3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Artifact: Online Course Syllabus
Reflection:
This artifact is a syllabus created for course. This was the foundation for a six-week unit that I developed and implemented with one of my classes. The purpose of this syllabus is to provide students with a clear explanation of expectations for this course. This syllabus contains information about course information, expected student audience, teacher communication, course description, learning outcomes, student expectations, grading, assessments, behavior, requirements, and accommodations. With a clear understanding of this syllabus, students should know what they are expected to learn, when they are going to learn it, and how they will demonstrate that mastery. Students will know all course information and how to contact their instructor if necessary. Students will know all pre requisite skills and expectations while completing the course. I used a template to assist me in providing all of this information for my students.
This artifact demonstrates mastery of standard 3.3. The standard states that I can develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. This artifact served as a foundation that would assist me as I further develop this course. I was able to think about all necessary information necessary for clear communication between instructors, students, and parents. Course expectations started to take form as I created this syllabus. The first draft of a course schedule was created that would lay the groundwork for all future lesson plans. The model of this course also began to take form as this artifact was created. The syllabus is a preview of what the course is going to look like. In order for effective facilitation of the course, the syllabus is necessary. The syllabus serves as the central location for students to learn about course communication, expectations, and procedures. This syllabus provides all necessary information for the facilitation to run smoothly.
The most important thing I learned through creating this artifact was the necessary components of a syllabus. This information is essential for a course taught in any format ranging from face to face or completely online. A course that is face to face could get away with providing less information in the syllabus but an online course must provide as much information as possible in the syllabus. It is difficult to clarify something later if it is not explicitly explained in the syllabus. This experience will change the way that I write all syllabi in the future. One change that I would have benefitted from is learning about components of a detailed syllabus earlier in my career. Many of the previous courses that I taught could have benefited greatly from a better syllabus.
The work that went into creating this artifact has a direct impact on student learning. After viewing this syllabus, students have a much greater understanding of course information, schedule, and expectations. This knowledge should ease some of their anxiety as they begin the course. If they are about to see all components of a course early on, they should be prepared to complete all assignments. This experience also has an impact on faculty development. I will be taking what I have learned and share it with my colleagues. This impact can be measured by successful course completion by students. The teacher communication log can also be used to determine how many questions had to be clarified.
Reflection:
This artifact is a syllabus created for course. This was the foundation for a six-week unit that I developed and implemented with one of my classes. The purpose of this syllabus is to provide students with a clear explanation of expectations for this course. This syllabus contains information about course information, expected student audience, teacher communication, course description, learning outcomes, student expectations, grading, assessments, behavior, requirements, and accommodations. With a clear understanding of this syllabus, students should know what they are expected to learn, when they are going to learn it, and how they will demonstrate that mastery. Students will know all course information and how to contact their instructor if necessary. Students will know all pre requisite skills and expectations while completing the course. I used a template to assist me in providing all of this information for my students.
This artifact demonstrates mastery of standard 3.3. The standard states that I can develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. This artifact served as a foundation that would assist me as I further develop this course. I was able to think about all necessary information necessary for clear communication between instructors, students, and parents. Course expectations started to take form as I created this syllabus. The first draft of a course schedule was created that would lay the groundwork for all future lesson plans. The model of this course also began to take form as this artifact was created. The syllabus is a preview of what the course is going to look like. In order for effective facilitation of the course, the syllabus is necessary. The syllabus serves as the central location for students to learn about course communication, expectations, and procedures. This syllabus provides all necessary information for the facilitation to run smoothly.
The most important thing I learned through creating this artifact was the necessary components of a syllabus. This information is essential for a course taught in any format ranging from face to face or completely online. A course that is face to face could get away with providing less information in the syllabus but an online course must provide as much information as possible in the syllabus. It is difficult to clarify something later if it is not explicitly explained in the syllabus. This experience will change the way that I write all syllabi in the future. One change that I would have benefitted from is learning about components of a detailed syllabus earlier in my career. Many of the previous courses that I taught could have benefited greatly from a better syllabus.
The work that went into creating this artifact has a direct impact on student learning. After viewing this syllabus, students have a much greater understanding of course information, schedule, and expectations. This knowledge should ease some of their anxiety as they begin the course. If they are about to see all components of a course early on, they should be prepared to complete all assignments. This experience also has an impact on faculty development. I will be taking what I have learned and share it with my colleagues. This impact can be measured by successful course completion by students. The teacher communication log can also be used to determine how many questions had to be clarified.