Crafting meaningful reflections for my ePortfolio.
Evidence No.3: Creation of inquiry video; Does Learning Take Place Differently In An Online Environment?
Course outcome(s): To become familiar with common terms, definitions and elements related to blended and online learning environments, and,
Examine current research on emerging practices for blended and online learning environments
The assignment, to which the attached video was created, was completed in a small group format to answer the question; Does learning take place differently in online and blended learning environments? Although the creation of a video was not a requirement for the project, my partner and I decided to challenge ourselves and investigate possible technological presentation tools that would enable students to create and deliver presentations both synchronously and asynchronously. Having been provided a specific time frame to present our finding to the overriding question of 15 minutes, a presentation format such as a video promoted focus on the essence of the question and thus removed peripheral information that potential could detract from the purpose of the presentation. The presentation itself was competed via a synchronous session where my partner and I introduced our video prior to playing it, and then fielded questions from those viewing our presentation before providing closing comments.
This project provided me with an opportunity to investigate and deepen my own understanding of online learners and the difficulties they have.
The amount of information, both peer reviewed research and popular media, regarding online education is somewhat overwhelming. Upon finding a reputable source, we decided to use a larger investigative piece that aired in 2012 on the PBS Newshour and edit it with reference to our research. The video itself was designed to promote thoughtful reflection by not only ourselves, but the viewer.
As a learner new to online education, this assignment aided me in further developing my knowledge of how learning in the online environment can radically differ for student. It highlighted the need for teachers and student to be equipped with tools, both technologically and cognitively, that promotes engagement for the student, so as to empower them to manage and succeed in their learning journey.
Through the completion of this project I was able to research emerging practices and develop my own knowledge of the terms and elements of the online environment as it pertained to both the traditional face to face and developing cyber schools. Being able to reflect upon the process undertaken in completing this project and how individuals differ, both students and teachers, it made me more conscious about the role of technology in meeting the personal needs of students, especially with regard to how that technology can reduce the distance between learner and teacher and how that connection can promote student success.
Evidence No.3: Creation of inquiry video; Does Learning Take Place Differently In An Online Environment?
Course outcome(s): To become familiar with common terms, definitions and elements related to blended and online learning environments, and,
Examine current research on emerging practices for blended and online learning environments
The assignment, to which the attached video was created, was completed in a small group format to answer the question; Does learning take place differently in online and blended learning environments? Although the creation of a video was not a requirement for the project, my partner and I decided to challenge ourselves and investigate possible technological presentation tools that would enable students to create and deliver presentations both synchronously and asynchronously. Having been provided a specific time frame to present our finding to the overriding question of 15 minutes, a presentation format such as a video promoted focus on the essence of the question and thus removed peripheral information that potential could detract from the purpose of the presentation. The presentation itself was competed via a synchronous session where my partner and I introduced our video prior to playing it, and then fielded questions from those viewing our presentation before providing closing comments.
This project provided me with an opportunity to investigate and deepen my own understanding of online learners and the difficulties they have.
The amount of information, both peer reviewed research and popular media, regarding online education is somewhat overwhelming. Upon finding a reputable source, we decided to use a larger investigative piece that aired in 2012 on the PBS Newshour and edit it with reference to our research. The video itself was designed to promote thoughtful reflection by not only ourselves, but the viewer.
As a learner new to online education, this assignment aided me in further developing my knowledge of how learning in the online environment can radically differ for student. It highlighted the need for teachers and student to be equipped with tools, both technologically and cognitively, that promotes engagement for the student, so as to empower them to manage and succeed in their learning journey.
Through the completion of this project I was able to research emerging practices and develop my own knowledge of the terms and elements of the online environment as it pertained to both the traditional face to face and developing cyber schools. Being able to reflect upon the process undertaken in completing this project and how individuals differ, both students and teachers, it made me more conscious about the role of technology in meeting the personal needs of students, especially with regard to how that technology can reduce the distance between learner and teacher and how that connection can promote student success.
Crafting meaningful reflections for my ePortfolio.
Evidence No.4: Creation of a web resource to accompany a Junior Science Electricity unit using the Understanding by Design process.
Course outcome: Through the successful completion of this assignment I feel that I met many of the learning outcomes. Presenting the web resource developed to accompany the unit I created for the final project, however, specifically demonstrates the following learning outcomes;
Having been provided scope to pursue the development of online resources for the final project, I decided to take the lesson previously created and use it to develop and entire unit plan. Having created this lesson using the understanding by design (UBD) approach, I reapplied it in the developing a blended unit plan that integrates synchronous and asynchronous learning, that embeds both formative and summative assessment tasks.
Utilizing the UBD approach provided me the opportunity to focus my unit on a specific desired learning outcome. Working backward from the unit objective I was able to create definitive steps that students would take so as to build up the required knowledge to successfully progress and be successful in the unit.
Developing this artifact revealed to me the amount of engaging resources available online that appropriately support online learning and utilizing the UBD approach I was able to create unit structure that aligned specific tasks to meet the desired learning outcomes. The creation of the web resource, intended to be a teacher-student interface, provided students with both structure and clarity whilst providing the teacher with a management tool.
Through the completion of this project I was able to begin the transfer of my traditional planning and assessment techniques to an asynchronous learning environment. I feel that the development of the unit and associated activities provided me with insight into how to create engaging asynchronous activities that support synchronous lessons, whist providing both feedback and assessment to the teacher. In addition, through the required response activities and open communication lines, connection with the learner is maintained whilst they are working independently. This connection, I feel, supports the sense of community that I strive for in my own personal face to face classroom.
A copy of the major project follows.
Evidence No.4: Creation of a web resource to accompany a Junior Science Electricity unit using the Understanding by Design process.
Course outcome: Through the successful completion of this assignment I feel that I met many of the learning outcomes. Presenting the web resource developed to accompany the unit I created for the final project, however, specifically demonstrates the following learning outcomes;
- Demonstrate basic competency with design and implementation within blended and online line learning environments.
- Plan learning opportunities suitable to the strengths and challenges of blended and online learning environments.
- Develop and design intentional learning activities suitable for the learning environment and the learner
Having been provided scope to pursue the development of online resources for the final project, I decided to take the lesson previously created and use it to develop and entire unit plan. Having created this lesson using the understanding by design (UBD) approach, I reapplied it in the developing a blended unit plan that integrates synchronous and asynchronous learning, that embeds both formative and summative assessment tasks.
Utilizing the UBD approach provided me the opportunity to focus my unit on a specific desired learning outcome. Working backward from the unit objective I was able to create definitive steps that students would take so as to build up the required knowledge to successfully progress and be successful in the unit.
Developing this artifact revealed to me the amount of engaging resources available online that appropriately support online learning and utilizing the UBD approach I was able to create unit structure that aligned specific tasks to meet the desired learning outcomes. The creation of the web resource, intended to be a teacher-student interface, provided students with both structure and clarity whilst providing the teacher with a management tool.
Through the completion of this project I was able to begin the transfer of my traditional planning and assessment techniques to an asynchronous learning environment. I feel that the development of the unit and associated activities provided me with insight into how to create engaging asynchronous activities that support synchronous lessons, whist providing both feedback and assessment to the teacher. In addition, through the required response activities and open communication lines, connection with the learner is maintained whilst they are working independently. This connection, I feel, supports the sense of community that I strive for in my own personal face to face classroom.
A copy of the major project follows.
OLTD 502: Major Project
The following is the webpage content associated with my final project for OLTD 502. This was developed to represent the webpage that students completing the blended unit would have access to, enabling them to manage activities.
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The following is the webpage content associated with my final project for OLTD 502. This was developed to represent the webpage that students completing the blended unit would have access to, enabling them to manage activities.
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Introduction to Electricity
ORGANIZATION OF ACTIVITIES In this unit, we are going to study Electricity, more specifically how electricity behaves in different types of circuits. During this unit you will be expected to record your progress in your e-portfolio and provide feedback regarding your progress as required. Following are a number of activities that must be completed in order and prior to the dates we meet for the labs. As always, I will be available for questions and comments, so please email me with questions, ideas or concerns.
By the end of this unit you will be able to ...
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Activity No. 1
Electricity book 1: An introduction to simple circuits Go to the following website and complete the activities. These activities won't take long, but do take it seriously. At the end of the activity there is a short quiz. Once you feel ready, take the quiz. For your e-portfolio you must take a screen shot of your quiz results and post it in your e-portfolio. Email me when you are done. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/science/electricity_book1/index.htm To be completed by: xx/xx/xxxx |
Activity No. 2
Electricity book 2 and Water and Electric Current Go to the following 2 websites and complete the online activity. In this activity you will see how electricity ‘flows’ through a circuit. Once you feel ready, respond to the following 2 questions in your e-portfolio and then email me once you are done. Qu. 1: How can water flow and electrical current be described as similar? Qu. 2: If a stream is split into two path, the strength of the current decrease in each of the new paths. Do you think that the flow in an electrical circuit would decrease if its pathway was split to give two separate path for the electricity to flow? Why/why not? http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/elecricity_2/electricity.swf http://www.harcourtschool.com/activity/science_up_close/404/deploy/interface.swf To be completed by: xx/xx/xxxx Activity No. 3 Electrical Circuits. Now we are picking up some speed. The following online activity starts to bring a few of the ideas together. Go to the following website and complete each of the following activities;
Each section has a short quiz. Once you feel ready, take the quizzes. Take a screen shot of your results and post it in your e-portfolio. Email me when you are done. http://www.andythelwell.com/blobz/guide.html To be completed by: xx/xx/xxxx |
Activity No. 4
In Class Electricity Lab Now we will meet to see how you are doing. During this class, I will have the opportunity to provide you some more information regarding what you have been learning and answer any questions you may have. We will also be completing our first electricity lab! Ensure that you have completed all of the above activities so that we can start building circuits and using ammeters and voltmeters. We meet on: xx/xx/xxxx |
Activity No. 5
Electrical Current and Potential difference. This is where we get right into it. The following website has a number of resources that you must go through prior to our next class so that we can complete another lab together. This activity will take a little longer so make sure you plan ahead. Go to the following website and complete each of the following sections;
Once you feel ready, take the test. Take a screen shot of your results and post it in your e-portfolio. Email me when you are done. http://www.bbc.co.uk/education/guides/zsfgr82/revision/1 To be completed by: xx/xx/xxxx |
Activity No. 6
In Class Virtual Electricity Lab! So we meet again! Here I get to see how you are doing. During this class, I will have the opportunity to provide you some more information regarding what you have been learning about and answer any questions you may have. We will also be completing an online virtual lab where we will build circuits and look at the flow of current and voltage through your circuits. It also allows us to investigate resistance. This is a fun lab so please ensure that you have completed all of the above activities so we can start quickly. We meet on: xx/xx/xxxx |
Activity No. 7
Electricity Lab! Here we meet to see just how you have progressed. This marks the end of our introduction to electricity. To see how we have progressed, I have created a lab which will allow you to show me just how much you have learned. It is important that you review everything we have done, as it is a lab test. I will give you an instruction sheet in class and you will have to build physical circuits. You will use a voltmeter and an ammeter to make observations about your circuits. In addition, you will have to create accurate schematic drawings of your circuits and answer questions that will show me that you understand how electricity flows around parallel and series circuits. We meet on: xx/xx/xxxx |
Then we are done… well almost. From here we will stay with the theme of electricity, but now that you know some of the basics, we will further our investigation into loads, resistance and Ohms law!