Expectations and Aspirations for ONTL 653 - Producing Digital Content (1/25/2013)
My Initial Expectations (January 2013):
As a future online instructor, I want to be able to write curriculum using the templates that we have learned to use and to be able to employ the technology associate with online learning. The technology associated with the online learning environment will present additional challenges not part of any traditional learning experience that I have had in my career. Some of the online learning challenges we will be focusing on in this course include creating a course structure in a learning management system. The area which cause me some concern includes creating a standard learning module and the establishment student-student interactions. Although we have discussed the technique that is used to establish student-student interactions and student-teacher interactions, I want to work to make my interactions as effective as possible.
The development of an interactive syllabus orientation using the learning tool module appears to be a very interesting project. I understand that we will continue to develop the technical skills needed by an online instructor. I am glad that we will have an opportunity for collaboration with students in our course. I believe that is it critical to creating and maintain an engaging learning environment of the online learning community. I think many of the friendships that we have made in this course will continue after the semester concludes in four months.
My aspirations (January 2013):
Recently, I retired after thirty-three years as a secondary teacher and high school administrator in Illinois. Although I had retired, I wanted to continue working. When I enrolled in the online teaching program, I learned about the many opportunities that it offered. The online teaching environment offers participants the freedom to teach and learn any place that has an internet connection.
I began the job application process by sending out my resume/e-portfolio and connecting to a few individuals on Linked-in. This tool is very effective because participants can exchange information and ideas about their procession. Unfortunately, I have not been able to secure a new job.
Final Reflections for Designing Online Courses – ONTL 7101 (11/24/2012)
This blog entry is a summary of my experiences and what I have learned during the third online course of the certificate program sequence. Designing Online Courses, which is the third course of the Online Certificate Program, was more intense than the first two courses. During the first two courses we reviewed the research about online learning. In the Designing Online Courses we were asked to integrate what we had learned in the first two courses into a course design project. In addition to some new content, the design course was an application, analysis and synthesis of the online learning research.
The focus of Designing Online Courses was to develop a course proposal that would be built in the fourth course of the Online Certificate Program. The course proposal was submitted through an academic paper. In addition to the course proposal three lesson modules were developed which included objectives, content readings, online discussions and formative and summative assessments. My course proposal included a draft of the course description for Analyzing Exemplary Teaching Practices for Elementary and Secondary Teachers. As an assessment, the academic paper course proposal and lesson worksheets were designed to show what I had learned from our application of the online course design research. Components of the academic paper and worksheets which summarized the lessons were submitted to my peers for review and suggested changes. The development and submission of the academic paper caused me to think about the course proposal and to create a more refined product. This process is an example of a formative assessment. After completing all of the components and reviewing suggested changes, we were instructed to submit the paper as a complete project which is an example of a summative assessment.
The Quality Matters Rubric was used to create the structure for the academic paper that each student was required to submit. Quality Matters was developed by Maryland Online, Inc. It is a set of eight standards for the design of online and blended courses. What makes the rubric powerful is that it should be used in a peer review process for examining and improving online and hybrid courses. The academic paper and lesson worksheets were submitted for peer review using the Quality Matters Rubric. The standards of the Quality Matters Rubric included; course overview and introduction, learning objectives, assessment and measurement, instructional materials, learner interaction and engagement, course technology, learner support and accessibility. The instructional methodology used in our class focused on the four “C’s” (collaboration, collegiality, continuous and centered on the research) used with the Quality Matters Rubric.
What I learned from the content and interactions of the Designing Online Courses includes the elements of curriculum design within the considerations and constraints unique to online course design. Curriculum design; included the review and re-write of the course description and course objectives. Course objectives were written to reflect Bloom’s taxonomy level appropriate for graduate courses. Where appropriate, course objectives were written to reflect the application, analysis and synthesis level of the taxonomy. The objectives were also written to align with the various forms of assessment that I selected for the proposed course.
We reviewed the research pertaining to learning styles and other student variables. Course design reflected the need for multi-types of learning styles. Another student variable considered during the research process focused on the learning of adult students. Multiple aspects of the adult learner were considered when developing the initial lessons. An ice breaker was included that students will complete to share information about their stage in life and their desire to become an educator. Many adult learners have professional and personal responsibilities that must be considered.
The research for designing community-building strategies to improve student retention and enhance learning outcomes was reviewed and infused into the course proposal. The focus for building community strategies included development of self selected students for the proposed course and the exchange of information via the ice breaker exercise. Students will be encouraged to work together in self selected teams of three to four to complete and review responses to discussion thread questions.
The design of student-content, student-instructor and student-student interactions was researched and discussed in a discussion thread forums. Interactions were expanded to include student review of the content from two textbooks and resources from the internet. Student-student interactions included the discussion thread question responses and reviews. The interactions also included the application of new knowledge and skill to the simulation. A format for student-student and student-instructor interactions was also discussed in the academic paper. A rationale for each type of interaction was presented and discussed.
Formative and summative concepts were researched and discussed. Through the use of a word table, course objectives and formative and summative assessments were connected. The table was presented in a discussion thread for review by students and the instructor. Revisions were made based on comments and suggestions of other students and the instructor. A careful balance was established to include formative and summative assessments which were appropriate for each course objective.
The culminating learning activity of the design course included the assignment of student reviewers to completed projects using the Quality Matters Rubric. Each of the eight standards were addressed and used to evaluate the effectiveness of the course proposal of another student. A determination was made as to the success of student efforts to address the eight standards. Although students were using the rubric for the discussion of the paper proposal and lesson worksheets, it was evident that the standards were addressed by the discussion of the student in the draft that was submitted. I believe this learning activity was one of the best experiences that I have had in the courses taken in higher education and believe that this is the best vehicle for instruction. This instructional method is how all courses should be developed that connects with a variety of learning styles.
Initial Reflections about Designing Online Courses - ONTL 652 (8/26/2012)
Introduction and Reflections of my learning in ONTL 650 & 651
The first two courses completed for the certificate of online teaching and learning program explored the research that supports effective instructional strategies and characteristics of the adult student learner. Learning experiences focused on reviewing and reflecting on the research. The research included a review of "Implementing the Seven Principles: Technology as a Lever" (1996) by Arthur Chickering and Stephen Ehrmann. Students reviewed the work of Suskie, Linda (2002) “Fair Assessment Practices: Giving Students Equitable Opportunities to Demonstrate Learning” from the May issue of AAHE Bulletin (American Association for Higher Education). Our discussions were related to our readings and our interpretation of the research. Students in the courses were exposed to effective online instructional technique through the development of an online learning community. We completed two group projects for the courses. During the ONTL 650 our group project consisted of a lesson which introduced information about the Civil Rights Movement in the United States from 1865 to 1974. The group project developed for the ONTL 651 course consisted of a check list which would be useful to a new facilitator of online courses.
Observations About Effective Online Course Design Technique
The Quality Matters Rubric document provides an outline of the necessary elements or standards for effective online course design. The Quality Matters (QM) program is a national recognized, faculty-centered peer review process designed to certify the quality of online courses and online components. According to QM, colleges and universities across the country use the tools in developing, maintaining and reviewing online courses and in training faculty. About 10 percent or 550 colleges and universities subscribe to the on-profit Quality Matters Program. The eight elements standards include the Course Overview & Introduction, Learning Objectives (competencies), Assessment and Measurement, Instructional Materials, Learner Interaction & Engagement, Course Technology, Learner Support and Accessibility. Each element is defined by listing critical points which must be present in an effectively designed online course. The rubric is an effective tool which will be used as a guide in the development of my course and the three lessons which I plan to create.
It is evident when applying the Quality Matters Rubric to an evaluation of the ONTL 650 and 651 course content both contain all of the effective components. The courses contained a course overview and instructions to the students that would enable an effective start. The two instructors provided introductions and the necessary contact information. Course objectives and specific lesson objectives were displayed and easy to understand. Assessment materials and feedback strategies were explained and connected to the instructional materials which were listed and easy to access. Learner interaction and engagement was promoted through the use of discussion threads and varied group projects. Finally, learner support and accessibility were provided to ensure the success of all students.
Experience Creating Traditional Courses - How Building Online Courses is Different
Although my experience in developing curriculum for higher education courses is limited, I have worked with teacher teams at the secondary education level to develop technology courses. The teacher teams also developed interdisciplinary consumer economics courses for traditional classroom delivery at the high school. The curriculum was developed to reflect national and State of Illinois standards for learning as defined by the national council for economics and the Illinois State Board of Education standards and benchmarks. After completing the development of the curriculum, a teacher team reviewed and selected a textbook for the course. Formative and summative assessments and student feedback were developed and revised by the teacher teams. During the summer of 2012, the teacher teams will begin exploring the delivery of the secondary economics course using an online format. This process will take about two years for development
As the teacher teams begin to work on the online delivery of the secondary consumer economics course, they will need to consider the maturity of the high school student. Traditionally, secondary students have not been successful in the online learning environment due to a lack of maturity and the inability to be self motivated. It seems that only a small percentage of students are ready for the higher education learning environment. While the textbook is available online, the curriculum will need to be re-written so that students can engage the content, instructor and other students. Synchronous lessons must be developed and posted to the district network. Asynchronous sessions will include the use of discussion threads with a clearly defined procedure for the students. Finally, student assessments will need to be modified and posted so that the assessments can be scored online.
Personal Expectations for Designing Online Courses
I am excited about reviewing the research which supports effective design of online courses. Also, I looking forward to learning how to apply effective online course design to the development of a course to teach effective instructional strategies to elementary and secondary educational professionals. My plans include the completion of the four courses and earning the Certificate of Online Learning Program. After completing the program I plan to teach online and traditional courses for Governors State University. I have thirty-three years as a professional educator and would like to contribute to my profession.
Specific Expectations for Designing Online Courses
At the conclusion of the ONTL 652, course I will be able to:
· Identify curriculum design considerations and constraints unique to the online environment
· Address learning styles and other student variables when designing online courses
· Design community-based strategies to improve student retention and enhance learning outcomes
· Select strategies for content delivery to support learning objectives
· Design student-content, student-faculty and student-student interactions and collaborative experiences for online courses
· Select appropriate strategies for assessing student learning in online courses
· Use reflective learning strategies to integrate learning into personal knowledge bases
· Apply best practices standards to the design and evaluation of online courses
At the conclusion of this course, each student is expected to present a course outline which will include three units of instruction to be delivered in an online learning format. Each student is expected to present a scholarly paper to support the curriculum, lessons and instruction strategies and technique to be delivered in a future course.
