning environment. I was able to analyze the content standards and evaluate how technology could enhance and create learning networks that extended learning beyond the traditional structure of a classroom environment. This meant having instructional content available to student directly online so that they are guiding their own learning. In developing this unit, I attached instructional videos from Brain Pop Jr., discussion posts linked to Padlet and assessments using Kahoot and Plickers. Some of the teachers on my grade level were interested in participating in a blended learning model and wanted to know more it. I modeled and facilitated during a PLC meeting so that my colleagues could explore the contents and resources within the syllabus as well as the structure of a blended learning model. Afterwards, I was able to share the syllabus with my grade level on Microsoft Teams so that they could use on they could review and use on their own time.
I gained a lot of knowledge from completing this artifact. I was able to learn that creating an online learning environment as opposed to integrating technology into a traditional class setting required a specific structure in order to reach success. I also learned that having clearly written objectives and instructions was critical to enhancing learning for all students. It provided them with what they were going to learn and what they were expected to do. To improve in the future, I would have a colleague review my syllabus to ensure that each of my activities within the modules addressed the standards appropriately and include other meaningful ideas that my colleague suggests to increasing productive learning. While working on this artifact, it was imperative for me to know that having a great understanding of designing a website was critical. Being familiar with how to insert links, attach videos and embed different assessments ensured that content was seamlessly integrated throughout the blended learning, therefore, instructional time was maximized.
The artifact impacts school improvement by exhibiting how our school’s vision of utilizing technology throughout instruction and learning can be accomplished through a blended learning unit. As an instructional educator, this project gave me the experience of implementing tools and resources to maximize instructional time and facilitate independent learners. My knowledge and skills impact faculty development by allowing me to collaborate and co-plan within a blended learning environment with colleagues to support student achievement. The greatest impact of this syllabus can be assessed through student and parent engagement. Through the syllabus, parents get a clear understanding of academic expectations and students are able to participate in a student-centered learning environment.
Reflection:
The artifact listed in this standard demonstrates my ability to develop, model, and facilitate the use of online and blended learning. In my Blended Online Syllabus, I provided information crucial to the design of a blended learning unit. I applied various technology resources to deliver content, engage students, and differentiate the learning to meet the needs of all students. Through the course readings, assignments and discussions in ITEC 7480, Introduction to Online Learning, I expanded on my understanding of blended learning and developed the necessary skills in using technology to create successful and engaging learning environments.
In order to develop the blended learning syllabus, it was important that I chose digital content that supported the objectives listed in the Georgia Standards of Excellence. Being familiar with the ISTE standards for educators helped me determine key components of online learning that empowers students and challenges teachers to rethink approaches within the traditional learning environment. I was able to analyze the content standards and evaluate how technology could enhance and create learning networks that extended learning beyond the traditional structure of a classroom environment. This meant having instructional content available to student directly online so that they are guiding their own learning. In developing this unit, I attached instructional videos from Brain Pop Jr., discussion posts linked to Padlet and assessments using Kahoot and Plickers. Some of the teachers on my grade level were interested in participating in a blended learning model and wanted to know more it. I modeled and facilitated during a PLC meeting so that my colleagues could explore the contents and resources within the syllabus as well as the structure of a blended learning model. Afterwards, I was able to share the syllabus with my grade level on Microsoft Teams so that they could use on they could review and use on their own time.
I gained a lot of knowledge from completing this artifact. I was able to learn that creating an online learning environment as opposed to integrating technology into a traditional class setting required a specific structure in order to reach success. I also learned that having clearly written objectives and instructions was critical to enhancing learning for all students. It provided them with what they were going to learn and what they were expected to do. To improve in the future, I would have a colleague review my syllabus to ensure that each of my activities within the modules addressed the standards appropriately and include other meaningful ideas that my colleague suggests to increasing productive learning. While working on this artifact, it was imperative for me to know that having a great understanding of designing a website was critical. Being familiar with how to insert links, attach videos and embed different assessments ensured that content was seamlessly integrated throughout the blended learning, therefore, instructional time was maximized.
The artifact impacts school improvement by exhibiting how our school’s vision of utilizing technology throughout instruction and learning can be accomplished through a blended learning unit. As an instructional educator, this project gave me the experience of implementing tools and resources to maximize instructional time and facilitate independent learners. My knowledge and skills impact faculty development by allowing me to collaborate and co-plan within a blended learning environment with colleagues to support student achievement. The greatest impact of this syllabus can be assessed through student and parent engagement. Through the syllabus, parents get a clear understanding of academic expectations and students are able to participate in a student-centered learning environment.