Reflection and Analysis of Online Learning
Throughout this course, there have been many ways of connecting instructional design theories. A matter of finding out which one applies to one’s method of teaching is the first step towards progress. In the article “Connectivism,” it states that, “In connectivist learning, a teacher will guide students to information and answer key questions as needed, in order to support students learning and sharing on their own” (2015). This method closely applies to the method of structure in my classroom. The pupils have brought into the concept of “one team-one unit.” This method is the foundation of understanding that has taken place in the new school year. This format illustrates how learners are cooperatively working together as a team and taking ownership of their work collectively. Independent learning intertwined with sharing through collaboration aids in growth academically and socially. All students learn individually yet are stronger when joining forces with one common goal, “advancement.”
Learning and researching this instructional design over the summer has given birth to this idea and so far, it’s working quite well at the beginning of a new school year. As I further decode the format, more ideas are generated. Bates (2015) stated, “It is necessary to provide a rich learning environment for students to develop such skills that include contextual relevance, and opportunities for practice, discussion and feedback. As a result, we are likely to combine different methods of teaching” (p.3.8). Presenting students with an array of learning and learning structures enhances their experience and provides opportunities they may not have had in the previous years. It was mentioned to the class by self that, “learning is supposed to be fun, lecturing all day is something I choose not to do, I want us to build together as a unit and give you all something that will carry on throughout your entire life”. Showing vulnerability through empathy is something students need to hear and receive from their instructor. This displays how much care and energy flows through the class and students are more receptive to learn and work hard for their teacher. This is another representation of connectivity through learning- a genuine connection.
A curriculum should be conducted properly. Understanding by Design created an opportunity to reverse the process and keep the final goal in mind. I could quickly identify with the concept that as a teacher, I am an innovator, and will always keep students in mind. Throughout the design of this course, maintaining an opened mind towards the structures, design, and method of approach was handled with clarity. Taking feedback with a growth mindset while establishing a clear objective for the course was a strategic plan to follow. Obligation towards what learners should master to perform efficiently in the classroom should be the main point of focus. Listed below are the questions I asked learners to gain insight into this method:
• What task are you doing? Why are you asked to do this task?
• What are the benefits? How will you incorporate what you have previously done?
• How will you illustrate what you have learned? Do you fully understand what was learned?
From the questions listed, students were able to answer quickly. I’m guiding the students and students now understand that they must take ownership in their work.
Through research, I’ve found that the UBD template granted a smooth transition regarding planning. This model is extremely effective towards a weekly lesson plan.
As I utilized Fink’s 3 column table as a guideline while writing the UBD, alignment was critical, making sure the activities and assessments collectively fit the overarching BHAG is essential for learners. The 3-column table was quite insightful, as it kept thoughts in perfect alignment to the main goal of establishing effective work. I also found Fink’s 3 column table to be surprisingly uplifting, as it focuses on students as human beings as opposed to giving commands. Targeting the interest of students and expanding off their interests, holds great value to my nature.
The UBD also emphasizes on the production of students to showcase their level of understanding. As an educator, understanding of what the unit shall consist of will render aid for students towards completion of each task. The UDB method provides an informative approach to ensure every student activity is in alignment with the finished product.
It’s relevant to provide online learning for students in the classroom, this can reduce the effects of a cognitive overload. Cognitive overload regarding education and problem-based learning should accommodate student boredom. Instead of presenting a plethora of material for students to cover at a given time, introduction of one task at a time would suffice. An overwhelming effect can cause students and anyone in general to automatically shut down. To avoid this matter, slowing a lesson down injunction with a less overwhelming introduction, can aid in such a facilitating task.
When working on a smart board (which enhances student engagement) narration of information to prevent listening while reading can exclude added stress. It’s enough that students are sometimes expected to read narration while trying to capture, visualization of certain images, this format can overload and overwhelm learners in the process. Instead, instructors should narrate as students follow along with images on the board. By doing so, students will not experience an overload effect and better obtain/encode the information.
We should strive for students to obtain long-term memory opposed to short term-memory. When this occurs, a brain break session is in order. This will enable students to subconsciously obtain information while taking a break. Utilize technology by opening a GoNoodle program which is an interactive learning program with active activities to ease into the transition of a new lesson/assignment. This serves as another tool to reduce cognitive overload within the classroom. We want to enhance student learning in the most meaningful way, but quite often, overloading of information occurs and should be avoided. Inserting ourselves from a learner’s perspective and designing methods of coping should adjourn complications with student learning. Combining instructional and technological teaching is an accurate and up to date way of reaching our learners.
The most enduring understanding that was taken from this course is developing a platform to elevate learning. Connecting students through independent work and collaboration alongside technological advancements makes it difficult to deny learning accumulated in my class. As stated, providing options that students buy into makes the experience authentic. Applying this method day by day until it’s a natural process within their thought process is yet another goal to accomplish. A great deal of positive results is occurring in such a short period of time and it will only get better as time progress.
Online Platforms
Below is a list of online platforms that served as a great importance towards the design of my online course.
Big Data University — Big Data University covers big data analysis and data science via free and paid courses developed by teachers and professionals.
Better Explained — Better Explained offers a big-picture-first approach to learning mathematics — often with visual explanations — whether for high school algebra or college-level calculus, statistics and other related topics.
Schoology – Schoology is an LMS (learning management system) platform designed to structure online courses. This is used throughout the district in which students can view content such as quizzes, test, interactive games, and study material.
Learnable — Learnable by Sitepoint offers paid subscription access to an ebook library of content for computers and tablets, and nearly 5,000 videos lessons (and associated code samples) covering software-related topics – with quizzes and certification available.
GoNoodle – GoNoodle, Inc. provides online resource of health education tools, including lessons, interactive presentations, and additional resources to integrate health into any classroom.
Resources
Bates, T. (2015). Relating teaching methods to the knowledge and skills needed in a digital age. In Teaching in a digital age: Guidelines for designing teaching and learning (Chapter 3.8). Retrieved from https://opentextbc.ca/teachinginadigitalage/
Krist2366. (June, 1 2015). Connectivism (Siemens, Downes). Learning theories. Retrieved from https://www.learning-theories.com/connectivism-siemens-downes.html
Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Fink, L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. San Francisco, CA: Jossey-Bass