2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
Artifact: Mini Module
Reflection:
The Mini Module was created in the course ITEC7480, Introduction to Online Learning. The purpose of this artifact was to create a learning module consisting of web-based learning activities using Web 2.0 tools. The mini module was expected to have a grade/subject, applicable standards, learning objective, learning resources and instruction, and student assessment.
For this artifact, gave students a blended learning opportunity that promoted student exploration, research, and creativity. This module addressed first-grade content standards that integrated social studies, writing, and speaking and listening standards. For the Online Learning Mini Module, I chose to promote higher order thinking opportunities for first graders as they were to research and report on the topic of identifying and describing landforms. The lesson started off with by having students’ prior knowledge activated by viewing a Brain Pop Video on the topic. Then students actively explored the topic of landforms by using links provided to research the landforms applicable to the learning standard. Students applied their knowledge by completing a graphic organizer about their research, then further transferred that gained information to a writing assignment. Students were prompted to complete a creative writing task and publish their writing interactively utilizing the tool, Story Jumper. They were then expected to present their story to the class utilizing the accessible technology tool, the Smart Board. The module provided links and a rubric for assessment purposes.
The mini module demonstrates mastery of Standard 2.1 because in order to complete the artifact, I utilized research-based best practices in instructional design when designing and developing. I developed an assessment to drive the mini module, where objectives were matched with student learning activities to ensure mastery of learning standards. Using research-based best practices, I developed an online module to teach first graders about landforms. I implemented digital learning tools and resources within the module to ensure higher-order, student-centered learning. Students were able to display their gained learning and knowledge by presenting their understanding of the standing in their own creative way using applicable digital tools.
Creating this artifact gave me necessary insight to develop meaningful and measurable objectives, which directly relate to instructional design. I learned that creating a mini learning module is challenging, and backwards design is an effective method in traditional classroom settings, blended learning opportunities, and online learning. I discovered that developing online learning opportunities for primary aged learners is challenging due to the low number of quality resources. I gained valuable experience developing this module and realized that I need to develop and implement an increased number of online learning experiences for my students. I need to engage my learners with additional learning experiences to promote a 21st Century classroom. To improve the quality of this artifact, I would likely find better resources for students to use to extend their learning. I would also create additional modules to deepen the learning in this unit. Developing additional modules would allow students to master the learning standards and explore other learning opportunities in the unit. I would also like to have an opportunity to have students gain knowledge using a learning management system (LMS). This module was created in .PDF form and I think if I were to successfully implement it, I would need a successful LMS to properly facilitate student learning.
This artifact impacts student learning because students in early elementary school generally have limited learning experiences using digital tools. This especially holds true to the first graders in my classroom. Providing students with control of their learning experience promotes student-centered, engaged learning. This leads to greater independence and increased achievement. It teachers them invaluable skills like time management and problem solving. Student achievement impact can be assessed through analysis of student performance using the rubric in the mini module. Student learning and mastery of standards are directly addressed in this rubric, which clearly would articulate whether or not student learning was impacted.
The Mini Module was created in the course ITEC7480, Introduction to Online Learning. The purpose of this artifact was to create a learning module consisting of web-based learning activities using Web 2.0 tools. The mini module was expected to have a grade/subject, applicable standards, learning objective, learning resources and instruction, and student assessment.
For this artifact, gave students a blended learning opportunity that promoted student exploration, research, and creativity. This module addressed first-grade content standards that integrated social studies, writing, and speaking and listening standards. For the Online Learning Mini Module, I chose to promote higher order thinking opportunities for first graders as they were to research and report on the topic of identifying and describing landforms. The lesson started off with by having students’ prior knowledge activated by viewing a Brain Pop Video on the topic. Then students actively explored the topic of landforms by using links provided to research the landforms applicable to the learning standard. Students applied their knowledge by completing a graphic organizer about their research, then further transferred that gained information to a writing assignment. Students were prompted to complete a creative writing task and publish their writing interactively utilizing the tool, Story Jumper. They were then expected to present their story to the class utilizing the accessible technology tool, the Smart Board. The module provided links and a rubric for assessment purposes.
The mini module demonstrates mastery of Standard 2.1 because in order to complete the artifact, I utilized research-based best practices in instructional design when designing and developing. I developed an assessment to drive the mini module, where objectives were matched with student learning activities to ensure mastery of learning standards. Using research-based best practices, I developed an online module to teach first graders about landforms. I implemented digital learning tools and resources within the module to ensure higher-order, student-centered learning. Students were able to display their gained learning and knowledge by presenting their understanding of the standing in their own creative way using applicable digital tools.
Creating this artifact gave me necessary insight to develop meaningful and measurable objectives, which directly relate to instructional design. I learned that creating a mini learning module is challenging, and backwards design is an effective method in traditional classroom settings, blended learning opportunities, and online learning. I discovered that developing online learning opportunities for primary aged learners is challenging due to the low number of quality resources. I gained valuable experience developing this module and realized that I need to develop and implement an increased number of online learning experiences for my students. I need to engage my learners with additional learning experiences to promote a 21st Century classroom. To improve the quality of this artifact, I would likely find better resources for students to use to extend their learning. I would also create additional modules to deepen the learning in this unit. Developing additional modules would allow students to master the learning standards and explore other learning opportunities in the unit. I would also like to have an opportunity to have students gain knowledge using a learning management system (LMS). This module was created in .PDF form and I think if I were to successfully implement it, I would need a successful LMS to properly facilitate student learning.
This artifact impacts student learning because students in early elementary school generally have limited learning experiences using digital tools. This especially holds true to the first graders in my classroom. Providing students with control of their learning experience promotes student-centered, engaged learning. This leads to greater independence and increased achievement. It teachers them invaluable skills like time management and problem solving. Student achievement impact can be assessed through analysis of student performance using the rubric in the mini module. Student learning and mastery of standards are directly addressed in this rubric, which clearly would articulate whether or not student learning was impacted.