OLTD Learning Outcome:

• Critically assess and evaluate resources for best practice in online learning

Evidence to Support Outcome:

• Inquiry Based Action Plan – 4 page PDF

Reflection to Support Evidence:

The evidence I have chosen to support my learning outcome was developed in October 2013 as part of OLTD 501. This inquiry based action plan includes background information and context for my guiding research question, as well as the start of an annotated bibliography. The research databases utilized were ERIC as well as Google Scholar.

My guiding research question is: What are the ways that an authentic scientific experience, either through experimentation or through other methods, can be created in an online and/or asynchronous environment?

My inquiry based action plan allowed me to develop research skills. During the process of selecting three articles for the annotated bibliography, I was able to review more the ten different research studies and articles around my research question, as well as searching through and reading the abstracts for many more.

As the outcome speaks specifically to critically assessing and evaluating resources, the process of creating my inquiry based action plan directly relates to developing this competency. Throughout the remainder of the OLTD program I will continue to develop my critical assessment and research skill and hope to continue to expand my bibliography of resources.

The articles and papers I have read so far have helped me to develop different ideas about conducting laboratory activities in an online environment. Throughout the development of my inquiry based action plan I have gained knowledge about the different research-based options are available for laboratory activities, and which ones students prefer. I will be able to integrate different activities for students into my lesson and course plans, hopefully providing a space for didactic conversation and authentic, motivating learning experiences. I hope to build in multiple learning opportunities for student to develop not only knowledge, but skills and attitudes in an authentic scientific community of learners.

It is important to keep up to date on the newest methods to enhance student success, as well as continuing to learn and grow professionally. Without the ability to critically assess the information that is being presented, it is difficult to build an effective teaching practice or philosophy. Teaching resources and information should be held to a high standard, and critical assessment is crucial to separating helpful resources from less helpful ones.

I hope to continue to develop my ability to assess resources, as well as search for and find resources that will help to develop my practice.

OLTD Learning Outcome:

• Demonstrate basic competency with design and implementation within a variety of online learning environments and tools

Evidence to Support Outcome:

• Instructional Design Model – 2 page PDF

Reflection to Support Evidence:

In September 2013, as part of OLTD 501, I created an instructional design model. The model is a visual representation of my personal model of instructional design, and is based on many different theories of online learning explained in the rationale section of the document. The visual element was created using Microsoft PowerPoint 2007 and the available SmartArt tool.

Although my evidence does not speak directly to the implementation piece of the learning outcome, it does speak to the design side of the outcome. In the process of creating my instructional design model, I learned about different ideas around online learning design. Specifically, I investigated the theories of Wedemeyer, Piaget, and Carroll; as well as the ASSURE model. Through my investigations I was able to develop my personal design model by adapting pieces from each theorist. Due to the fact I had to read and understand the material before being able to adapt it, my overall knowledge of different theories and models for online learning has increased. I feel having a broad knowledge base is important when I implement my ideas, as I will need to draw from it in order to adapt to changing contexts. Throughout this process I realized how different designing for the online context is from designing for a face-to-face context. Although at first there seems to be more freedom in designing for online, there are very specific challenges (such as asynchronous delivery) that must be carefully considered.

In the process of creating this piece of evidence, I also developed my skills as a visual designer. I found it much easier to describe my instructional design model in words then to create a visual representation of it. I feel that creating meaningful visual representations will be important in an online environment in order to support all types of learners, so I am glad for the chance to practice that skill.

This outcome is important in an instructional context because the process of designing for an online context will help create a better experience for both the students and the instructor. Specific to the BC context, the completion rates for online programs is low, and careful design with the challenges students face in the online classroom in mind may help to improve the chance for successful completion. The model I created is also adaptable to different levels of student-teacher contact, and I hope that when I have an opportunity to implement it my practice will be improved.

Overall, learning about design and implementation of learning environments and tools is critical for DL teacher success. The process of design and implementation can change depending on the specific DL context, so knowing where to seek further knowledge, or having a large knowledge base to draw from, is critical. Instructional design can take many forms, and I hope that throughout the program I have the opportunity to continue to learn more about implementing design, as well as designing using specific tools.