REFLECTION
Course Design Reflection
Designing an online Algebra 1 course for high school students
All things considered, I have thoroughly enjoyed the process of creating a course in Algebra 1 to be taken by students at the high school level. The task seemed daunting at the start, but I believe that I have picked up on some gems of knowledge that will make the process much smoother next time around. When I first begin the MAET program, my intentions were to study the process of being an online student just about as much as I would study the content in each course. This course, in particular, provided me with wonderful insight into the “other side” of the online experience and will change the way that I study online from here on out.
While there are many nuggets that have shaped my thinking about online course creation, three ideas pervade my thoughts at the moment and I would consider them to be most helpful to someone creating a course similar to the one that I have created.
Nugget #1: Start small and basic and build (iterative design)
When I began the process, I was initially overwhelmed and did not know where to start. I felt much like I did when I was a first year teacher starting from scratch creating an entire classroom. It was important for me not to try to tackle the entire project at once, but to hone in on the elements of any course whether on ground or online, which would facilitate learning in the best way possible.
In my first entry I wrote:
I envision this course being very interactive with discussion boards (whole class and mini-groups). It would also have several modules for learning with several different components which may include, but are not limited to lecture videos (made the instructors or links to videos developed by others), videos to demonstrates a mathematical concept, links to explorative simulations or graphing calculator activities, a group question, and individual questions and problems to complete.
While I will continue to value many of these components in teaching and learning, I believe that I bit off more than I could chew and tried to create an online utopia of a classroom. This is what I should strive for, but to start off with this in mind was more paralyzing than invigorating. I really should have concentrated on one or two components and worked to perfect them and then build from there. Specifically, I should focus on the learning outcomes that I want in the end so that I can choose technologies and modes of interacting that best support those learning outcomes. This is exactly what I would do when setting up a live classroom. Why should this be any different?
Nugget #2: Good Teaching and Learning transcend walls and wires
There are many important aspects of teaching and learning that I consider when setting up a physical classroom. I give thought and planning to how I will work with diverse groups of learners, how to create various modes of interaction, differentiated assessment and so on. Until I was directed to consult the principles of universal design and to consider them for an online learning environment as well, I was planning to design and implement a course with a very narrow view of the learner in mind. I would encourage anyone who is considering developing an online course to consult the CAST site and MSU’s web access criteria for guiding principles to keep in mind as they develop their online course. The International Society for Technology in Education is another invaluable resource to consult while in the process of online course creation. The National Education Technology Standards (NETS) for teachers and students can aid in avoiding pitfalls and streamline instruction in a way that maximizes student learning. Here are the NETS for teachers and my informal interpretation from my developer notebook:
1) Facilitate and Inspire student learning and creativity - Engage students in meaningful and authentic problem solving within the subject matter using digital tools. Model the type of learning by engaging in virtual communities with students and other colleagues. 2) Design and develop digital age experiences and assessments - Activities and assessments allow students to explore and extend their own learning. Objectives are explicit so that students can self-monitor. Make assignments and assessments customizable for a diverse group of learners. Use assessments that are aligned with tech standards using the data from the results to provide students with feedback and to inform future teaching opportunities. 3) Model digital age work and learning - For me, this translated into: KNOW EVERYTHING about technology and learning.... not very helpful, I know. 4) Promote and model digital citizenship and responsibility - Teach about and abide by copyright and intellectual property laws. Promote and model proper digital etiquette. Use digital means to collaborate with colleagues and peers across the globe. 5) Engage in professional growth and leadership - Participate in the tech ed community and try to stay up to date on the latest and greatest technologies and practices.
Nugget #3: Think outside of the box!
Have you seen the commercial where the father has created an email address for his newborn daughter and periodically sends her emails as she grows documenting her life? At a point when she is able to read, she’ll check the email and have a digital memoir with pictures and videos of her childhood. HOW COOL is that?! I wanted to be able to find ways to use the technological tools available to me in new and refreshing ways to support the tenets of teaching and learning that I value most. I would incorporate Skype as a type of parent and/or student conferences and as a form of synchronous communication with students. As an online student, I craved that human connection, something that makes the class more 3-dimensional. I believe that periodic Skype check-in sessions would help with this. I’m sure that there are so many other ideas out there. We are only limited by the walls that we build ourselves and the limitations we create for ourselves. Through the use of many Web 2.0 technologies, there is a whole host of possibilities. By adhering to point #5 in the previous nugget, continued involvement in the educational technology community would be a tremendous asset here. Just as you shouldn’t teach in a bubble in a brick and mortar classroom, you shouldn’t teach that way online as well.
Again, I gained many more insights from this process, but these three are the most valuable to me. It is my hope that they have helped someone else embarking on this journey as well.
Feel free to take a look at what I have developed. It is definitely a work in progress.
Math with McCarthy: Online Algebra 1 Course Module
login: studentmccarthy
password: algebra1
Designing an online Algebra 1 course for high school students
All things considered, I have thoroughly enjoyed the process of creating a course in Algebra 1 to be taken by students at the high school level. The task seemed daunting at the start, but I believe that I have picked up on some gems of knowledge that will make the process much smoother next time around. When I first begin the MAET program, my intentions were to study the process of being an online student just about as much as I would study the content in each course. This course, in particular, provided me with wonderful insight into the “other side” of the online experience and will change the way that I study online from here on out.
While there are many nuggets that have shaped my thinking about online course creation, three ideas pervade my thoughts at the moment and I would consider them to be most helpful to someone creating a course similar to the one that I have created.
Nugget #1: Start small and basic and build (iterative design)
When I began the process, I was initially overwhelmed and did not know where to start. I felt much like I did when I was a first year teacher starting from scratch creating an entire classroom. It was important for me not to try to tackle the entire project at once, but to hone in on the elements of any course whether on ground or online, which would facilitate learning in the best way possible.
In my first entry I wrote:
I envision this course being very interactive with discussion boards (whole class and mini-groups). It would also have several modules for learning with several different components which may include, but are not limited to lecture videos (made the instructors or links to videos developed by others), videos to demonstrates a mathematical concept, links to explorative simulations or graphing calculator activities, a group question, and individual questions and problems to complete.
While I will continue to value many of these components in teaching and learning, I believe that I bit off more than I could chew and tried to create an online utopia of a classroom. This is what I should strive for, but to start off with this in mind was more paralyzing than invigorating. I really should have concentrated on one or two components and worked to perfect them and then build from there. Specifically, I should focus on the learning outcomes that I want in the end so that I can choose technologies and modes of interacting that best support those learning outcomes. This is exactly what I would do when setting up a live classroom. Why should this be any different?
Nugget #2: Good Teaching and Learning transcend walls and wires
There are many important aspects of teaching and learning that I consider when setting up a physical classroom. I give thought and planning to how I will work with diverse groups of learners, how to create various modes of interaction, differentiated assessment and so on. Until I was directed to consult the principles of universal design and to consider them for an online learning environment as well, I was planning to design and implement a course with a very narrow view of the learner in mind. I would encourage anyone who is considering developing an online course to consult the CAST site and MSU’s web access criteria for guiding principles to keep in mind as they develop their online course. The International Society for Technology in Education is another invaluable resource to consult while in the process of online course creation. The National Education Technology Standards (NETS) for teachers and students can aid in avoiding pitfalls and streamline instruction in a way that maximizes student learning. Here are the NETS for teachers and my informal interpretation from my developer notebook:
1) Facilitate and Inspire student learning and creativity - Engage students in meaningful and authentic problem solving within the subject matter using digital tools. Model the type of learning by engaging in virtual communities with students and other colleagues. 2) Design and develop digital age experiences and assessments - Activities and assessments allow students to explore and extend their own learning. Objectives are explicit so that students can self-monitor. Make assignments and assessments customizable for a diverse group of learners. Use assessments that are aligned with tech standards using the data from the results to provide students with feedback and to inform future teaching opportunities. 3) Model digital age work and learning - For me, this translated into: KNOW EVERYTHING about technology and learning.... not very helpful, I know. 4) Promote and model digital citizenship and responsibility - Teach about and abide by copyright and intellectual property laws. Promote and model proper digital etiquette. Use digital means to collaborate with colleagues and peers across the globe. 5) Engage in professional growth and leadership - Participate in the tech ed community and try to stay up to date on the latest and greatest technologies and practices.
Nugget #3: Think outside of the box!
Have you seen the commercial where the father has created an email address for his newborn daughter and periodically sends her emails as she grows documenting her life? At a point when she is able to read, she’ll check the email and have a digital memoir with pictures and videos of her childhood. HOW COOL is that?! I wanted to be able to find ways to use the technological tools available to me in new and refreshing ways to support the tenets of teaching and learning that I value most. I would incorporate Skype as a type of parent and/or student conferences and as a form of synchronous communication with students. As an online student, I craved that human connection, something that makes the class more 3-dimensional. I believe that periodic Skype check-in sessions would help with this. I’m sure that there are so many other ideas out there. We are only limited by the walls that we build ourselves and the limitations we create for ourselves. Through the use of many Web 2.0 technologies, there is a whole host of possibilities. By adhering to point #5 in the previous nugget, continued involvement in the educational technology community would be a tremendous asset here. Just as you shouldn’t teach in a bubble in a brick and mortar classroom, you shouldn’t teach that way online as well.
Again, I gained many more insights from this process, but these three are the most valuable to me. It is my hope that they have helped someone else embarking on this journey as well.
Feel free to take a look at what I have developed. It is definitely a work in progress.
Math with McCarthy: Online Algebra 1 Course Module
login: studentmccarthy
password: algebra1