a. 511- Outcome and Evidence
OLTD Learning Outcome:
Evidence to support learning outcome: Word Document and Reflection/Analysis
Reflection to Support Evidence:
One of the first things that we were introduced to in OLTD 511- Blended Learning, was the different models of implementing technology into the class room. For this project, we were asked to watch 15 videos that would model the types of Blended Learning. While we were watching the short clips of different teaching styles from various locations in the United States, we were to complete a rubric that would score the different schools. We were also asked to write a brief statement that described the blended model and our impressions of the school. By the end of the assignment, we were asked to rank the schools from 1-10 based on our preferences. The videos were all linked to the textbook for this course and the document that kept track of the rubrics and summaries was created using a Microsoft Word document.
From watching the videos, I was impressed by the different and variety of models that exist for blending. There were a couple of themes that were consistent throughout all of the videos; all of the schools were trying to increase student achievement, provide personalized learning and engage students by having them use technology. As we viewed the different schools, some models seemed more successful than others. My preferred school was KIPP. At this school, technology was a tool to help keep class sizes small so that teachers could reach all the children in the classroom. Another feature that I liked about this school was that they focused on creating relationships with the students by working on character building skills. After watching all the videos, it was difficult to rank them from 1-10 because, in many cases, there were many similarities amongst them, however, it was fantastic to see the different models in action inside actual schools that were working with every day students.
This assignment was important because it took models that were presented to us in the textbook and transformed them into actual experiences by watching the videos. This assignment gave me a picture of the different models and defined them clearly by providing examples. From the work done here, I could envision which models of blended learning could possibly work at my school. This assignment helped set up the subsequent major project which then had us create a proposal that best suited our students’ needs and our school by creating a blended environment.
OLTD Learning Outcome:
- Demonstrate understanding of common terms, definitions and models related to blended learning.
- Develop a theoretical understanding of Blended Learning and the models associated with it.
- Examine specific case studies of Blended Learning and assess their ability to engage a variety of learners.
- Critically assess and evaluate resources for best practice in blended learning
- Engage in reflection of your readings, practice and learnings throughout the course
Evidence to support learning outcome: Word Document and Reflection/Analysis
Reflection to Support Evidence:
One of the first things that we were introduced to in OLTD 511- Blended Learning, was the different models of implementing technology into the class room. For this project, we were asked to watch 15 videos that would model the types of Blended Learning. While we were watching the short clips of different teaching styles from various locations in the United States, we were to complete a rubric that would score the different schools. We were also asked to write a brief statement that described the blended model and our impressions of the school. By the end of the assignment, we were asked to rank the schools from 1-10 based on our preferences. The videos were all linked to the textbook for this course and the document that kept track of the rubrics and summaries was created using a Microsoft Word document.
From watching the videos, I was impressed by the different and variety of models that exist for blending. There were a couple of themes that were consistent throughout all of the videos; all of the schools were trying to increase student achievement, provide personalized learning and engage students by having them use technology. As we viewed the different schools, some models seemed more successful than others. My preferred school was KIPP. At this school, technology was a tool to help keep class sizes small so that teachers could reach all the children in the classroom. Another feature that I liked about this school was that they focused on creating relationships with the students by working on character building skills. After watching all the videos, it was difficult to rank them from 1-10 because, in many cases, there were many similarities amongst them, however, it was fantastic to see the different models in action inside actual schools that were working with every day students.
This assignment was important because it took models that were presented to us in the textbook and transformed them into actual experiences by watching the videos. This assignment gave me a picture of the different models and defined them clearly by providing examples. From the work done here, I could envision which models of blended learning could possibly work at my school. This assignment helped set up the subsequent major project which then had us create a proposal that best suited our students’ needs and our school by creating a blended environment.
assignment_2_oltd_511_kym_t.pdf | |
File Size: | 263 kb |
File Type: |
b. 511- Outcome and Evidence
OLTD Learning Outcome:
Evidence to support learning outcome: autobiography using Haiku Deck
Reflection to Support Evidence:
As an introductory assignment for OLTD 511- Blended Learning, we were asked to create a short autobiography. The presentation could use any tool that we wished and the purpose of the presentation was to introduce ourselves to perspective students that could be enrolled in an online class. For my project, I chose to use a Web based, slide show tool called Haiku Deck. This tool had been mentioned in other classes but I hadn’t the opportunity to try it out. Haiku Deck has many different slide templates which you can manipulate by adding text and images. I found it easy to use and the stock of images that comes with the program is quite appealing. The end product was easy to make and simple to share with others as it posts by creating its own URL.
From making my autobiography, I was cognizant of the personal information that I was going to place in my presentation. Because the intended audience was perspective students, I didn’t want to include too much personal information that may be considered unprofessional or give a tone that was too familiar. The information that I placed in my autobiography, therefore included topics such as my current teaching position, my teaching philosophy and my credentials. I also include some brief information of things I like to do in my spare time. When projects such as this are being made, it’s important to consider your digital footprint.
I feel that this project was important because this autobiography is a great first step in creating community in an online class. If I was to change from teaching f2f and moved to teaching online, this slide show is definitely something that I would include in the introductory section of a course. No matter what teaching assignment, I can always go back and insert or delete information from the slides as my experience changes. This autobiography provides students with a first impression of me and the course itself. The slide show is engaging and would like to a site outside of the typical LMS such as Moodle. This would make the course more dynamic and interesting to participate in for my students.
OLTD Learning Outcome:
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Engage in building learning communities and communities of practice
Evidence to support learning outcome: autobiography using Haiku Deck
Reflection to Support Evidence:
As an introductory assignment for OLTD 511- Blended Learning, we were asked to create a short autobiography. The presentation could use any tool that we wished and the purpose of the presentation was to introduce ourselves to perspective students that could be enrolled in an online class. For my project, I chose to use a Web based, slide show tool called Haiku Deck. This tool had been mentioned in other classes but I hadn’t the opportunity to try it out. Haiku Deck has many different slide templates which you can manipulate by adding text and images. I found it easy to use and the stock of images that comes with the program is quite appealing. The end product was easy to make and simple to share with others as it posts by creating its own URL.
From making my autobiography, I was cognizant of the personal information that I was going to place in my presentation. Because the intended audience was perspective students, I didn’t want to include too much personal information that may be considered unprofessional or give a tone that was too familiar. The information that I placed in my autobiography, therefore included topics such as my current teaching position, my teaching philosophy and my credentials. I also include some brief information of things I like to do in my spare time. When projects such as this are being made, it’s important to consider your digital footprint.
I feel that this project was important because this autobiography is a great first step in creating community in an online class. If I was to change from teaching f2f and moved to teaching online, this slide show is definitely something that I would include in the introductory section of a course. No matter what teaching assignment, I can always go back and insert or delete information from the slides as my experience changes. This autobiography provides students with a first impression of me and the course itself. The slide show is engaging and would like to a site outside of the typical LMS such as Moodle. This would make the course more dynamic and interesting to participate in for my students.