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)
Artifact:
Reflection:
The artifacts I am using for Standard 3.3 is the Multimedia Design Project/WebQuest assignment created for ITEC 7445 and my employee nametag. The purpose of the WebQuest was to create a student centered, standards based, technologically enhanced leaning experience incorporating universal design for learning principals. I created and developed the Where in the World is? WebQuest for middle school students. The name tag is from my job at Georgia Connections Academy (GACA) which is a public charter virtual school. I took the picture of my nametag.
Standard 3.3: Online & Blended Learning, established the expectations for the demonstration of my ability to develop, model and facilitate online blended learning, digital content, and learning networks. The Where in the World Is? WebQuest that I created and developed is a student-centered, technology-enhance adventure where students first are hooked with the famous Where in the World is Carmen Sandiego? song. Next, they interact with the Google Tour I created and developed. At the end of the Google Tour, the students guess who the explorer the Google Tour was about. The Google Tour includes an interactive map that displays the journey of an explorer across the ocean and stopping at various ports of call. Embedded in the Google Tour are images and descriptions to facilitate students guessing who the explorer is. Students are then provided with the opportunity to select their own explorer who will for the basis for their own Google Tour. During the WebQuest, I included a video in which I model and facilitate how to use various digital content and resources that lead the students to creating their own Google Tour. During the Where in the World? WebQuest I provide scaffolded steps for students. I also facilitate the use of digital content for struggling readers and SWD by providing an audio overview on each page which also supports Universal Design for Learning (UDL) principles. Also included in the WebQuest are multiple opportunities to support personalized learning or student choice. Students can decide which explorer they wish to research and which locations they wish to include on the Google Tour. After creating their Google Tour students then post their finished Google Tour to the class Padlet. Students then get to go on their classmate’s Google Tour and finish by guessing who their peer’s Tour is about. My employment as a teacher at GACA is a clear alignment of my ability to develop online and digital content. As a virtual teacher at GACA, I host synchronous sessions in Adobe Connect where I model and facilitate the use of online learning, digital content and learning networks.
During this experience, I learned how to create a Multimedia Design Project based on UDL principles. This process allowed me the opportunity to research how to merge content I love, Geography with emerging technology I love, Google Tour and Padlet. During the creation of the Where in the World is WebQuest I learned how to embed a video into a webpage, incorporate audio descriptors, and create a teacher resource page on the WebQuest. As an employee at virtual school I learn a new content, technological, communication or collaborative skill on almost a daily basis. How would I improve the quality of the WebQuest? I would have stakeholders, such as a few students, complete the WebQuest provide me feedback on relevant improvements prior to going active. I would improve the process of my employment by signing up for more professional development opportunities to further develop my online teaching skills.
The work that went into creating the artifact impacted faculty development and student learning. I shared the WebQuest with colleagues in various districts for feedback and they had never heard of Google Tour Builder. An opportunity was then created for me to share with them a new skill and the various educational uses for Google Tour Builder. The Where in the World Is? WebQuest also enhanced student learning by providing them with a chance to use critical thinking skills and multiple technological skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, and standards-based benchmarks.
Rapp, W. H. (2014). Universal Design for Learning in Action : 100 Ways to Teach All Learners. Rochester, New York: Brookes Publishing. Retrieved from http://search.ebscohost.com.proxy.kennesaw.edu/login.aspx?direct=true&db=nlebk&AN=654554&site=eds-live&scope=site
Standard 3.3: Online & Blended Learning, established the expectations for the demonstration of my ability to develop, model and facilitate online blended learning, digital content, and learning networks. The Where in the World Is? WebQuest that I created and developed is a student-centered, technology-enhance adventure where students first are hooked with the famous Where in the World is Carmen Sandiego? song. Next, they interact with the Google Tour I created and developed. At the end of the Google Tour, the students guess who the explorer the Google Tour was about. The Google Tour includes an interactive map that displays the journey of an explorer across the ocean and stopping at various ports of call. Embedded in the Google Tour are images and descriptions to facilitate students guessing who the explorer is. Students are then provided with the opportunity to select their own explorer who will for the basis for their own Google Tour. During the WebQuest, I included a video in which I model and facilitate how to use various digital content and resources that lead the students to creating their own Google Tour. During the Where in the World? WebQuest I provide scaffolded steps for students. I also facilitate the use of digital content for struggling readers and SWD by providing an audio overview on each page which also supports Universal Design for Learning (UDL) principles. Also included in the WebQuest are multiple opportunities to support personalized learning or student choice. Students can decide which explorer they wish to research and which locations they wish to include on the Google Tour. After creating their Google Tour students then post their finished Google Tour to the class Padlet. Students then get to go on their classmate’s Google Tour and finish by guessing who their peer’s Tour is about. My employment as a teacher at GACA is a clear alignment of my ability to develop online and digital content. As a virtual teacher at GACA, I host synchronous sessions in Adobe Connect where I model and facilitate the use of online learning, digital content and learning networks.
During this experience, I learned how to create a Multimedia Design Project based on UDL principles. This process allowed me the opportunity to research how to merge content I love, Geography with emerging technology I love, Google Tour and Padlet. During the creation of the Where in the World is WebQuest I learned how to embed a video into a webpage, incorporate audio descriptors, and create a teacher resource page on the WebQuest. As an employee at virtual school I learn a new content, technological, communication or collaborative skill on almost a daily basis. How would I improve the quality of the WebQuest? I would have stakeholders, such as a few students, complete the WebQuest provide me feedback on relevant improvements prior to going active. I would improve the process of my employment by signing up for more professional development opportunities to further develop my online teaching skills.
The work that went into creating the artifact impacted faculty development and student learning. I shared the WebQuest with colleagues in various districts for feedback and they had never heard of Google Tour Builder. An opportunity was then created for me to share with them a new skill and the various educational uses for Google Tour Builder. The Where in the World Is? WebQuest also enhanced student learning by providing them with a chance to use critical thinking skills and multiple technological skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, and standards-based benchmarks.
Rapp, W. H. (2014). Universal Design for Learning in Action : 100 Ways to Teach All Learners. Rochester, New York: Brookes Publishing. Retrieved from http://search.ebscohost.com.proxy.kennesaw.edu/login.aspx?direct=true&db=nlebk&AN=654554&site=eds-live&scope=site