Module 1:
Throughout the coarse I have researched online curriculum design in texts and online. However, sometimes learning comes from the discussions and reflective writing that comes after the reading.
6/10/2013
I have taken several online classes and I teach classes that are mixed online and classroom or "flipped". Consequently, when co-workers ask me about online classes I discuss my perspective as a teacher using online techniques to teach and as an adult learning using online classes to learn. There are many ways that online classes can benefit learning and teaching, however, I usually bring up the following points.
The first point that I often make when discussing the perks of online learning is that learners can review the content of the course as many times as they need to. Many times in the traditional classroom, students get one chance to write it down or to remember it. After this one opportunity, the class moves on. During online learning, content can be revisited in the form of written instructions, youtube videos, and more. I have learned a lot of things on youtube. I learned how to play guitar, build a raised bed garden and trellis, how to fix the kitchen sink and on and on.... There is no doubt that this is an effective way to learn. Realizing how well I learned as a result of these online video tutorials. I have created step by step tutorials of my own by using screencast-O-matic.com. I have made the tutorials then posted them on youtube and embedded the video in our class blog/website. The students have found it very useful because they can go back at anytime and learn or relearn content/skills, and they like that they can go at their speed.
The second point I bring up when discussing online learning with co-workers is how helpful the online platform is in being a permanent base for me to improve my instruction each semester. To elaborate, the use of a website has allowed me to organize my classes in amazing ways. It is a great resource for students to go to and have everything they need to succeed all in one place. The great part about it is, that once you have created the base (website, blog etc.) then it is all there and all you need to do each semester is make it better. I continually assess how successful my blog is and how helpful it is for students. I am continually making it better without having to recreate the wheel each semester.
6/12/2013
Disadvantages and challenges in online learning are slim. However, Smith(2008) explains that in online learning more responsibility is placed on the students. It can be challenging when students are not willing to log in and push themselves through the content. I have struggled with this on occasion so when I think about a high school students, not all high school students are mature enough for online learning.
6/12/2013
All I want is to read a book for fun. I am currently reading 3 text books and a bunch of medical and diet books because I was recently diagnosed with MS and my wife is having a very difficult pregnancy. I am so busy with these things and 100 other things as most adults are, but I manage to get these online classes done. To your point, I get it done when I get it done. I do have to make sacrifices in order to get it done and some days it isn't easy and I would rather be doing other things, but I get it done because I am motivated by learning and I want to be better at my job. Again, to your point, most adults can handle this kind of multitasking and time management. Many younger people do not have the skills, the motivation and/or the discipline to be successful in a rigorous online class.
The question to ask is... HOW CAN WE INSTIL, FROM AN EARLY AGE, THE MOTIVATION TO LEARN AND THE MULTITASKING/TIME MANAGEMENT SKILL THAT IT TAKES TO SUCCEED IN ONLINE LEARNING.
Module 2:
6/21/2013
Why so many ways to write objectives?
Well, I think that there are many ways of writing objectives because teaching is an artform and teachers are individuals with individual ways of designing curriculum. I think that this is a good thing because students are also individuals and learn in different ways. I do not think that there is one right way of writing objects as I do not believe that there is only one way to teach any given subject, concept or skill. However, as disscusssed in Grant Wiggins and Jay McTighe in there book called Understanding by Design, teachers must be always designing curriculum that revolves around students learning and understanding. The design should be focused on learning first, teaching second.
This is my preferred method for designing curriculum.
1. Determine what you would like students to be able to do.
2. Design activities that will encourage learning.
3. Design assessments that will allow the student and the teacher to determine and discuss the success/failures in the learning experience and create a plan to succeed going forward.
3. Design and implement opportunities for students to demonstrate their UNDERSTANDING.
4. Use the assessment to communicate and help students celebrate, understand and redo until they "get it".
WHY?
I have been really interested in the backward design approach that is mentioned by Wiggins and McTighe (2005) because it helps me to design activities when I know what I want the end result to be. It also helps me avoid fluff assignments and covering topics without concidering the students and their understanding of important concepts.
I also have been researching and using ideas from Rick Wormeli's book called Fair Isn't Always Equal which is how I have come to think about my assessment as a tool for communication and a tool to revise my practise. I always allow my students to try it again and again until they "get it". If you have never listened to Rick Wormeli, LOOK HIM UP ON YOUTUBE!!!!!!!!!!!!!!!!!!
Module 3:
6/26/2013
Before I get into formative assessments and feedback I would like to state that its importance is often overshadowed by summative assessments in education. I don't believe that summative assessments are wrong. Summative assessments are an important tool in assessing learning. Instead I think summative assessments are too often misused or overused.
In the article, Feedback: How Learning Occurs, Wiggins uses athletes such as Tiger Woods to explain how we learn. In summary, athletes learn from trial and error and through formative feedback during the performance and they make in progress adjustments in order to reach their goal of winning the match or what have you. At the end of the performance an athlete can look back on the entire performance(summative) and learn from it. Both summative and formative are important in encouraging student achievement, but Wiggins explains that feedback is important during the learning.
Formative assessment fits into my coarse throughout. Students are consistently performing and getting trial and error feedback as they work. I give verbal feedback during class and when students turn in work they receive written feedback from myself and sometimes their peers. I use the objectives/criteria to make sure that my feedback is in line with the learning targets and I am sure to be as quick as possible so that the students can learn and fix any issues with their work. The goal of my constant formative feedback is to communicate as clearly and as often as possible, the students progress towards mastery. Wormeli explains in this video that formative feedback should help students see the goal, where the student is in relation to the goal and then help communicate how the student can close the gap with timely descriptive assessment.
Module 4:
7/3/2013
In his book, E-Learning by Design, William Horton writes that connect-type activities are often minimized or forgotten by designers. Why is that, and what are the dangers of not having a balanced plan?
Students pay the price when public schools try to live up to the high expectations of NCLB. NCLB has emphasized the use of standardized tests to assess students learning, and ultimately the overall achievement of schools. The result of this emphasis on standardized tests has been a lot of teach to the test on behalf of teachers and a lack of deep understanding on behalf of the students. Erickson(2008) explains that in education, we have spent the majority of our content study on the lowest cognitive level: the memorization of isolated facts.
If a school is to succeed in the NCLB rat race, it has to "cover" a wide variety of standards, and time to teach connect-type activities becomes non existent. Erickson (2008) states, “common sense tells us that massive content coverage will be intellectually shallow when time is limited.” The danger of not having a balanced plan that includes more connect-type activities is clear. Students will learn some shallow information and education will become a great big trivial pursuit instead of a meaningful experience in which students make learn to make connections to their world and their lives.
Erickson, L. H. (2008). Stirring the Head, Heart and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning. Thousand Oaks: Corwin Press.
7/3/2013
Thanks for the article I like this: "Also keep in mind that, although there are many degrees of cognitive complexity, for planning purposes three levels are particularly important: remembering, applying, and evaluating (Anderson & Krathwohl, 2001)."
and it makes me feel good about what I do in the art classroom, but this discussion makes me question the whole public school system.
I don’t know if public schools ever really had it right... I don’t know if public schools ever did push students to deeply understand and connect concepts to “real life” (it didn't push me)... but I do know that we are not doing it now. Public education is not doing it right because we are too busy teaching to the test just to keep our heads above water. In my art classes, I am able to discuss concepts in a deeper more meaningful way with students because I am not subject to standardized tests and covering a broad range of topics in a minimal amount of time. I really wish all teachers could teach this way... without teaching to the test... I think that students would learn more and be more motivated to learn if we could just change...
7/4/2013
I had another thought when reading your post. I meet so many people that don't fit into these generalizations described by doctor Johnson. I teach many High School students that rise above the stereotypes every day. I myself have more in common with my grandma than I do with most people my age. To say that any one generation is like this, and one generation is like that is way too big of a generalization to have any merit in my book. I think that the anonymity that online classes allow is a chance for people to learn without being judged. Does anyone feel less social anxiety and less stress online?
Module 5: (Freebie)
See Visual Syllabus
Module 6:
What are some of the advantages and disadvantages of using ready-made content in your course design?
One of the biggest advantages for using ready made materials in my art and technology class is that the resources available to students online are vast and continue to grow in availability, specificity and comprehension. I often tell my students that they can learn much more from these online resources than they ever could from me in a measly 45 minutes a day for a few weeks. It is an amazing age in which students can learn from many teachers and many sources from around the world. I often use readymade material as opportunities for students to go above and beyond the minimum expectations of the coarse.
While you may think that readymade materials will save valuable planning time, it may end up taking more time than expected. Sometimes, the materials fall right into place, and in those circumstances readymades are fast and useful. However, it can be extremely frustrating searching for the “perfect” resource for a lesson. I have been guilty of spending hours hopelessly searching the web for just the right video or the article that could tie it all together. At some point it seems as though it would have all been faster for me to just make the material myself.
7/17/2013
I am a strong advocate for learning by doing. In fact, some of my favorite part of this coarse so far was making a visual rubric, making a website and discussing the text with peers. As an art teacher I see many students that share my learning style and learn more by doing. Horton (2012) explains teaching methods that emphasize do and connect and these aspects are crucial in the learning process for many students. To Hortons point, Smith (2008) alludes to the importance of interactive activities and I conclude that interactive activities can very easily provide opportunities for students to do and connect at the same time.
I want to add to your list: Creating Authentic Products and sharing/discussing (my favorite)
Zachary Wisser
Kristen,
I know it is strange to hear your own voice. I make tutorials for my students using a website called SCREENCAST-O-MATIC. I think I pay a small fee to use this website, but you could find free stuff out there too. I was anxious at first too.. to hear my voice and look really funny in my office with a headset on and talking to myself... (students walk through my office and accuse me of playing warcraft or call of duty online.. very funny). I have since gotten over any awkwardness because I have seen how helpful the videos are for my students. The videos help students that missed class and students that don't listen very well in class... this frees me me up to help students with bigger issues because when a student asks.. "hey Mr. Wisser... I wasn't listening or I wasn't here... can you go over this again?" I say, look at the video on our website and then ask me again if you still have questions.
Here is an example of a video that I hate my own voice but has been very helpful for my students:
and again the website that I use is
Zachary, Cary-Grove High School, IL
Module 7:
7/25/13
Principle III: Provide Multiple Means of Engagement
Without engagements students will not learn, and without motivation students will not engage. Therefore, if a teacher wishes for learning to take place, he/she must motivate and engage students. However, engaging student can be difficult for educators especially when faced with a variety of students with a wide range of interests and learning styles. The research will show that differentiation is an extremely effective strategy for creating motivation and engagement.
As stated on the National Center of Universal Design for Learning website, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential http://www.udlcenter.org/aboutudl/udlguidelines/principle3. furthermore, the University of Arkansas Little Rock adds, because student learning styles vary, providing opportunities for students to engage with materials in a variety of ways makes the course richer for everyone http://www.ualr.edu/pace/tenstepsud/#10.
udlcenter offers several strategies for engagement in your online course design
Offering learners choices can develop self-determination, pride in accomplishment, and increase the degree to which they feel connected to their learning.
Individuals are rarely interested in information and activities that have no relevance or value. In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance,
The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur.
For more info: http://www.udlcenter.org/aboutudl/udlguidelines/principle3.
Module 8:
If I were to give advice to someone that was about to adapt a class to an online platform...
1. Design the whole course first before you start putting it together online, and If you are adapting a class... odds are it could use a little redesign before it goes up. Focus on student learning the entire time. Come up with all of your modules and objectives first.
2. When putting it together... make sure that it is easy to navigate for students and that the course flows in a logical progression. Consider what students will know coming in and build from the ground up.
3. Chunk your curriculum so that students can learn a little at a time and they won't get overwhelmed.
4. mix it up! allow students to absorb, do and connect throughout the course and differentiate your activities by giving students choices.
5. Only include crucial content and avoid creating distractions and information overload.
Zachary
Cary, IL
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