CyberspaceCONTENT KNOWLEDGE - ELEMENT 3: ASSESSING/EVALUATION
Candidates demonstrate the ability to assess the effective integration of appropriate technologies and instructional materials.
Artifact: MOOC Report
Description:
GDIT711: Distance Learning Global Leadership Seminar, Spring 2015
Goals: Learn from the field of online education
Steps:
Candidates demonstrate the ability to assess the effective integration of appropriate technologies and instructional materials.
Artifact: MOOC Report
Description:
GDIT711: Distance Learning Global Leadership Seminar, Spring 2015
Goals: Learn from the field of online education
Steps:
- Immerse - Become a student in a MOOC
- Criticize - Experience instructor/GA mistakes/struggles and learner mistakes/struggles from the perspective of the class themes
- Ideate - Realize the opportunities
- Verify - Test the identified issues and opportunities
- Propose - Provide alternatives for improvement
- Deliverable: A formal report including the following:
- The MOOC that your group chose
- Issues identified from the perspective of the class themes
- Multiple alternative opportunities in response to the issues identified
- Inter-group user experience test materials
- Inter-group user experience test results
- Interpretations and implications of the test results
- A revised design that is chosen from the alternatives
- Rationale for the choice and revision
- Reflection - what you have learned
Reflection:
Digital technologies can support inquiry in rich and complex was due to the wide array of possible hardware, software, peripherals and web tools available to teachers. Technology allows teachers and students access current, multimedia forms of information, powerful collaboration tools, to ability to model and stimulate ideas, and the potential to communicate learning in a wide variety of ways to a global audience. What is most critical is that teachers should always begin with the intended learning outcomes before considering what technologies (if any) might support and amplify the student learning. Along with this, assessment practices must be woven into continual practices of an effective learning environment, and this is especially true with the integration of technology into the classroom. It is the assessment practice that bridges the gap between learning goals and their tasks, making it clear to students and teachers what should be learned. I had never completed a MOOC before this artifact. My co-teammates were, once again, essential to the success of this project. We were able to collaborate on the elements complied together (cyberspace management plan, acceptable usage policy, etc) and demonstrate the importance of ethical behavior in terms of incorporating technology into a university setting. Personally, I was able to use this project to grow in my knowledge of how online instruction is designed for adult learners. I was also able to look critically at said design (What worked? What did not?) from the prespective on a course designer and evaluator. I know understand how important and crucial the rigorous process of creating and assessing an online learning environment. It must be one that appeals to a diverse audience, service a clear purpose, and fulfill the overall objective of the course. Professionally, this project helped me to collaborate with other professionals in the field of instructional technology and use that to the advance of critical thinking in design and development for online instruction. I see this impacting students in online environments especially in terms of learning-centered courses. Providing students the opportunity to take responsibility for their own learning and actively engage in such an environment will ultimately lead to their academic success.
Digital technologies can support inquiry in rich and complex was due to the wide array of possible hardware, software, peripherals and web tools available to teachers. Technology allows teachers and students access current, multimedia forms of information, powerful collaboration tools, to ability to model and stimulate ideas, and the potential to communicate learning in a wide variety of ways to a global audience. What is most critical is that teachers should always begin with the intended learning outcomes before considering what technologies (if any) might support and amplify the student learning. Along with this, assessment practices must be woven into continual practices of an effective learning environment, and this is especially true with the integration of technology into the classroom. It is the assessment practice that bridges the gap between learning goals and their tasks, making it clear to students and teachers what should be learned. I had never completed a MOOC before this artifact. My co-teammates were, once again, essential to the success of this project. We were able to collaborate on the elements complied together (cyberspace management plan, acceptable usage policy, etc) and demonstrate the importance of ethical behavior in terms of incorporating technology into a university setting. Personally, I was able to use this project to grow in my knowledge of how online instruction is designed for adult learners. I was also able to look critically at said design (What worked? What did not?) from the prespective on a course designer and evaluator. I know understand how important and crucial the rigorous process of creating and assessing an online learning environment. It must be one that appeals to a diverse audience, service a clear purpose, and fulfill the overall objective of the course. Professionally, this project helped me to collaborate with other professionals in the field of instructional technology and use that to the advance of critical thinking in design and development for online instruction. I see this impacting students in online environments especially in terms of learning-centered courses. Providing students the opportunity to take responsibility for their own learning and actively engage in such an environment will ultimately lead to their academic success.