EDLD+5368+Instructional+Design

When educators design and implement online learning they are given the opportunity re-think how students learn. While it is possible to just upload last year’s materials, the environment of the online community is not static but fluid. Wiggins & McTighe (2009) explain that by utilizing backward planning, educators begin with the goal and then build course materials that will lead students to achieve their goals. By //thinking like an assessor// (chap. 7)//,// educators who design and implement online learning are more likely to help students get the big ideas than just cover materials. The Commission on Behavioral and Social Sciences and Education (2000) views online learning as // new opportunities for curriculum and instruction by bringing real-world problems into the classroom // (p. 207)//.// The possibilities are almost unlimited. As an administrator, I believe that I can empower teachers to create better lessons by utilizing the concepts of backward planning. Learning communities structured around data driven teaching and learning could collaborate on specific targeted lessons. 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. 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.