Having taught in an online learning environment for 5 years, I see multiple benefits to implementing online learning for my students. I know students who would not be offered the same opportunities if they could not have access to an online learning environment based on extenuating circumstances within their family such as transportation and lodging costs. Our college can find more qualified faculty to teach classes by having access to talent outside of a certain geographical boundary. My students can access coursework 24/7, so having left a paper or book in another location will not affect their ability to get assignments done.
I believe that it is equally important for elementary and secondary teachers to implement online learning along with their traditional classroom settings; students that have the skills already in place to participate in an online environment have more options when they get to the post-secondary level in which classes they can take and distance learning options are growing at a rapid pace to meet the demands of the students’ needs.
I will take the course content that I developed from this course and utilize it for the first unit of a new class in our curriculum. I found the backwards-design model very helpful in the development of course content as well as creating more "open-ended" assessments to create a higher level of thinking. Utilizing this model made me give more thought to engaging several types of delivery to meet the needs of more differentiated learning styles. The process of creating the content took more time, but in the end I felt that it gave me a better picture of the student’s level of knowledge/understanding based on the assessments I created.
The content I created will be integrated into the current Blackboard/Vista online environment that my college supports. I did not find Schoology as organized or functional as Vista, but it is free and gives other teachers and students the opportunity to implement online learning at their schools.
Online learning will always be a part of my curriculum at the collegiate level. I use an online classroom in all of my courses whether they are required attendance in a traditional classroom setting or all distance learning. This quote resonated with me:
"The first universities to offer accredited online degrees began appearing back in the 1990s. More often than not, these groundbreaking schools were looked down upon by the "academic elite," and considered to be somehow "shady" or disreputable. But a lot has certainly changed since then, and these days even the most prestigious Ivy League universities are offering online classes, and sometimes, a complete online curriculum for distance learning”(Thornburrow, 2007).
My hope is that the use of online learning is integrated into the elementary and secondary educational levels. Students who have more exposure to curriculum deployed in an online environment at an earlier juncture do better in distance education classes in college which affords them more opportunities for success.
I am always seeking ways to make sure my students feel "connected" to their learning environment and create a sense of community. The question that will always present itself is "How can I create content that will continue to engage students in learning?". The backwards design approach that employs a student's sense of thinking "beyond the limitations of the curriculum" is a great start in getting students excited about the possibilites in the future and what they can do with the knowledge obtained from one class. I want to constantly challenge students to reach beyond what they think their boundary is and I am excited about aquiring new skills that will help me in that endeavor.
The main struggle I face is keeping students accountable in a true distance learning course; no face-to-face time is required. Students have a tendency to think they can create their own schedule so the need to multiple levels of accountability seems to be necessary. I need to find more methods of communication; one that I plan on employing is the use of online meetings or webinars.
My first impression at the beginnning of this course was that I had already designed my outcomes based on the principles of UBD. I know now that I learned valuable skills I can apply to my curriculum. Using the outcomes as a starting point and developing the curriculum from that point to the beginning takes more effort and time, but it is clear to me that I am more comfortable with the lessons and my students have a much better perspective on where they are headed. When looking at the assessments I developed, there is a clear pattern of knowledge being translated to understanding; from formative to summative.
I am going to work through other courses I teach over the summer and create assignments/assessments based on the backwards-design approach. While the five week course delivery has some benefits, I will definitely take more time to re-read the UBD book (which I bought) to make sure I apply all of the principles before designing more course materials.
References:
Thornburrow, C. (2007, October). The Benefits of Online Education. Retrieved May 13, 2010, from Ezine Articles: http://ezinearticles.com/?The-Benefits-Of-Online-Education&id=797135
Sunday, May 16, 2010
Saturday, May 8, 2010
EDLD 5333 Course Reflections
Think about your action plan from the Application assignment. What have you learned in this course about the continuous campus improvement cycle that will dictate your next steps?
What will be your next steps in the continuous improvement process? How will you carry the action plan forward and maintain momentum? Outline and reflect on your next steps in this process.
The articles, video lectures, and information presented in this course about how our educational system requirements work has really made me consider the importance of effective teaching and assessment is to the continuous campus improvement cycle. In my Week 4 assignment, I was not specific enough about how I would formatively assess the actions and strategies I would put in place so going back to define the formative assessments that would test the success of those strategies is critical to meeting the goals laid out in my Campus Improvement Plan. A highly qualified staff is also a crucial component to the success of the continuous improvement cycle. I need to add more detail in the follow-up plan to my professional development activities to make sure they support the goals of the campus.
The school I chose needs help with tenth grade math scores, especially in the economically disadvantaged subgroup which includes African-Americans and LEP students. I would meet with the tenth grade math teachers and ask for their comments on what was needed for improvement to continue. I will definitely use the concept of “inclusiveness” presented in the Week 4 video lecture to promote continuous improvement over time. Having teachers and students work together on a plan for improvement not only gives the student responsibility for their own learning, but also vests the teacher in that student and creates a relationship between them which is critical to a positive learning environment. I will continue to give teachers the opportunity to work with their own students through the use of highly qualified tutors that can monitor class while the teacher has the opportunity to continue to help their own student’s progress. These same tutors need to be a part of the planning process along with the teachers so they know the goals and objectives to be an effective part of the student’s learning experience.
I am truly a better teacher after taking this course. The material that I have been exposed to will prove to be an invaluable resource for me as I continue to find ways to ensure my students’ success in the courses I teach.
What will be your next steps in the continuous improvement process? How will you carry the action plan forward and maintain momentum? Outline and reflect on your next steps in this process.
The articles, video lectures, and information presented in this course about how our educational system requirements work has really made me consider the importance of effective teaching and assessment is to the continuous campus improvement cycle. In my Week 4 assignment, I was not specific enough about how I would formatively assess the actions and strategies I would put in place so going back to define the formative assessments that would test the success of those strategies is critical to meeting the goals laid out in my Campus Improvement Plan. A highly qualified staff is also a crucial component to the success of the continuous improvement cycle. I need to add more detail in the follow-up plan to my professional development activities to make sure they support the goals of the campus.
The school I chose needs help with tenth grade math scores, especially in the economically disadvantaged subgroup which includes African-Americans and LEP students. I would meet with the tenth grade math teachers and ask for their comments on what was needed for improvement to continue. I will definitely use the concept of “inclusiveness” presented in the Week 4 video lecture to promote continuous improvement over time. Having teachers and students work together on a plan for improvement not only gives the student responsibility for their own learning, but also vests the teacher in that student and creates a relationship between them which is critical to a positive learning environment. I will continue to give teachers the opportunity to work with their own students through the use of highly qualified tutors that can monitor class while the teacher has the opportunity to continue to help their own student’s progress. These same tutors need to be a part of the planning process along with the teachers so they know the goals and objectives to be an effective part of the student’s learning experience.
I am truly a better teacher after taking this course. The material that I have been exposed to will prove to be an invaluable resource for me as I continue to find ways to ensure my students’ success in the courses I teach.
EDLD 5306 Course Reflections
What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
When I enrolled in the Educational Technology Leadership program, I knew that I wanted to improve my technology teaching skills by learning better methods of design and delivery in an online environment. The content of this first course has far exceeded my expectations. I have been able to take the knowledge gained and already apply it to improve the learning at my campus as well as other campuses. My analysis of the Texas Long Range Plan gave me more clarity about how my campus could work with area school districts. I can now access data sources such as STaR charts for surrounding schools and take this information to my administration to create partnerships that will benefit all parties involved. The two online communities I built are already making progress due to the specific skills I learned through resources made accessible by this course. Even though I teach at a community college level and do not have the same accountability as elementary and secondary teachers, the course made me realize I still need to incorporate ethical and responsible decision making skills into my class material. I was skeptical at the beginning of this course because I did not really think there was any technical content, but now I am pleased with all I have accomplished through the coursework.
To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
I was not sure whether the course content would benefit me especially since I am at a community college level. After taking the self evaluation at the beginning of the class, I did not understand how the first four questions relating to the Texas Long Range Plan and the STaR charts would relate to my job; I scored a 28. I realize now that the more information I have about our elementary and secondary educational system and the goals that are in place to ensure student success, I can have more of an impact on the students that will eventually come into my classroom. The purpose of the entire educational process is to equip students for a “global” workforce where technology skills are crucial to be competitive. I have acquired information and skills in this course which I can use to improve my students’ learning environment as well as students in the districts that surround me through collaborative technology projects that will benefit everyone involved. I was pleasantly surprised to take the post-class self evaluation and score a 46.
What outcomes did you not achieve? What prevented you from achieving them?
While I believe that I met all of the course outcomes, I would like to spend more time on the content so it is second nature to me. The timeline of the course is a blessing and a curse. Offering the Educational Technology Leadership program in an eighteen month period online affords me the opportunity to participate when I might not be able to otherwise. My work schedule and family life would not be conducive to any other type of delivery method.
This course has given me access to several sources of information and tools that I want to explore in more depth. I do not feel that I had adequate time within the framework of the course to incorporate all of the tools I have been exposed to. I plan on going back over the readings and researching the suggested websites in more depth, then compiling and sharing the information on my blog.
Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
Although I completed all of the course assignments, some were accomplished more easily than others. There was a wealth of useful information in the reading material and I enjoyed the interaction on the discussion boards. I am an analytical person by nature and found the study of the Texas Long Range Plan and STaR charts a good exercise. The assignments I found a little more challenging were the online collaborations where the input of other stakeholders was a key to the completion of the exercise within the time constraints involved. I had originally started my online community with a group that included other faculty members and business professionals within the industry my program trains for, but after creating the wiki and setting a timeline and agenda, I had a hard time soliciting a response. I created a new online community which was geared towards constructing games that would use technology to deliver content to students in the surrounding districts. I am excited because both communities are thriving and have many potential benefits in the future.
What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I have always been an involved member of the faculty at my college. While some faculty “get by”, I have always prided myself on being one of the “20 percent” instead of the “80 percent”. Through this class I discovered that I could do even more and involve other faculty members in the process. I also learned that I am capable of doing this program after having doubts about my ability to be a “learner” after being a teacher for so long.
My entire career has been in jobs where technology was the main focus. I started this class with the belief that I knew everything about technology to do my job successfully but I needed the “paper” to prove it. I have been exposed to new tools and data that I will carry to my fellow colleagues to promote the use of technology within my campus as well as at other schools that feed into my campus. This class has definitely given me the confidence to be a leader in carrying the goal of our education system forward by providing me with the information and tools I did not have before.
When I enrolled in the Educational Technology Leadership program, I knew that I wanted to improve my technology teaching skills by learning better methods of design and delivery in an online environment. The content of this first course has far exceeded my expectations. I have been able to take the knowledge gained and already apply it to improve the learning at my campus as well as other campuses. My analysis of the Texas Long Range Plan gave me more clarity about how my campus could work with area school districts. I can now access data sources such as STaR charts for surrounding schools and take this information to my administration to create partnerships that will benefit all parties involved. The two online communities I built are already making progress due to the specific skills I learned through resources made accessible by this course. Even though I teach at a community college level and do not have the same accountability as elementary and secondary teachers, the course made me realize I still need to incorporate ethical and responsible decision making skills into my class material. I was skeptical at the beginning of this course because I did not really think there was any technical content, but now I am pleased with all I have accomplished through the coursework.
To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
I was not sure whether the course content would benefit me especially since I am at a community college level. After taking the self evaluation at the beginning of the class, I did not understand how the first four questions relating to the Texas Long Range Plan and the STaR charts would relate to my job; I scored a 28. I realize now that the more information I have about our elementary and secondary educational system and the goals that are in place to ensure student success, I can have more of an impact on the students that will eventually come into my classroom. The purpose of the entire educational process is to equip students for a “global” workforce where technology skills are crucial to be competitive. I have acquired information and skills in this course which I can use to improve my students’ learning environment as well as students in the districts that surround me through collaborative technology projects that will benefit everyone involved. I was pleasantly surprised to take the post-class self evaluation and score a 46.
What outcomes did you not achieve? What prevented you from achieving them?
While I believe that I met all of the course outcomes, I would like to spend more time on the content so it is second nature to me. The timeline of the course is a blessing and a curse. Offering the Educational Technology Leadership program in an eighteen month period online affords me the opportunity to participate when I might not be able to otherwise. My work schedule and family life would not be conducive to any other type of delivery method.
This course has given me access to several sources of information and tools that I want to explore in more depth. I do not feel that I had adequate time within the framework of the course to incorporate all of the tools I have been exposed to. I plan on going back over the readings and researching the suggested websites in more depth, then compiling and sharing the information on my blog.
Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
Although I completed all of the course assignments, some were accomplished more easily than others. There was a wealth of useful information in the reading material and I enjoyed the interaction on the discussion boards. I am an analytical person by nature and found the study of the Texas Long Range Plan and STaR charts a good exercise. The assignments I found a little more challenging were the online collaborations where the input of other stakeholders was a key to the completion of the exercise within the time constraints involved. I had originally started my online community with a group that included other faculty members and business professionals within the industry my program trains for, but after creating the wiki and setting a timeline and agenda, I had a hard time soliciting a response. I created a new online community which was geared towards constructing games that would use technology to deliver content to students in the surrounding districts. I am excited because both communities are thriving and have many potential benefits in the future.
What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I have always been an involved member of the faculty at my college. While some faculty “get by”, I have always prided myself on being one of the “20 percent” instead of the “80 percent”. Through this class I discovered that I could do even more and involve other faculty members in the process. I also learned that I am capable of doing this program after having doubts about my ability to be a “learner” after being a teacher for so long.
My entire career has been in jobs where technology was the main focus. I started this class with the belief that I knew everything about technology to do my job successfully but I needed the “paper” to prove it. I have been exposed to new tools and data that I will carry to my fellow colleagues to promote the use of technology within my campus as well as at other schools that feed into my campus. This class has definitely given me the confidence to be a leader in carrying the goal of our education system forward by providing me with the information and tools I did not have before.
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