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: Course Syllabus/ Communication guide
Reflection:
The Online Course Syllabus was created in ITEC 7480, Introduction to Online Learning. The purpose of a this artifact was to develop a syllabus for a four to six week online learning experience that could be implemented with students. The syllabus needed to include the following information: course information, forms of communication, learning outcomes, schedule, participation requirements, late work policy, grading policy, online testing procedures, academic honesty policies, acceptable use policy, student privacy statement, communication guidelines, technology requirements, copyright statement, and an ADA statement. I chose to design the syllabus to cover a portion of Social Studies, English/Language Arts, Reading , and Writing in first grade. I designed a course to cover the 2nd Quarter of school with Social Studies Instruction. During this course, students were proposed to explore the world around them, learning about places and features of the earth through the use of online resources in an integrated manner.
The Online Course Syllabus demonstrates mastery of Standard 3.3 because the completion of this assignment required the development of an online or blended learning unit. It not only incorporated online learning opportunities for students, but also blended learning experiences and learning networks. It was the first building block to a series of blended Social Studies courses throughout the scholastic year. The online learning unit included high quality digital content to support student learning, and expectations were consistent with that of a traditional classroom setting. This was noted directly in the syllabus. Students were able to have learning facilitated through a learning management system (LMS) and communicate, collaborate, and learn without direct face-to-face communication. The syllabus directly stated that when engaging in communication in the online classroom environment, they were required to clarify, value, offer concerns, and provide suggestions to others. The accompanying course communication guide clearly explained this. Throughout the unit, activities supported and extended students based on performance. Through the use of digital content, I was able to provide students with high-quality instruction directly related to their learning goals and objectives. This artifact gave me the opportunity to create an online syllabus that I hope to implement in my classroom. It expanded opportunities and choices for professional learning for myself as a teacher, and eventually administrators. Online or blended learning is not something that has been done at my school before. If this type of learning were made available to more teachers within my school, the expansion of student learning opportunities would increase.
This was my first time creating a course syllabus. They are not a requirement for my first grade class each year. I was not initially aware of how much time, effort, and dedication went into creating a course syllabus. Creating this assignment allowed me to see the back work that goes into creating courses and the imperative nature of organization. A well-organized course is effortlessly facilitated. I learned to apply knowledge about instructional design to develop and create it. I used my skills to develop the course to apply standards-based, learner-centered activities that promoted student application of knowledge. The syllabus serves as a tool that states expectations and communicates course goals that reflect on these dispositions. If I were to complete the assignment again, I would have found a way to make it more grade-appropriate in the course’s layout. If the course’s website was more user-friendly in terms of navigation and level of understanding, they would be able to facilitate and drive their own learning more successfully. Also, I could have included information of a module within the syllabus to cover the online learning experience and other pertinent background information needed to be successful in an online learning course.
The Online Course Syllabus has a strong impact on student learning. Students gained the opportunity experience online learning through this artifact. This affected their process of receiving relevant content, which would be assessed through the rubrics and assessments in each module. By completing the Online Course Syllabus I was able to develop meaningful objectives and determine learning as well as assessments that relate to learning objectives. The planning and development that went into the Online Course Syllabus ensures a successful online learning experience for all students.
The Online Course Syllabus was created in ITEC 7480, Introduction to Online Learning. The purpose of a this artifact was to develop a syllabus for a four to six week online learning experience that could be implemented with students. The syllabus needed to include the following information: course information, forms of communication, learning outcomes, schedule, participation requirements, late work policy, grading policy, online testing procedures, academic honesty policies, acceptable use policy, student privacy statement, communication guidelines, technology requirements, copyright statement, and an ADA statement. I chose to design the syllabus to cover a portion of Social Studies, English/Language Arts, Reading , and Writing in first grade. I designed a course to cover the 2nd Quarter of school with Social Studies Instruction. During this course, students were proposed to explore the world around them, learning about places and features of the earth through the use of online resources in an integrated manner.
The Online Course Syllabus demonstrates mastery of Standard 3.3 because the completion of this assignment required the development of an online or blended learning unit. It not only incorporated online learning opportunities for students, but also blended learning experiences and learning networks. It was the first building block to a series of blended Social Studies courses throughout the scholastic year. The online learning unit included high quality digital content to support student learning, and expectations were consistent with that of a traditional classroom setting. This was noted directly in the syllabus. Students were able to have learning facilitated through a learning management system (LMS) and communicate, collaborate, and learn without direct face-to-face communication. The syllabus directly stated that when engaging in communication in the online classroom environment, they were required to clarify, value, offer concerns, and provide suggestions to others. The accompanying course communication guide clearly explained this. Throughout the unit, activities supported and extended students based on performance. Through the use of digital content, I was able to provide students with high-quality instruction directly related to their learning goals and objectives. This artifact gave me the opportunity to create an online syllabus that I hope to implement in my classroom. It expanded opportunities and choices for professional learning for myself as a teacher, and eventually administrators. Online or blended learning is not something that has been done at my school before. If this type of learning were made available to more teachers within my school, the expansion of student learning opportunities would increase.
This was my first time creating a course syllabus. They are not a requirement for my first grade class each year. I was not initially aware of how much time, effort, and dedication went into creating a course syllabus. Creating this assignment allowed me to see the back work that goes into creating courses and the imperative nature of organization. A well-organized course is effortlessly facilitated. I learned to apply knowledge about instructional design to develop and create it. I used my skills to develop the course to apply standards-based, learner-centered activities that promoted student application of knowledge. The syllabus serves as a tool that states expectations and communicates course goals that reflect on these dispositions. If I were to complete the assignment again, I would have found a way to make it more grade-appropriate in the course’s layout. If the course’s website was more user-friendly in terms of navigation and level of understanding, they would be able to facilitate and drive their own learning more successfully. Also, I could have included information of a module within the syllabus to cover the online learning experience and other pertinent background information needed to be successful in an online learning course.
The Online Course Syllabus has a strong impact on student learning. Students gained the opportunity experience online learning through this artifact. This affected their process of receiving relevant content, which would be assessed through the rubrics and assessments in each module. By completing the Online Course Syllabus I was able to develop meaningful objectives and determine learning as well as assessments that relate to learning objectives. The planning and development that went into the Online Course Syllabus ensures a successful online learning experience for all students.