3.3 Reflection: Using Web 2.0 Tools

Project: Creating an Online School Newspaper

Learning Objectives:

In this project students will:

• Analyze various elements of a newspaper by researching other online newspapers and blogs.
• Evaluate various elements of a newspaper and use Google Forms to decide upon the elements that should be included in their online newspaper.
• Create a basic outline of their online school newspaper using mural.ly.
• Form student teams using Gantter that will be in charge of a specific section of the online newspaper.
• Design the basic layout of the online newspaper using Wiki Projects in Haiku LMS.
• Collect information regarding their specific portion of the newspaper and write articles.
• Publish their articles in the online newspaper and embed multimedia.

This project, as outlined above, would be a complex, multi-week activity that would involve many layers. For the purposes of this reflection, I have chosen to describe the third learning outcome: Create a basic outline of their online school newspaper using mural.ly. Before my students would even begin creating the outline, I would need to introduce them to mural.ly and provide direct instruction on how to use this web 2.0 tool. After the direct instruction, I would assist students with setting up mural.ly accounts and provide a short activity, having them create a quick mural so they can familiarize themselves with the tool. The next day, we would begin the task in earnest. I would set up the mural.ly project with starter blocks at the top (page 1, page 2, etc), and invite the students as collaborators on the project. Students would use comment and chat features to negotiate where they would place the various elements of the newspaper. 

2.3 Reflection: Methodologies of the Online Instructor

Reflecting on the information covered in this module so far, how might your instructional methodologies need to change in an online or blended learning environment?

          One of the greatest shifts a teacher must make when entering into the forays of blended/online instructional delivery is the relinquishing of control. Teachers who have spent their entire careers in the traditional model of classroom instruction may struggle in an environment where students work at their own pace and demonstrate their understanding in a variety of ways. In an online environment, I would have to work more as a facilitator and eliminate the old "sage on the stage" construct. The National Standards for Quality Online Courses (iNACOL) contend that students should take an active role in their learning with "reliance on digital content, resources and tools." In this way, the student has greater control over their own pacing within the course. (1) This shift of control may require some adjustment from a teacher's perspective, but it is critical in getting our students to "evolve beyond the mere acquisition of information (and) into the development of critical thinkers." (2)

What skills and strategies might you improve or expand upon in order to best support student learning in a blended or online environment?

 In addition to a change in the locus of control, teachers of online courses must constantly revise and update their online instructional materials. In the traditional model, teachers would be relegated to whatever textbook their district had adopted. Inevitably, this tome of wisdom would perpetuate "business as usual" for years, providing the teacher with static materials that would remain the same until the next textbook adoption. In contrast, teachers of online courses must constantly present relevant material that is engaging, dynamic, interactive, and current. Given the nature of the world wide web, I would constantly need to keep content updated to avoid broken links and to ensure maximum student engagement. iNOCOL advocates that If a student is unsuccessful with mastering a 
particular concept, the instructor should ensure that the course content provides "additional remediation activities or alternative assignments." (3) The same is true for students who may be more advanced. A variety of alternative assignments should also be available to challenge students and enrich their learning experience. It is essential that any online course I developed would need to be content rich with opportunities for  remedial and advanced learners to have access to appropriate activities and resources.

1. "National Standards for Quality Online Courses, Version 2." 2011. 19, Oct. 2013, p.6.  http://www.inacol.org/cms/wp-content/uploads/2013/02/iNACOL_CourseStandards_2011.pdf
2. "Leading Edge Certification, Module 2" 19, Oct. 3013, p.4.  https://s3.amazonaws.com/files.haikulearning.com/data/ctap10/minisite_22226488/3812b2878a8/LEC_2_9_24_13/index.html
3. "National Standards for Quality Online Courses, Version 2." 2011. 19, Oct. 2013, p.11.  http://www.inacol.org/cms/wp-content/uploads/2013/02/iNACOL_CourseStandards_2011.pdf

1.2 Reflection: Personal Learning Goal

I guess, according to the results of the online course readiness assessment, I am more than ready to be successful at taking an online course. I guess that's not surprising to me, considering I am really good at independent learning and I have a busy schedule that would make traveling to a classroom extremely difficult. 

What is your highest priority learning goal for this course? 

I guess my highest priority learning goal is discovery and broadening of my knowledge of educational technology. As a technology coach, I am charged with assisting the teachers at my school site with integrating technology into the classroom. I serve over 100 staff members, each with their unique sets of circumstances, curriculum, and personalities. Given all of the variables at play, a particular tool or website may work perfectly for one teacher, but for another, it could prove to be useless. This is why it is so important for me to broaden my knowledge as much as possible. Teachers will be looking at me to be the expert on a wide range of technology tools, and at times, I feel slightly ill equipped to fully serve every sector of our school. I am looking forward to exploring everything there is to know about educational technology!

What are some specific skills, strategies or tools you are hoping to learn more about?

One of the best aspects of this course, in my opinion, is its use of Haiku Learning Management System. This is especially helpful because our district has recently adopted the Haiku LMS and will be one of our primary tools for delivering instruction in the classroom. I think taking a course that is delivered via Haiku will help me immensely in broadening my understanding of Haiku LMS, and hopefully allow me to realize possibilities I haven't yet thought about. Besides Haiku, I am looking for a definitive roadmap of what a blended classroom looks like and how a teacher can pull it off. I believe the blended classroom is the future, and the faster we can innovate new and exciting ways to offer this mode of instruction, the further ahead of the curve we will be. It's exciting to be on the cutting edge, and I want to move closer to it!  Regardless of what we discover throughout this course, I will be eager to see where the journey leads!