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)
The Online Course Syllabus was created for ITEC 7480. The purpose for this artifact was to provide the online course information and scheme, and to present a clear set of learning objectives to facilitate understanding to the online learner and whomever is aiding the learner in a setting other than the classroom so that the student may achieve mastery of the standards. My contribution was the development of a course that is aligned with the standards from the PSC, the district’s technology standards, and the ISTE technology standards. This development allowed me to implement high levels of online learning in the classroom and facilitate coaching for other teachers who were interested in this high level of technology course.
This artifact demonstrates mastery of the standard because it shows how I developed an Online Course Syllabus that is aligned with and based on the technology standards from the school district and the ISTE, ensuring that the use of this artifact increases the students’ knowledge of how to work in a digital environment. This artifact demonstrates mastery of the standard because it shows how to facilitate the performance of the learner in an online, and blended learning that includes sets of instructions that model how to utilize the provided learning networks. Learning networks such as textbook online resources, Web 2.0 tools, and Open Educational Resources.
What I learned from completing this artifact is how to develop an online course from the beginning stages by creating a Syllabus, developing an online content related unit and an online module. I learned about the importance of meaningful interaction in an online course, the role of the different communication tools in supporting interaction, and the need for clear expectations on both the instructor and the student. What I would do different to improve the quality of this artifact is to include more online educational resources, conduct more research on new technology to enhance this artifact’s impact on learning.
The work that went into creating this artifact impacts school improvement, faculty development and student learning by promoting students to become self-directed learners, and collaborative learners, and coaching other teachers in developing online and blended lessons that are both seamless and ongoing. This impact can be assessed by looking at the summative assessment data from the students’ performance.
This artifact demonstrates mastery of the standard because it shows how I developed an Online Course Syllabus that is aligned with and based on the technology standards from the school district and the ISTE, ensuring that the use of this artifact increases the students’ knowledge of how to work in a digital environment. This artifact demonstrates mastery of the standard because it shows how to facilitate the performance of the learner in an online, and blended learning that includes sets of instructions that model how to utilize the provided learning networks. Learning networks such as textbook online resources, Web 2.0 tools, and Open Educational Resources.
What I learned from completing this artifact is how to develop an online course from the beginning stages by creating a Syllabus, developing an online content related unit and an online module. I learned about the importance of meaningful interaction in an online course, the role of the different communication tools in supporting interaction, and the need for clear expectations on both the instructor and the student. What I would do different to improve the quality of this artifact is to include more online educational resources, conduct more research on new technology to enhance this artifact’s impact on learning.
The work that went into creating this artifact impacts school improvement, faculty development and student learning by promoting students to become self-directed learners, and collaborative learners, and coaching other teachers in developing online and blended lessons that are both seamless and ongoing. This impact can be assessed by looking at the summative assessment data from the students’ performance.