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)
Reflection:
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 Multimedia Design Project is a Webquest created to guide students through social studies content. This lesson was created as the culminating activity in ITEC 7445: Multimedia & Web Design in Education. In the Webquest, students take on the role of a museum curator exploring the topics of Apartheid in South Africa and the role of Nelson Mandela. The students react to these policies and the role of this leader by creating a video to be displayed in a library exhibit. The Multimedia Design Project Report provides details describing the steps in the ADDIE design process (Analysis, Design, Development, Implementation, and Evaluation). The Webquest was created in the summer of 2013 and partially implemented during the spring semester of 2014.
In order to develop this resource using the ADDIE model, I analyzed my school setting, population, and available resources. Since I teach in a middle school and was designing this instruction for my students, I wanted the experience to be a blended learning experience instead of completely online, using some online content and some collaborative group work. This project used a variety of standards incorporating Social Studies GPS standards and CCGPS Literacy standards. Additionally, the NETS-S standards I was also included in this project.
To design the unit, I focused on the standards and developed meaningful and authentic learning experiences based on what the students needed to know and understand about the content. As with any instructional planning I began with what the student outcome should be. For the unit, the students would experience the inequalities of the period of Apartheid and the role of Nelson Mandela to bring the country beyond this period. I wanted the final product to be something that the students could present and be proud of; the culminating project was students creating a video of this time period. Prior to the student creating a video, I first needed to model this skill and facilitate the students in this process. Some students required more assistance than others based upon their prior experiences with creating and uploading videos. In order to support these activities, I searched the internet for digital content such as videos, PowerPoint files, and websites that would give students access to appropriate content. I created a video introduction and conclusion presentation and recorded audio selections of the webquest directions in order for the site to be accessible to all students. Students were provided organizers to guide students through the instruction.
In the development phase, I compiled all the pieces to create an organized online learning environment for the unit of study. I used Weebly and embedded and linked outside resources for students. All supporting materials are included on the site, along with directions and suggestions for teacher implementation. The Multimedia Design Report contains an implementation plan, complete with suggested groupings, options for class computer access, and a suggested timeframe for implementation. Additionally I included instructions for differentiated instruction and enrichment activity. To evaluate this project, I tested the site on several colleagues during the summer and provided evaluative feedback.
Through this experience, I learned the amount of detail required to make a thorough and complete learning experience. Since the students completed their learning online, the directions had to clear and concise and knew how to proceed through each step. Every portion needed for implementation of the project was housed online, and creating the project allowed me to reflect on how important the design principles such ad color, spacing and readability of text were important. This experience focused on students completing a task and sharing their learning at a school exhibit to change this experience in the future I would look for ways to share their products outside of the school. This could take place in creating a website for viewing of the videos or a Wiki pages and allow others to reflect on the students work.
This product created an engaging learning experience for students, and this had an impact on student learning. Students were excited about their products and this excitement was displayed in their final products to other in the schools. This project also impacted faculty development by allow other teachers to see embrace the concept of a web-based lesson and helping to guide them through implementation. The impact can be assessed by examining the quality of the student products and through student summative assessments on the unit.
The Multimedia Design Project is a Webquest created to guide students through social studies content. This lesson was created as the culminating activity in ITEC 7445: Multimedia & Web Design in Education. In the Webquest, students take on the role of a museum curator exploring the topics of Apartheid in South Africa and the role of Nelson Mandela. The students react to these policies and the role of this leader by creating a video to be displayed in a library exhibit. The Multimedia Design Project Report provides details describing the steps in the ADDIE design process (Analysis, Design, Development, Implementation, and Evaluation). The Webquest was created in the summer of 2013 and partially implemented during the spring semester of 2014.
In order to develop this resource using the ADDIE model, I analyzed my school setting, population, and available resources. Since I teach in a middle school and was designing this instruction for my students, I wanted the experience to be a blended learning experience instead of completely online, using some online content and some collaborative group work. This project used a variety of standards incorporating Social Studies GPS standards and CCGPS Literacy standards. Additionally, the NETS-S standards I was also included in this project.
To design the unit, I focused on the standards and developed meaningful and authentic learning experiences based on what the students needed to know and understand about the content. As with any instructional planning I began with what the student outcome should be. For the unit, the students would experience the inequalities of the period of Apartheid and the role of Nelson Mandela to bring the country beyond this period. I wanted the final product to be something that the students could present and be proud of; the culminating project was students creating a video of this time period. Prior to the student creating a video, I first needed to model this skill and facilitate the students in this process. Some students required more assistance than others based upon their prior experiences with creating and uploading videos. In order to support these activities, I searched the internet for digital content such as videos, PowerPoint files, and websites that would give students access to appropriate content. I created a video introduction and conclusion presentation and recorded audio selections of the webquest directions in order for the site to be accessible to all students. Students were provided organizers to guide students through the instruction.
In the development phase, I compiled all the pieces to create an organized online learning environment for the unit of study. I used Weebly and embedded and linked outside resources for students. All supporting materials are included on the site, along with directions and suggestions for teacher implementation. The Multimedia Design Report contains an implementation plan, complete with suggested groupings, options for class computer access, and a suggested timeframe for implementation. Additionally I included instructions for differentiated instruction and enrichment activity. To evaluate this project, I tested the site on several colleagues during the summer and provided evaluative feedback.
Through this experience, I learned the amount of detail required to make a thorough and complete learning experience. Since the students completed their learning online, the directions had to clear and concise and knew how to proceed through each step. Every portion needed for implementation of the project was housed online, and creating the project allowed me to reflect on how important the design principles such ad color, spacing and readability of text were important. This experience focused on students completing a task and sharing their learning at a school exhibit to change this experience in the future I would look for ways to share their products outside of the school. This could take place in creating a website for viewing of the videos or a Wiki pages and allow others to reflect on the students work.
This product created an engaging learning experience for students, and this had an impact on student learning. Students were excited about their products and this excitement was displayed in their final products to other in the schools. This project also impacted faculty development by allow other teachers to see embrace the concept of a web-based lesson and helping to guide them through implementation. The impact can be assessed by examining the quality of the student products and through student summative assessments on the unit.
