2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
Artifact: Multimedia Design Project/ Webquest
Reflection:
The WebQuest was created in the course ITEC 7455 Multimedia & Web Design. In this product, I created technology-enhanced learning experience for my students that addressed both content standards and technology standards. The assignment consisted of developing a pre-plan and an evaluation and reflection report. The development of the project was organized around the ADDIE Model of Instruction Design. The project included audio, graphic, and video. These elements needed to be included in a way to demonstrate effective design. For the artifact, I created a WebQuest based on the topic of weather as applicable to first grade science standards. Throughout the completion of the project, students were expected to complete a variety of tasks leading to a culminating project. Students were required to prepare for an “interview” for the position of a weather reporter for the school’s news crew. In order for them to report the weather, they were required to use the WebQuest to become experts on the weather in different seasons. Students actively engaged in research using appropriate means with partners, synthesizing information, forming and justifying opinions, and creating a presentation for this important position.
This particular artifact demonstrates mastery of Standard 2.3 because of the nature of the activity. Students were provided with a variety of links to enhance learning on a specific topic. Students were able to have their knowledge build on the topic, for they started off working with partners to explore the topics of weather, engage in relevant learning activities, record their knowledge, report on their knowledge, and create a final product related to the subject. The students were expected to use the computer as a digital took and various websites as resources to be engaged in learning. Their knowledge was gained from the digital resources take ownership of their work to analyze, evaluate, and create. These learning experiences proved to be authentic, and the WebQuest format naturally was a high quality model for facilitating student learning.
I learned a lot about technology facilitation and leadership from completing the field experience because I learned of the available ways to differentiate content, process, and product of student learning online. I made sure to include video and audio to present information to students and learned about the UDL or Universal Design for Learning. I learned to evaluate my effectiveness as an instructor through properly facilitating and designing learning experiences for students. This was powerful because it allowed me to effectively facilitate technology within my classroom and allowed me to demonstrate leadership to teachers in my grade level to share the project with. To increase the quality of the learning experience, I would have done a few things differently if I were to complete the artifact again. I would likely increase the opportunity for choices for student learning. This would have further promoted higher order thinking and differentiation. The quality of the project could have been improved by allowing students to choose alternate methods of representation. Instead of creating a poster, I could have allowed the opportunity for students to showcase learning by creating a video or a song on the topic.
This artifact impacts student learning because it provides students with a unique opportunity to gain content knowledge. By the completion of the WebQuest, students used different means to achieve the same end result and master the grade level standards. Student learning was impacted because the WebQuest provided an engaging, appropriate, and authentic learning experience for students. This experience ultimately provided students with a deeper, more meaningful understanding of the standards taught in the lesson. It allowed them to drive and facilitate their own learning without direct instruction by the teacher. The impact of the Multimedia Design Project could assessed by completing the rubric for each student's final products that were created during the WebQuest. This ultimately leads to a fair assessment of how the students met or exceeded the standards.
The WebQuest was created in the course ITEC 7455 Multimedia & Web Design. In this product, I created technology-enhanced learning experience for my students that addressed both content standards and technology standards. The assignment consisted of developing a pre-plan and an evaluation and reflection report. The development of the project was organized around the ADDIE Model of Instruction Design. The project included audio, graphic, and video. These elements needed to be included in a way to demonstrate effective design. For the artifact, I created a WebQuest based on the topic of weather as applicable to first grade science standards. Throughout the completion of the project, students were expected to complete a variety of tasks leading to a culminating project. Students were required to prepare for an “interview” for the position of a weather reporter for the school’s news crew. In order for them to report the weather, they were required to use the WebQuest to become experts on the weather in different seasons. Students actively engaged in research using appropriate means with partners, synthesizing information, forming and justifying opinions, and creating a presentation for this important position.
This particular artifact demonstrates mastery of Standard 2.3 because of the nature of the activity. Students were provided with a variety of links to enhance learning on a specific topic. Students were able to have their knowledge build on the topic, for they started off working with partners to explore the topics of weather, engage in relevant learning activities, record their knowledge, report on their knowledge, and create a final product related to the subject. The students were expected to use the computer as a digital took and various websites as resources to be engaged in learning. Their knowledge was gained from the digital resources take ownership of their work to analyze, evaluate, and create. These learning experiences proved to be authentic, and the WebQuest format naturally was a high quality model for facilitating student learning.
I learned a lot about technology facilitation and leadership from completing the field experience because I learned of the available ways to differentiate content, process, and product of student learning online. I made sure to include video and audio to present information to students and learned about the UDL or Universal Design for Learning. I learned to evaluate my effectiveness as an instructor through properly facilitating and designing learning experiences for students. This was powerful because it allowed me to effectively facilitate technology within my classroom and allowed me to demonstrate leadership to teachers in my grade level to share the project with. To increase the quality of the learning experience, I would have done a few things differently if I were to complete the artifact again. I would likely increase the opportunity for choices for student learning. This would have further promoted higher order thinking and differentiation. The quality of the project could have been improved by allowing students to choose alternate methods of representation. Instead of creating a poster, I could have allowed the opportunity for students to showcase learning by creating a video or a song on the topic.
This artifact impacts student learning because it provides students with a unique opportunity to gain content knowledge. By the completion of the WebQuest, students used different means to achieve the same end result and master the grade level standards. Student learning was impacted because the WebQuest provided an engaging, appropriate, and authentic learning experience for students. This experience ultimately provided students with a deeper, more meaningful understanding of the standards taught in the lesson. It allowed them to drive and facilitate their own learning without direct instruction by the teacher. The impact of the Multimedia Design Project could assessed by completing the rubric for each student's final products that were created during the WebQuest. This ultimately leads to a fair assessment of how the students met or exceeded the standards.