LMS Reflection

INTRODUCTION

Striving to close the academic achievement gap and closing the digital divide are intertwined goals that educators strive to accomplish daily. The goals stem from educators truly understanding that preparing 21st century students for their future college and career experiences demand regular technology integration opportunities. As a result, traditional learning environments are gradually transitioning to blended or 100% online learning environments. As many learning environments change, one factor must remain the same. Protecting the integrity of high academic learning experiences is at the forefront. In this course, EDLD 5318, my goal was to curate a 5week, 8th Grade Introduction to Chemistry course utilizing a Learning Management System (LMS) while still ensuring quality learning experience for my students. After exploring various LMS, I decided to curate a 5week course within Course Sites. The 5-week course is age appropriate and was developed with respect to adhere to the Texas Essential Knowledge and Skills which is the state of Texas standards. The course guides learners through uniform modules which house activities such as interactive learning notes, TEAMS meeting link, supporting videos, assigned textbook resources, vocabulary practice, virtual lab simulations, class discussions, concept map development, assignments that enable critical thinking and formative assessments. Each weekly module scaffolds content with emphasis the learning targets as differentiated learning activities enable collaboration and real-world application. At the end of the 5th week, students are formatively assessed with summative content of all 5 modules. I would define the course I curated as blended synchronous and asynchronous. Students have the ability to complete the learning activities and assignments at their own pace asynchronous by the expected deadline. Students are required to meet at an assigned synchronous time via TEAMS to address misconceptions, promote collaboration, and check for wholistic understanding.

Instructional Design Theories

As the digital age furthers in technology advancement, education is one field that must adjust to receive the benefits. From blended learning environments to massive open online courses (MOOCs), educational instructors are challenged with designing learning environments with the student in mind. All learning environments should guide and help learners learn. Before curating a 5-week module, I reflected on various learning theories that would provide a basis on which I should stand in order to meet the needs of multiple students with different learning styles. Being aware of different forms of knowledge and their importance to students can provide a full range of contents and skills needs for students in digital age. Bates (2015) highlights Behaviorism, Cognitivism, and Constructivism as 3 main learning approaches which educators rely heavily. As Bates suggest, good teaching is arsenal of tools, methods and approaches that can be drawn from depending on the circumstance (Bates, 2015). This led me to understand each approach has a place in my 5-week module as they each intertwine throughout the learning process. Behaviorism, which requires learners to recall facts, define concepts, and perform specific procedures is utilized as introductory activities that are needed to accomplish deeper understanding of the weekly learning target. This type of learning is necessary for learners to acquire sub skills needed to accomplish objectives leading to attaining the desired learning target. Defining vocabulary terms and recalling are necessary if students are to successfully understand how to accomplish the learning target. Behaviorism scaffolds to a cognitivism approach. Cognitivism enables students to understand how to utilize prior knowledge and transfer knowledge to newly presented situations. Throughout the weekly modules, I engaged learners in activities that activated their prior knowledge learned with the purpose of successfully engaging in class discussions, completing concept mapping and virtual simulations that require prompt complex problem solving. After learners have gain understanding constructivism expands learning experiences as learners acquire knowledge in a meaningful way. Constructivism integrates skills and knowledge in ways that require scaffolding learned knowledge. Assignments and class discussions enable students to connect learned knowledge with real world application as evidence of learning target achieved. Learners socially engage and collaborate extensions to understanding knowledge and skills. Throughout the process I have taken the facilitator role which focuses on guiding thinking and correcting misconceptions.

UbD Plan Implementation

Creating a course of high quality that deepens all learners understanding was accomplished by following the UbD model. Before curating 5 weekly modules, I outlined content following the 3 stages of UbD. Each stage guided me through the designing process of a 5-week online course. First, I began with the ending and desired results I wanted all learners to understand. I utilized the Texas Essential Knowledge and Skills (TEKS) to create a framework for what students should understand. I refer to this stage as unpacking the TEKS or standards. Each weekly module begins with a week overview in which I communicate what learners will learn according to the TEKS and essential questions. These are essential factors that identify what knowledge and skills are needed for accomplishing the learning target. This enables learners to understand the authentic purpose for learning. After identifying the big idea and main goal for student understanding, I began stage 2. Stage 2 guided me through evaluating and determining what is acceptable evidence of learners' understanding. I aligned the learning target and assessment activities in such a way that promotes the learning goals and reveal student knowledge transfers. The student understanding is assessed and applications of learning to new ideas, observations, quizzes and performance task. Each assessment has the ability to reveal misconceptions and skills which can address during synchronous learning. Last stage is stage 3, which focuses on planning learning and instruction. I added to the outline engaging learning experiences and instructional activities. I selected resources and engaging activities that would guide student thinking and accomplishment of essential questions or specific skills that should be accomplished. This was the stage which I carefully chose supporting resources and engaging activities that fostered learning, inquiry understanding and transfer of learning. All activities are tailored for diverse learning styles and are organized for maximum engagement and learning.

Importance of Online Learning

As the digital age advances, so will the opportunities technology can provide for future college and careers. Online learning creates the space and opportunities for learners to have control and take complete ownership of their own learning. Massive Open Online Courses also known as MOOCS is one example of the relevance of online learning and the demand for it. Since the first MOOC launched, enrollment for others like it has continued to increase globally. The convenience of attaining skills without accumulating debt has been the attractive draw for many. Courses that provide quality learning without financial expense are a no brainer when deciding to expand knowledge and skills for continued education or advancing skills. Open access to courses that add value to a personal resume and qualifications have great potential and create relevance as learners benefit from opportunities of MOOCS. Learners can construct knowledge socially just as popular social media platforms demonstrate. Online learning structures allow peer learning in such a way that enables real world application trough collaboration. Bloom, well known as an American educational psychologist who made impactful contributions to theory of mastery learning once stated "It makes no sense to expect all students to take the same amount of time to achieve the same objective goals." Online learning creates the ideal learning environment for learners to learn at a pace and level of need. Learners don't have to adapt to the instructors' pace or time frame. If learners need more time to focus on specific skills online models provide the opportunity. Instructors are able to curate modules that create quality learning experiences for all learners as differentiated resources and leaning activities are presented.

Enduring Understanding

As I reflect on my accumulated knowledge which I have gained throughout EDLD 5318, my enduring understanding that I will apply to my online teaching will be to establish a solid planning system. Planning an online course is were specific time should be spent to establish clear communication to learners. Ensuring that learners understand learning expectations and how to arrive at authentic learning is key. Implementation phase can only be smooth if the foundation is laid properly. As an instructional designer, I now know the process of designing online courses within any LMS. The instructional designing process, learning theories that guide student learning, and specific technology applications that will enable me to manage every audience of learners in any organization. These tools will enable me to structure a high-quality learning experiences which will support closing achievement gaps whether blended or 100% online.

References

Bates, A. W. (2015). 9.1 The continuum of technology-based learning. In, Teaching in a digital age. Tony Bates Associates Ltd.