In an age of digital citizenship, student success in online learning is crucial. There are so many skills that are developed when students are provided opportunities to learn online. “...most knowledge-based activities depend heavily on the use of technology. However the key issue is that these skills need to be embedded within the knowledge domain in which the activity takes place.” (Bates, 2015). Students need to learn how to be autonomous learners. They need to be able to research, develop, and apply knowledge digitally in order to be successful in today’s society. Online learning helps to develop these skills. Students are able to become owners of their learning. When given information in a variety of ways, learners learning styles are met. If implemented properly, learners are able to have choice in how they learn and present their knowledge. We do not need citizens who can sit and listen, we need future citizens who have initiative and take control of situations by constructing their own learning and being able to apply it in the workforce independently. After reviewing the different learning theories, The How-to for Guided Reading online course is a combination of Cognitivism, Constructivism, and Connectivism. An instructor must get to know their students and how they learn best. The planning of this course was designed with a variety of learning styles in mind. This would fall under Cognitivism. Active participation happens when the instructor knows their students. "People are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking." (David, 2015) However, Constructivism and Connectivism is where this online class can truly fall. Using these theories when planning allows for students to construct their own learning and connect that learning across disciplines and through online collaboration with others. These two theories allows for authentic, autonomous learning. In this online course, the instructor used the Understanding by Design model (UbD) to develop and implement learning. This was done by first developing the learners overall objective for the course and then the objectives for each unit within the course. This follows stage 1 of the UbD model (MCTIGHE & Wiggins, 2012). After the objectives were set, how best to assess each learning objective (stage 2 of UbD) was decided. According to the UbD model, a learner truly understands when they can: explain, interpret, apply, demonstrate perspective, display empathy, and have self knowledge, not necessarily all at once (MCTIGHE & Wiggins, 2012). The How-to for Guided Reading course assesses many of these areas. Learners explain and interpret understanding through reflection pieces. They demonstrate their perspective, empathy and self-knowledge through video; and they apply knowledge in authentic ways by conducting their own Guided Reading lessons for assessment. The last stage of the UbD model is to plan learning experiences and instruction. In this stage the instructor must decide how and what information does the learner need in order to transfer, make meaning and acquisition of knowledge. In this course, learning is conducted in a variety of ways; learners gain knowledge through articles, videos, and personal research and application. Each aspect of the UbD model was applied when designing this online course. Online teaching is more than watching a video and writing a paper. Online teaching should enhance student learning and provide student engagement. “Two-thirds of middle school students (64%) agree that effective technology use increases their interest in what they are learning at school.” (Project Tomorrow, 2017). When creating an online course or online lesson in a Blended learning environment, the teacher must follow quality assurances to ensure that online learning is effective and efficient for students and teachers. In order to do this teachers need to follow an instructional design. Instructional design helps to enhance student learning by first, analyzing learning contexts, developing course goals and selecting material, then implementing. “... critical to the concept of instructional design is acknowledging that it supports the process of learning rather than the process of teaching.” (Morrison, 2014). When carefully planned, keeping the end in mind from the beginning, online learning can be a game changer for student’s success. It can help to develop goal oriented, autonomous, critical thinkers. Resources: Mctighe, J., & Wiggns, G. (2014). UNDERSTANDING BY DESIGN® FRAMEWORK [Scholarly project]. In Universal Design for Learning Theory and Practice. By Anne Meyer, David H. Rose, and David Gordon. Retrieved February 24, 2019, from https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf David L, "Cognitivism," in Learning Theories, June 19, 2015, https://www.learning-theories.com/cognitivism.html. A.w., Tony, & Bates. (2015, April 05). Book Title. Retrieved February 24, 2019, from https://opentextbc.ca/teachinginadigitalage/ Project Tomorrow. (2017). "Trends in Digital Learning: Empowering Innovative Classroom Models for Learning". Retrieved February 24, 2019, from https://tomorrow.org/speakup/2015_ClassroomModels.html Morrison, D. (2014, November 20). Why Online Courses [Really] Need an Instructional Design Strategy. Retrieved February 24, 2019, from https://onlinelearninginsights.wordpress.com/2013/05/07/why-online-courses-really-need-an-instructional-design-strategy/
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During the development of my course, I have found that it took time to research and curate credible articles, videos, and information. I also, would have liked to have had a textbook to reference, but did not feel that I had time to research textbooks. However, I did end up locating some great articles and videos over Guided Reading to use in my professional development coarse.
I also struggled with determining how to assess learners throughout the coarse. I used discussions for pre-assessments to assess learners prior knowledge of the different aspects of Guided Reading. I then tried to use a variety of activities for assessments. I used reflection essays and presentations, video recordings, and Padlet. I wanted to use the COVA approach, so I decided to give learners the option of presenting their work by whatever platform decided upon. Bates suggests using computer based multiple choice questions, essays and short answers, project work, simulations, educational games, and eportfolios (Bates, 2015). I chose video assessments so that learners could have an opportunity to work hands-on with students. I am hoping having discussions and Padlet posts develops collaboration and that the videos and reflection essays helps learners be engaged. Resouce Bates, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Retrieved February 10, 2019, from https://opentextbc.ca/teachinginadigitalage/ |
AuthorSecond Grade teacher and lifelong learner. Graduate student at Lamar University. Archives
April 2019
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