3.3 Online and 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.
Artifact:
Reflection:
The On-Line Learning Experience was comprised of a 4-6 week mini-research unit about controversial issues. Students were charged with working both independently and in groups of four. They were to choose a topic of controversy, research the topic thoroughly, and through a variety of digital tools and resources, like Google Docs, Voicethread, and Prezi, debate both sides of the controversy together all while in an on-line environment. Once these steps were completed, the final culmination of this unit ended with the creation of a Public Service Announcement by each individual from the team.
This artifact demonstrates mastery of Standard 3.3 because it provided an opportunity for me to develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend students’ learning, and expand opportunities and choices for professional learning for teachers and administrators. It was an exciting activity, because I had the opportunity to share this idea with other teachers in my building this past fall, and they really loved the concept.
From completing this artifact, I learned that I have to be much more explicit in my instructions and in my assignments in an on-line environment than I do in an actual classroom. Because students do not have the benefit of having the teacher in the same room as they are, it is important to make myself clear with the expectations I have. I also learned that having models of what my expectations are is very helpful in communicating what I want students to be able to know and do by the end of the unit. I also learned a great deal more about things like acceptable use policies, students’ right to privacy, copyrighting, and special education requirements as I created the Mini Module Syllabus. I liked the progressive set up of this particular class in that everything we worked on throughout the class contributed to my understanding and attainment of the final project. Looking back, I would have improved my project by delving more deeply into the importance of having all the categories of my syllabus represented. I would have also liked to have learned about cases in which these statements, mentioned above, were not included in an on-line course, and what the consequences might have been. I like the idea of melding educational law into many of these courses, so we can learn about real-life scenarios of actual teachers.
I did not use this particular activity with my students, as this was a course that took place in the summer. However, I do think that as we move more towards on-line courses we must focus on the quality and the consistency of the on-line courses we do offer. This past year’s budget discussions touched on the cost savings of having proctors manage on-line courses. If this is the wave of the future, we must ensure that certified teachers are at least involved in writing the coursework and curriculum to ensure that requirements meet standards and move in a direction that will promote critical thinking in participating students. It is only then that we can be assured that the courses will impact school improvement and student learning in positive, fruitful ways.
This artifact demonstrates mastery of Standard 3.3 because it provided an opportunity for me to develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend students’ learning, and expand opportunities and choices for professional learning for teachers and administrators. It was an exciting activity, because I had the opportunity to share this idea with other teachers in my building this past fall, and they really loved the concept.
From completing this artifact, I learned that I have to be much more explicit in my instructions and in my assignments in an on-line environment than I do in an actual classroom. Because students do not have the benefit of having the teacher in the same room as they are, it is important to make myself clear with the expectations I have. I also learned that having models of what my expectations are is very helpful in communicating what I want students to be able to know and do by the end of the unit. I also learned a great deal more about things like acceptable use policies, students’ right to privacy, copyrighting, and special education requirements as I created the Mini Module Syllabus. I liked the progressive set up of this particular class in that everything we worked on throughout the class contributed to my understanding and attainment of the final project. Looking back, I would have improved my project by delving more deeply into the importance of having all the categories of my syllabus represented. I would have also liked to have learned about cases in which these statements, mentioned above, were not included in an on-line course, and what the consequences might have been. I like the idea of melding educational law into many of these courses, so we can learn about real-life scenarios of actual teachers.
I did not use this particular activity with my students, as this was a course that took place in the summer. However, I do think that as we move more towards on-line courses we must focus on the quality and the consistency of the on-line courses we do offer. This past year’s budget discussions touched on the cost savings of having proctors manage on-line courses. If this is the wave of the future, we must ensure that certified teachers are at least involved in writing the coursework and curriculum to ensure that requirements meet standards and move in a direction that will promote critical thinking in participating students. It is only then that we can be assured that the courses will impact school improvement and student learning in positive, fruitful ways.