5368+Embedded+Assignment+Reflection

 || == Course Name:  ==  || == Course-based Embedded Hours  ==
 * == Course Number: ==

(see Appendix I)
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 * ** Course EDLD 5368  **    ||   **  Instructional Design  **    ||  **   15   **  ||
 * == Description of the ==

(see Appendix I)
 ||   Candidates will create online course focusing on learning experiences that include Web 2.0 resources, assistive technologies and best practices for online learning    || · The knowledge you gained from the assignment. (2 points) · The relation of new information to Technology Facilitator Standards and Performance Indicators (2 points). · The relation of information gained to personal experience. (2 points) · Discussion at a critical level, not just recitation of facts. Discussion at a critical level means discussing things such as your opinion of the reading or experience, why you hold that onion, what you see wrong with the reading or experience, how you see the reading or experience is consistent or inconsistent with what you have learned so far, implications for the future, (4 ) · Insights into the patterns of interactions of colleagues.(2 points) · Group processes including: who had power, authority, or influence; who was participating and who was not, who was not included, how did you or another leader draw the silent participants out; was there confrontation, conflict, consensus, agreement, hurt feelings? (2 points) · Notations addressing the affective or feeling tone evident, concerns you noticed. (2 points) · Questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor. (2 points) · Issues that puzzle you. (2 points)  || “Online learning is growing rapidly across the United States within all levels of education, as more and more students and educators become familiar with the benefits of learning unconstrained by time and place” (Watson 2007) In the course Instructional Design I had the opportunity to examine theory, evaluate Web 2.0 resources relating to online learning, and understand how this knowledge relates to ISTE TF/TL Standards and TExES Proficiencies. The assignment ultimately enabled me to create an online learning experience that targeted student success. Reflection for deeper understanding requires a review of the knowledge gained my interactions with different groups of people, and questions for further investigation. When I read that I would be creating an online course, I was intrigued. The assignment came about in week three after two weeks of foundation and discovery. First Instructional Design theories and tools were examined. Then a very informative assignment with Backward Design was experienced. The remaining course time was devoted to the online learning software Schoology. The mechanics of setting up the online class were at first intimidating but later became more approachable. Also, I became aware of the benefits to online learning even more. 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. When I think back about the interactions I had with people with completing this assignment one thing does stand out that was quite impressive. Initially, I had trouble setting up the software from Schoology.com. Much to my surprise I received timely technical support from the company. This positive experience will cause me to consider this company in the future. Technical support, communication, and follow-up are essential foundations to affect technology use. So often I have seen teachers become frustrated with a new technology operation and/or tool, only to put it down and never try it again. White boards collecting dust, software sitting in binders on shelves, even computers locked up in labs rarely being turned on. 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. Coupled this 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). 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 The investigations and further research into online learning are endless. I would like to see more being done with supplementing classroom time with online classes. Also further research and curriculum needs to be developed for early high school students to help prevent the national drop our crisis in this country. I remember how difficult it was for me to sit in a desk surrounded by four walls when I was 14 years old. Online learning could provide alternate types of settings, tutoring, and support for this group of students. When educators understand that online learning is the key to differentiate instruction we can keep some of those kids in school. “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. Watson, John. (2007). A National Primer on K-12 Online learning. North American Council for Online Learning (NACOL), Washington D.C.     Wiggins, G. & McTighe, J. (2000). // Understanding by Design. //Upper Saddle River, NJ: Prentice Hall Prensky, M. (2001). Digital Natives, Digital Immigrants: Part. On the Horizon, 9(5), 1-6. Wahl, L. & Duffield, J. (2005). Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do, WestEd San Francisco Ca.  ||