5368+Course+Reflections

** Week 1  **  The first assignments for Instructional Design involved a pre- and post-inventory (Learning Styles and Teaching Styles) that asked some very interesting questions regarding our thoughts on various aspects of teaching beliefs. Additionally, Week 1 Readings provided a background on three primary instructional design theories that were designed to help define my personal beliefs regarding instructional design. By examining the knowledge gained, how I took on this assignment and the effect the assignment will have on my future learning I hope to create an insightful and informative reflection.  Personal beliefs regarding instructional design, although they affect our daily teaching, are not things that I consciously reflected on or thought about very often. However, after my week of study the theories it seems both Cognitive and Behaviorist theories are in conflict with some of my personal educational design beliefs. Both by my thoughts and the assessment align more with the Humanistic psychologists and their theories. In general I agree with the Humanistic approach that believes learning is viewed as a personal act and is meant to fulfill one’s potential. In particular I seem to align with the work of psychological theorists Maslow, Keller, and the work of Kolb. First, Students should have options or choices for learning. “Learners should feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth. (Keller / Learning Theories.com 2010). Additionally, students should set their own standards and evaluations. “A central assumption of humanism, according to Huitt (2001), is that people act with intentionality and values (Learning Theories.com 2010). Finally, from Maslow’s Hierarchy of Needs argues that “while people aim to meet basic needs, they seek to meet successively higher needs in the form of a hierarchy”. This is why we encourage the school to help students develop positive relations with their peers  My strategies for success in week one involved taking the pre-assessment prior to engaging in the class activities and then taking it again after my readings and other discussions. After my work the assessments yielded very different inventory results. The analysis of these different results has led to a better understand of my personal beliefs regarding instructional design theory. This understanding will hopefully translate into greater educational success in the future.  The impact this week’s learning has made me much more sensitive to the vast amount of study that has been done regarding learning theory. However, at this point I was still not convinced in the practicality of these theories. For this reason much more investigation in the future is warranted. Education must go beyond the preverbal 3 R’s. We should always be trying to facilitate, motivate, and educate students to fulfill one’s potential in life; the Humanistic approach to instructional design seems to have the best chance of does achieving this success.  These first assignments for Instructional Design involved some very interesting ideas regarding aspects of teaching beliefs. Week 1 Readings provided a background on three primary instructional design theories and did help define my personal beliefs regarding instructional design. By the above reflection I have gained insight on the knowledge gained, how I took on this assignment and the effect the assignment will have on my future learning.  ** Week 2 ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> In the second week of Instructional Design I began to develop and design an online course using a template that is based on the “backward design” model of Wiggins and McTighe. The template was also used as my guide to integrate content into the learning management system, Schoology. During the progress of this assignment much new knowledge was gained that has affected my perception of certain things, interaction with colleagues helped my performance, and issues worthy of future investigation were uncovered. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The overall knowledge that was gained from this assignment has forever affected my perception of what school administrators and leaders do and gave me confidence in my own abilities. I used articles such as the No Child Left Behind series article entitled Comprehensive Needs Assessment, data from TEA accountability reports, local district information like the 2008-2009 PIJH TEA Campus Report Card, as well as other things such as student classroom performance, and the PIJH Campus Improvement Plan. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> One of the wanted results of the assignment was to get to the “big ideas” or core processes that would help students translate the specific knowledge into other areas. My frustration at arriving at this core process was alleviated by several colleagues via the class discussion board. Being able to see what others are doing or want to do in different settings is very powerful. Many times in teaching I have felt like alone in a sea of adolescent confusion. This assignment helped me realize that others share the same frustration, challenges, and triumphs that I do. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> The Universal Backward Design process for lesson planning is certainly worthy of further investigation. Often educators find themselves without proven tools to guide their curriculum objectives. The UBD process not only needs to be examined, incorporated into professional development training, and tested in the classroom. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> In the second week of Instructional Design I began to develop and design an online course using a template that is based on the “backward design” model. The template was also used as my guide to integrate content into the learning management system, Schoology. During the progress of this assignment much new knowledge was gained that has affected my perception of certain things, interaction with colleagues helped my performance, and issues worthy of future investigation were uncovered. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Week 3 ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This week’s assignment asked us to become familiar with Schoology, an open source learning management system. This is where we will store our online course that we create. The week was spent setting up our created course and learning how to navigate the system. During this experience much new knowledge and information was gained, important colleague and other interaction was experienced, and I gained perspective on online course management software for future use. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Working with a course management system was a huge learning experience. Using this open source platform, Schoology I learned how to create school, course, and group pages where tests and quizzes could be administered. Also, grades and attendance could be managed while viewing the analytical statistics of the course. My current campus uses a management system Gradebook, that I was familiar with but working with the Schoology software gave me the opportunity to see the mechanics of management systems from start to finish. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“By incorporating learning management tools into a social environment, Schoology provides a means for teachers, students, parents, and administrators to seamlessly communicate and collaborate on academic issues” (Schoology 2010). This course management tool opened my mind beyond just a simple electronic grading book. This open source movement, which has its roots in social collaboration and communication, really takes hold when working with Schoology. Being able to interact with the company’s administrators, my classmates, and students enrolled in this practice class was a great experience. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I was very impressed with the open source course management system Schoology. Its ease of use and support was great. Schoology allows a teacher to create significant virtual classrooms, expand learning outside the boundaries of the physical classroom, and connect with students and colleagues in ways that improve both teaching and learning. I look forward to using this and other course management software in the future. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This week’s assignment enabled me to become familiar with Schoology. This open source learning management system was quite impressive and built my confidence with course management creation. During this experience much new knowledge and information was gained, important colleague and other interaction was experienced, and I gained perspective on online course management software for future use. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Week 4 ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Again working with UBD process, I completed the last two steps regarding my course design / project. The creation of a student rubric and learning / teaching activities was undertaken. The completion of this portion of the assignment will be of great value both as a reference tool for future assignments and a confidence builder for future positions in education. Examining what knowledge was gained, assessment of the work I completed, and future research and exploration in course design and management will of great benefit to my overall education. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Determining where and what to look for regarding understanding requires both formal and informal assessment. The development of a rubric prior to developing the learning activities was a good activity that I believe led to assessing the evidence of understanding. I had never created a formal rubric for an activity before; this assignment pointed me in the right direction and provided resources for other designs. Developing the learning activities and teaching that was to promote student/teacher/faculty understanding, interest, and excellence was successfully completed. Additionally, while I developed the learning activities, I included how technology (including assistive technology) was to be integrated into that activity. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The creation of the project rubric and the group project assignment was a great success. I thought it not only contained quality elements but was also worthy of professional application. It was reassuring that my colleagues and professor were accepting of my work. However, additional assessment of the project was needed, so I offered it to my friend and 6th grade math teacher for review. I was pleasantly surprised with his insights and critique of my group project. Communication, collaboration, and support are essential for quality education. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The future of open technology and course management will go hand in hand. I believe Schoology is but the tip of the iceberg. I will be exciting and challenging to work with other course management software in whatever position I happen to be in. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The creation of a student rubric and learning / teaching activities was undertaken. The completion of this portion of the assignment will be of great value both as a reference tool for future assignments and a confidence builder for future positions in education. Examining what knowledge was gained, assessment of the work I completed, and future research and exploration in course design and management will of great benefit to my overall education. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Week 5 ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">There are several benefits that come with educators knowing how to design online learning. Initially and probably most important, is new knowledge and understanding of online learning. Other benefits include, making learning connections with students and the ability to meet the needs of diverse learners. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“Many educators and policy makers remain unaware of the basics of how online education programs operate, what an online course looks like, and most fundamentally, how students can learn online” (Watson2007). When learning how to design online courses I was able to experience the benefits of online learning first hand. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Another important benefit I could see was the learning connections I was able to make with students by simply integrating technology in the course. This is how students live it might as well be how students learn. “They have spent their entire lives surrounded by and using computers, video games, digital music players, and all the other tools of the digital age” (Prensky 2001). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Finally, an important benefit that comes with educators knowing online learning is the better ability to differentiate instruction. “Having a combination of students whose academic skills that range from below grade level to several years above is nothing new for many K-12 teachers” (Wahl 2005). Technology tools allowed me to deliver content in various ways that accommodated students of various needs. Also, online course design greatly helps in the assessment and evaluation component of teaching. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I will use the course design as a model that will contribute to my overall professional pedagogy strategies and education goals. Specifically, the philosophy of Backward Design served to refocus the aim of designing learning using a sensible process. “Students are our primary clients, given that the effectiveness of curriculum, assessment, and instruction designs is ultimately determined by their achievement of desired learning” (Wiggins & McTighe 2000). In addition, the mechanics of an online course management system can be modeled and communicated in my future leadership activities. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Having the opportunity to create a lesson using backward design my education focus and goals became more focused. I will use this knowledge of the process and success of backward design to lead educators in that same direction, ultimately leading to student success. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The lesson design was integrated into Schoology.com’s online course design open source software. This designed course will be used as a model for future professional development and teaching models in my future leadership activities <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Given the opportunity to integrate online learning as an educational leader I would eagerly accept the challenge. I use the word challenge because online learning is a fundamental change in the way instruction is delivered. Both educators and students would have to be enlightened to this change. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“A fairly common misconception about online learning is that in an online environment the teachers is less important than in the classroom” (Watson 2007).The challenge of overcoming this misconception by administrators, teachers, and parents will be the most difficult. However, like everything else with education comes understanding. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The student component of online learning integration could be a bit less challenging, but no less vital. “Even with the best teachers we have, most middle school and high school kids say they’re bored 50-70 percent of the time” (Prensky 2001). I believe that technology, to put it simply, excites and hooks students. “  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">There are so many unanswered questions about online learning. Questions concerning stakeholder understanding, policy, funding, equal access, and the proper role technology should play in educations are still not fully understood. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">We have already established that one challenge to online learning is people’s knowledge. Coupled with outdated dated policies regarding technology, I question the direction leaders and decision makers will take. “The growth of online education has outpaced education policy in many states. In many states online programs are guided and overseen by rules and regulations created for traditional schools” (Watson 2007). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Another question I still have centers on the current and future role online learning will have on our education system. Unfortunately, that role is and could be impacted by matters of finance. “Funding of online students, and in particular, charter school students, has been controversial in several states” (Watson 2007). Also, regarding money equal access (computer, software, and Internet) for students who are less affluent is a lingering question with no simple answers. I am eager to put this and much more newly acquired knowledge to practice at a district with open minded technology position <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="margin: 0in 0in 5pt; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="margin: 0in 0in 5pt; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">CORD Teaching Style Inventory. Retrieved 4/15/10 from [|//http://citl.gwu.edu/pdf/TSI.pdf//]<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="margin: 0in 0in 5pt; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Instructional Design Knowledge Base __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> – N. Dabbagh (2006). Retrieved 4/12/10 from [|//http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm//]<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Learning Theories Knowledge Base <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> (2010, March). From Learning-Theories.com. Retrieved March 18th, 2010 from [|//http://www.learning-theories.com//]<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Prensky, M. (2001). Digital Natives, Digital Immigrants: Part. On the Horizon, 9(5), 1-6. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Schoology Website 2010. Retrieved October 19, 2010 from [|//https://www.schoology.com/about.php//]<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Watson, John. (2007). A National Primer on K-12 Online learning. North American Council for Online Learning (NACOL), Washington D.C.  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Wiggins, G. & McTighe, J. (2000). // Understanding by Design. //Upper Saddle River, NJ: Prentice Hall <span style="margin: 0in 0in 5pt; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Wahl, L. & Duffield, J. (2005). Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do, WestEd San Francisco Ca
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Assignment Reflections for EDLD 5368 – Instructional Design **