EDLD+5368+Embedded+Assignment+Reflection

** Self assessment  ** As I started this assignment, I knew very little about designing instruction because I had relied on textbooks and predecessors to shape my instruction. My knowledge of online learning was limited to the student side of the equation. By designing and implementing an online course I learned to re-think how students learn. I found that the environment of the online community is not static but fluid. Wiggins & McTighe (2009) explain that by utilizing backward planning, I could begin with the goal and then build course materials that will lead students to achieve their goals. I learned that by “// thinking like an assessor” // (chap. 7)//,// I could help students capture the big ideas, rather than just cover material. The Commission on Behavioral and Social Sciences and Education (2000) helped me see online learning as// “ // // new opportunities for curriculum and instruction by bringing real-world problems into the classroom” // (p. 207) //.// I discovered that the possibilities for online learning are almost unlimited. I became aware that as a technology facilitator I can empower teachers to create better lessons by utilizing the concepts of backward planning. I learned that learning communities should be structured around data where teachers and can collaborate on specific targeted lessons. to improve student learning. A combination of the new knowledge and the previous knowledge allows me to continue as an online learner, but also allows me to construct online courses and utilize the courses for instruction. I also find that the new knowledge enhances my preparation of lessons for traditional classroom instruction. I am now able to offer blended or combination classes with technology. The assignment was daunting in the beginning, but as I learned how to design and implement online courses it became fun to plan the lessons that would be offered. I frequently required the assistance of colleagues in implementing the assigned course in schoology, but the combination of instruction, collaboration, and tools made it possible fo me to complete the assignment. Although it was time consuming, it was well worth the time required. ** Learning as a learner  ** One of the difficulties with this assignment was the lack of connectivity while visiting my father in rural North Carolina. He does not have Internet availability and I had difficulty finding somewhere to connect to the courseware. I discovered that McDonalds and another fast food restaurant sometimes had wireless that works. I spent a great deal of time in those restaurants. I would work offline and then connect to download updates and upload assignments. Later I discovered the public library offered a wireless connection which was much more convenient with work space and less noise, except that the library did not offer burgers, fries, or chicken. The lectures, reading, and collaborative discussion board were resources that I depended on throughout the project. I chose to create a unit around a lesson that I had taught in the traditional classroom. I was pleased with the options offered through Schoology and felt that I created a better learning opportunity. I also explored options for creating hybrid or blended classes. My preferred learning style is learning by doing. I begin with reading for learning what is needed to accomplish my task and then I start doing the assignment. The online course was an excellent project or this approach. I looked forward to putting what I learned into practice. Although I am a digital immigrant, I like the digital natives prefer learning by doing. The instruction manual often serves as a troubleshooter. I assessed my performance by self evaluation. I set goals and then measured my progress toward those goals. My goals were tied to the rubric that accompanies the assignment. I was able to see that I could create and engaging course online. I have been disappointed that I have not been able to make desired progress toward creating more online instruction. Perhaps when I am no longer trying to work fulltime and participate in graduate school at the same time, I will find more time to pursue this endeavor. I found the many forms of collaboration to be beneficial. I enjoyed interacting with my colleagues and often sought advice. Their discussions on the bulletin board were helpful in understanding the course readings. I was impressed with the wiki’s that we used and have since used them where permitted (wikis are not permitted in my school district). I am utilizing the district approved Gaggle.net to encourage collaborative work and academic social networking. **  Lifelong learning skills   ** I gained knowledge and skills through this assignment that have and will continue to impact both how I teach and how I learn. One of the major changes in my approach to planning lessons was achieved as I learned about and used backward planning As an administrator, I will use the class that I created and continue to fine tune as a model. I will add courses to help learning communities pursue the goals of student achievement. Ultimately teacher leaders will create workspaces for their community members. Schoology will not replace staff development, but should be a component that will allow 24/7 access. Personally as a teacher, I hope to utilize schoology with blended classes. I see so much potential for teaching and learning. It was exciting to create the unit that I did for this class. Originally, the major disappointment was that students could not access the material because of the district filter! I created a web quest, but nearly all of the sites were blocked. To my surprise a student helped me find alternate sites that were accessible and they turned out to be better. I know that in order to pursue the hybrid concept, I will have to think smarter and look harder for sources. When I am sure that the best site is blocked, I will have to work with the technology staff to open more educational sites while assuring that students’ safety is not compromised.
 * Online Course Assignment **

I will definitely utilize online learning as a tool in creating staff development. Teachers are busy and have so many demands on their time, that online learning can be a major asset. We expect our teachers to differentiate instruction  for varied students, but we continue to produce cookie cutter staff development. Online learning can provide teachers to the opportunity to learn based on their needs. If the teacher already knows the information, they can choose to check their knowledge and move on or perhaps choose a different online staff development altogether. There will still be a need for mass meetings, but much of the work can be done through learning communities. There is also the great potential of connecting teachers to experts without having to pay the big cost of bringing the experts to teachers. With budget constraints districts often cannot justify the cost of experts for general needs affecting all teachers, let alone the small group of teachers that need specialized assistance.

Even though I have participated in online for some time, I feel as though I have just been introduced to the designer side of the coin. I do not know how a program like schoology can be introduced system wide. I know that we were able to set up an account and create a course, but how will we avoid the redundancy of a multiple system? I notice that schoology offers the ability to integrate with current student information systems, but what will it cost? The basic set up for a single user is free; however, I suspect that integration will not be free. In addition to any upfront and ongoing fees, I have to keep in mind the cost of providing time for teachers to implement their online courses. I must also consider the safety of students and how to protect inappropriate or illegal access to student information. I have no doubt of the possibilities for impacting student learning, but I know it will take time to move through the system. I hope that my integrity and track record will speed me along this information highway, because patience is not one of my strengths. I would love to be ready to utilize a blended course for my new class next year, professional communications. I cannot think of a better place to begin. Then when I think of campus-wide or district-wide implementation, I wonder how long it would take? I am convinced that the investment will yield unimaginable dividends in student achievement, but I will need to answer my questions before trying to convince the stakeholders.

I am excited about using the knowledge and skills acquired through //Instructional Design// in the role of both a teacher and administrator. I have already started utilizing my new ability to create and implement online learning within my own classroom. Even though I have not yet cleared the hurdle of making schoology available to students while at school because the site is currently blocked by our filter, I have utilized the lesson I prepared by making the elements available through my //teachershare folder//. I will approach our technology department and administrator to explore opening the site. I also intend to introduce the site to my learning community which was established just last week. Thanks to our discussion board, I am now considering ways to connect with parents and the community through schoology. I am looking forward to using my summer break to create new courses for students, my learning community, and the community. Even if I am not allowed to utilize the courses with my students, I will be able to produce better lessons to help students reach the intended goals of instruction. By implementing backward planning, I will choose and/or create activities that will improve teaching and learning.

=  Committee on Developments in the Science of Learning. (expanded ed.). (2000) . // How people learn: Brain, mind, experience, and school //**. **** ( ** Bransford, J. D, Brown,A.L. & Cocking, R.R. Eds.) Washington, D.C. :National Academy Press. Retrieved May 13, 2010 from []    = Wiggins, G. & McTighe, J. (2005). //Understanding by design//. (expanded 2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development.