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:
summary_online_learning_experience_morgan_green.docx | |
File Size: | 24 kb |
File Type: | docx |
Reflection:
The Online Learning Experience was completed to prepare for implementation of a blended learning experience with students in the following semester. This online learning experience will occur in my 11th grade AP U.S. History courses. During this unit, the students will cover the following topics, 1920s culture, Stock Market Crash of 1929, the Great Depression, New Deal, and the entry into World War II. The students will navigate through the unit using Canvas as the learning management system (LMS). Students will utilize Microsoft’s Office 365 and other web-based tools to interact with the materials in this course. I created this unit independently for my students and their needs. Upon completion of the unit, I shared this with my U.S. History professional learning community (PLC). In sharing this unit with them, I am able to show them how to utilize new technology tools and Canvas in a more in-depth way. Within the Canvas unit, I embedded the activities to extend student learning on the topic so they would stay within the Canvas mainframe to complete the Flipgrid and Padlet activities. Students also utilized Edpuzzle to develop their content knowledge and beyond. The students participated in this unit as part of a blended classroom setting. Considering that this unit is being used in an AP course, we move quickly through the material and students are required to complete work outside of class time. The online component can help engage them more with the content. The LMS allows for specific aspects of online teaching that are outlined by Vai and Sosulski such as presenting the new knowledge and skills, activities that give students the opportunity to learn, get feedback, and be assessed in a variety of ways (Vai & Sosulski, 2016, p.79). Through the design of the unit, these parts are carefully considered and shared with colleagues, so they too can benefit from this information.
Standard 3.3, Online & Blended Learning provided me the opportunity to develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expanded opportunities and choices for professional learning for teachers and administrators. I developed the organization of the unit in Canvas through a systematic easy to follow steps that give students the expectations up from as each unit begins with a ‘Start Here’ page. This page shows the learning objectives, standards that are addressed as well as the learning tasks they will be completing. Each learning task is hyperlinked to the assignment where students can learn more about the tools. I developed this unit I ensured that Universal Design and Accessibility provided equal opportunity for the students by using the accessibility checker and referenced tools to ensure that I was meeting the needs of all of my students. I minimalized the number of pages that the students have access to by giving them one or two main pages and having it hyperlinked from there. Also, by using the embed feature to keep students inside Canvas helped with this as well. I provided differentiated material for students at different levels such as reading guides and scaffolded DBQ writing guidelines. I modeled and facilitated the use of blended learning and digital content through the design and implementation of this unit in my classroom. I explained to students how the blended module would be utilized in class. I modeled how students would interact with each assignment to the students using ‘student view’ in Canvas so they would have an accurate portrayal of the how using the LMS would work. During the implementation, I facilitated the coursework as some of it was completed during class and ensured that the students were reaching the different learning targets for each module. I modeled and facilitated the delivery of this unit to my U.S. History PLC during our weekly meetings. Through this, the teachers were able to see the importance of implementing more blended assignments for the purpose of extending student learning and providing them with more choice and opportunities to learn the material.
Completing the Online Learning Experience provided students and teachers an opportunity to learn in and from a blended classroom setting utilize our LMS, Canvas. Through the Online Learning Experience, I learned how to appropriately develop a blended classroom using Canvas while taking into the consideration the different components of the learning process starting with content knowledge and moving through the extension of learning. To further improve this blended learning environment, I would like to have incorporated more opportunities for the students to explore primary and secondary sources on their own using web-based tools to provide students with more of an extension in student learning that was student driven. Most of the activities have a pre-determined selection, but I believe that making it more student-centered, the students would be able to challenge themselves more.
This artifact impacts student learning and faculty development. Through the development and implementation of the unit plan, I was able to instruct students in a blended learning environment that I developed to extend their learning using web-based tools and resources. The impact of student learning can be assessed through their improved test scores. The majority of students in my course improved their test scores by one level on the AP scale that we use in class. This was the most improvement that I have seen in my unit exams so far this year. In terms of faculty development, I presented this to my U.S. History PLC group to show them the variety of tools and opportunities to incorporate Canvas more into their classroom. The impact can be seen in their own Canvas courses. These teachers are utilizing more web-based tools that I exposed them to in the presentation. Teachers are using more assessments and collaborative tools that I taught them how to use, which will help their students improve and help them create a more blended environment in their classroom.
Reference
Vai, M., & Soulski, K. (2016). Essentials of online course design: A standards-based guide (Second Ed.). New York: Routledge.
The Online Learning Experience was completed to prepare for implementation of a blended learning experience with students in the following semester. This online learning experience will occur in my 11th grade AP U.S. History courses. During this unit, the students will cover the following topics, 1920s culture, Stock Market Crash of 1929, the Great Depression, New Deal, and the entry into World War II. The students will navigate through the unit using Canvas as the learning management system (LMS). Students will utilize Microsoft’s Office 365 and other web-based tools to interact with the materials in this course. I created this unit independently for my students and their needs. Upon completion of the unit, I shared this with my U.S. History professional learning community (PLC). In sharing this unit with them, I am able to show them how to utilize new technology tools and Canvas in a more in-depth way. Within the Canvas unit, I embedded the activities to extend student learning on the topic so they would stay within the Canvas mainframe to complete the Flipgrid and Padlet activities. Students also utilized Edpuzzle to develop their content knowledge and beyond. The students participated in this unit as part of a blended classroom setting. Considering that this unit is being used in an AP course, we move quickly through the material and students are required to complete work outside of class time. The online component can help engage them more with the content. The LMS allows for specific aspects of online teaching that are outlined by Vai and Sosulski such as presenting the new knowledge and skills, activities that give students the opportunity to learn, get feedback, and be assessed in a variety of ways (Vai & Sosulski, 2016, p.79). Through the design of the unit, these parts are carefully considered and shared with colleagues, so they too can benefit from this information.
Standard 3.3, Online & Blended Learning provided me the opportunity to develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expanded opportunities and choices for professional learning for teachers and administrators. I developed the organization of the unit in Canvas through a systematic easy to follow steps that give students the expectations up from as each unit begins with a ‘Start Here’ page. This page shows the learning objectives, standards that are addressed as well as the learning tasks they will be completing. Each learning task is hyperlinked to the assignment where students can learn more about the tools. I developed this unit I ensured that Universal Design and Accessibility provided equal opportunity for the students by using the accessibility checker and referenced tools to ensure that I was meeting the needs of all of my students. I minimalized the number of pages that the students have access to by giving them one or two main pages and having it hyperlinked from there. Also, by using the embed feature to keep students inside Canvas helped with this as well. I provided differentiated material for students at different levels such as reading guides and scaffolded DBQ writing guidelines. I modeled and facilitated the use of blended learning and digital content through the design and implementation of this unit in my classroom. I explained to students how the blended module would be utilized in class. I modeled how students would interact with each assignment to the students using ‘student view’ in Canvas so they would have an accurate portrayal of the how using the LMS would work. During the implementation, I facilitated the coursework as some of it was completed during class and ensured that the students were reaching the different learning targets for each module. I modeled and facilitated the delivery of this unit to my U.S. History PLC during our weekly meetings. Through this, the teachers were able to see the importance of implementing more blended assignments for the purpose of extending student learning and providing them with more choice and opportunities to learn the material.
Completing the Online Learning Experience provided students and teachers an opportunity to learn in and from a blended classroom setting utilize our LMS, Canvas. Through the Online Learning Experience, I learned how to appropriately develop a blended classroom using Canvas while taking into the consideration the different components of the learning process starting with content knowledge and moving through the extension of learning. To further improve this blended learning environment, I would like to have incorporated more opportunities for the students to explore primary and secondary sources on their own using web-based tools to provide students with more of an extension in student learning that was student driven. Most of the activities have a pre-determined selection, but I believe that making it more student-centered, the students would be able to challenge themselves more.
This artifact impacts student learning and faculty development. Through the development and implementation of the unit plan, I was able to instruct students in a blended learning environment that I developed to extend their learning using web-based tools and resources. The impact of student learning can be assessed through their improved test scores. The majority of students in my course improved their test scores by one level on the AP scale that we use in class. This was the most improvement that I have seen in my unit exams so far this year. In terms of faculty development, I presented this to my U.S. History PLC group to show them the variety of tools and opportunities to incorporate Canvas more into their classroom. The impact can be seen in their own Canvas courses. These teachers are utilizing more web-based tools that I exposed them to in the presentation. Teachers are using more assessments and collaborative tools that I taught them how to use, which will help their students improve and help them create a more blended environment in their classroom.
Reference
Vai, M., & Soulski, K. (2016). Essentials of online course design: A standards-based guide (Second Ed.). New York: Routledge.