Both UbD and Fink’s 3-column table are helpful in developing online learning environments. I used Fink’s 3-column table and really enjoyed the way that it helped me identify learning targets that allow for a holistic education. I leaned toward Fink’s 3-column table because I was familiar with using it before.
I implemented the UbD plan and had great benefits from planning with the end in mind. Utilizing the backwards design in courses is extremely helpful in supporting student learning. The support provided through the UbD plan allowed me to feel comfortable in planning each aspect of my course.
Online learning is vital to staying relevant. COVID has absolutely changed the face of education as we know it. I think that even now, the role of a teacher is changing from a sage on a stage to a facilitator. Especially if we continue on the path we are on, as more activities are shared and knowledge is exchanged, education is moving away from direct teach and toward teaching students how to have the skills necessary to succeed in an online course (organizational skills, perseverance, self-control, self-advocacy, understanding how to help oneself).
The opportunities afforded to us by the online learning format are remarkable and exciting. As MOOCs (Massive Open Online Course) are on the rise, the idea of learning from true “experts” in their fields becomes more prevalent. Including videos from industry experts allows students to receive the best education in their specific content areas.
Here’s a list of successful online programs/ new ideas that I have discovered through collaboration with peers:
- Using Newslea articles (even in math class)
- EdPuzzle
- Office 365 Forms
- The discussion feature in Google Classroom assignments (it’s new!!)
- A template for a course graphic organizer to help students understand the course flow
- Applicable YouTube videos
- Musical Timer extension for Google Chrome (to help with pacing of class period)
- Implementing an “I’m Finished… Now What?” section in LMS rather than calling it “Digital Choice Board”, “Fast Finishers”, etc.
OSCQR Scorecard
The insight I received through referencing and evaluating my course through the OSCQR scorecard was invaluable. The scorecard provides an excellent model of the groundwork necessary for an online course to be nicely organized.
My biggest take-aways are that we still need “ice-breakers” and get-to-know-you activities even in online courses and that expectations for students being clearly listed online supports students in understanding them. Until yesterday, my students did not have an official student handbook for the upcoming school year. Providing teachers and students with a handbook is vital to the success of students and teaching being able to be clear with expectations for online courses.
Intentionally including “how-to” videos and instructions in a course is an excellent proactive measure to take. Oftentimes, not every student has spent their entire schooling at the school they are currently at and, as a result, they may not be familiar with the LMS they are currently using. Providing appropriate explanations and support for how students are to use the LMS to help them learn is important.
It also was interesting how the score card encouraged the breaking down of the syllabus into bite-sized chunks so students can easily navigate it. Additionally, the importance of being able to print a syllabus was emphasized to me. I know that personally, as a student, it is so helpful to be able to both print it and have it digitally available.
As a teacher who has used Google Classroom as my LMS for my math students, I now recognize how helpful it would be to clarify grading procedures in the course. We currently use Ren Web for grades, but Google Classroom as the LMS. Specifying on the online course how that will be implemented is helpful to students and parents who are accessing the course entirely online.
The scorecard also encouraged the communication of privacy policies between the teacher and students regarding the programs used to teach the material. Communicating the policy clears up any confusion from students regarding policies.
It is also important to model what it looks like to follow copyright law appropriately to students. The scorecard reminds instructors to do so. As discussed in prior digital citizenship courses, it is a powerful teaching moment to students when teachers actually practice and model good digital citizenship in their courses.
Conclusion
As you can see, there are many new findings that contribute overall to a new, enduring understanding of how to create an effective online course for students. This course provided many essential tools and resources that allow for teachers to appropriately provide course content through an LMS.
Education with Meaning 