LEC- 2.2 Reflection: Methodologies of the Online Instructor

1. Reflecting on the information covered in this module so far, how might your instructional methodologies need to change in an online or blended learning environment?

2. What skills and strategies might you improve or expand upon in order to best support student learning in a blended or online environment?

I believe the areas in which methodologies, resources, and strategies need to be modified the most when going from a face-to-face environment to an online environment are 1) planning, 2) resource selection and mode of delivery, 3) communication, and 4) monitoring student progress.

In both f2f and online teaching, the planning and development of lesson objectives, content and materials are (or should be) planned and developed ahead of time. In a f2f class, experienced teachers often make daily adjustments to pacing, materials, modes of delivery, and grouping based upon how students are doing. It may be easier to note when students are struggling, disengaged, or conversely have already mastered the material and are ready to move on. Adjustments in content or delivery can be made on a continual or an on-the fly basis.  Although adaptive software that continually assesses and monitors student progress and then delivers individualized content has become more prevalent in blended learning (especially in intervention or credit recovery programs), it is not as common in fully online classes. In a wholly online environment, content is generally a little more structured and is developed and posted ahead of time. It can be more difficult to know when a student is "not getting it" since most of the work may be done asynchronously and teachers can't see facial expressions or read body language (unless video conferencing). Teachers must use frequent checks for understanding and should incorporate self-checks for students to help them monitor their own learning. Online teachers should provide supplemental resources for differentiation and to address different modalities and they can make themselves accessible to help students through discussion boards, email, chat and conferencing tools like Skype and Adobe Connect.

Making adjustments in the methods and modes of communication can be very important to support student learning, facilitate engagement, and monitor progress. Since synchronous verbal discourse is minimal or non-existent in fully online learning (except for the occasional video conference),students cannot get nuances of meaning through facial expressions, tone of voice, inflections, or gestures. Much of the communication will be in written format and can be supplemented with audio recordings and short videos. Teachers have to adjust to this and choose their written or recorded wording carefully to convey both meaning and tone. Students may also need to be taught how to communicate effectively and respectfully in an online format.

Multimedia and Web 2.0 tools should be utilized to stimulate engagement and increase communication. I am fortunate to have used a variety of these tools when I was in the John Hopkins-ISTE online Admin program. The area that I will need to work on the most will be to effectively design learning activities and incorporate these tools into engaging coursework for students.

Leading Edge Certification - Online and Blended Teaching Course - Module 1

Leading Edge Certification- Online and Blended Teaching Course

1st Reflection- Prompt:
Considering the online learning self-assessment you took this week, and thinking about your reasons for taking this course, what is your highest priority learning goal for this course? What are some specific skills, strategies or tools you are hoping to learn more about?

Online and Blended Learning models and offerings have proliferated exponentially over the past several years. The types of coursework (from mini tutorials to individualized learning plans, to virtual schools and entire degree programs) content, methods of delivery, audience, sheer number of offerings, and in fact, the very definitions of online and blended learning have been growing and evolving.

That is not to say that all online or blended learning content and design is of the highest quality or that all instructors or facilitators are proficient or well-suited to teaching or guiding learners in this environment and interface. I personally have taken courses, workshops, and online programs that varied widely in quality of content and in the degree of interactivity both between the learner and the coursework materials or online tools and between learners and the teacher/facilitator.

My highest priorities in taking this course are to

1) more thoroughly understand what goes into developing online and blended learning opportunities (coursework and models) that are engaging, interactive, rigorous, and effective;

2) recognize and hone strategies for effectively teaching in online and blended learning environments. What methodologies, media, and learning activities and are key to engaging students and increasing their acquisition of content and skills? How can UDL, differentiation, and assessment be incorporated and managed?

3) be able to implement and manage online and blended learning both as a teacher/facilitator and as an instructional technology specialist at the program/initiative level.

In addition, I need to keep abreast of current research on the different models for online and blended or hybrid learning and the efficacy of various tools and programs such as assessment and data systems, adaptive software, and online tools and resources.

Although I have a background in educational technology and have used a variety of Web 2.0 tools, it is difficult to keep up with all of the changes and new products and services. There are so many new online tools that pop up on almost a daily basis and old ones that cease to exist or change into more expensive subscription services. I would like to investigate more of the free and inexpensive Web 2.0 tools and compile a list of ones that are stable entities, particularly useful in K-12 online/blended learning, and work well within an LMS or CMS like Haiku, Moodle, etc.   

JHU/ISTE Admin & Supervision - Reflections on Curriculum

How has your definition of curriculum been shaped by the course readings and discussions? How and why has your definition of curriculum changed?

Voicethread:


Direct Link to this Voicethread:
http://voicethread.com/share/1763379/

References:

Glatthorn, A. A. (2004). Developing a quality curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.

Jacobs, H.H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA.
Association for Supervision and Curriculum Development.

Oliva, P. (2003). Developing the Curriculum (6th ed.). New York, NY: Longman, pp. 28-41.

Partnership for 21st century schools (2004). Framework for 21st century learning. Retrieved
February 14, 2007 from, http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&It emid=120

Posner, George. (1999). Analyzing the Curriculum 3rd Ed.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development

Instructional Technology in the Curriculum for 21st Century Learners

o As a school administrator and instructional leader, what instructional technology would you expect to see in the written, taught, and tested curriculum of a school or school district striving to meet the needs of 21st century learners?

o What instructional technology would you promote to differentiate instruction for all learners?

The ideal digital age school and classrooms have technology that is ubiquitous and transparent; it’s simply a means for getting to the destination and a medium for accessing, synthesizing, evaluating, creating or exchanging information. In the written curriculum, technology is not an “extra” or a separate subject; rather it is embedded in all subjects and a part of the environment. Standards and objectives describing information and technology literacy skills are interwoven into all curricular areas and habits of mind.

In the taught curriculum, 21st Century teachers and 21^st Century learners should be able to select and use wikis, forums, Google Docs, virtual manipulatives, Flip videos, productivity applications, research databases, interactive whiteboards and student response devices or an online survey as tools as seamlessly as prior generations selected and used chalk, crayons, a protractor, an encyclopedia and  composition books. In the tested curriculum, students should be able to show what they know and are able to do through more than paper and pencil tests. Multiple measures for formative and summative assessment can include digital portfolios and a variety of media and formats. Encouraging and supporting a variety of forms of expression can provide the widest range of students  access to the curriculum and allow them to demonstrate their learning.

Some examples teaching and learning that address multiple modalities, help meet the needs of diverse learners and promote the development of 21st Century skills: