2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: Online /Blended Unit Plan
Reflection:
The artifact that I chose to demonstrate my mastery of standard 2.6 is the Online/Blended Unit Plan, created in ITEC 7480 during the Summer of 2020. I created this unit plan with the intent of being implemented for an online unit of instruction for an Algebra 1 class. The unit is aligned to the Georgia Standards of Excellence for Algebra 1. As online learning is becoming popular, especially given the Covid-19 global pandemic, it has become necessary to develop protocols for online/blended units of study. Technology is an essential part of the current generation’s lives, and they are highly suited for online learning experiences.
Standard 2.6, Instructional Design, establishes the expectations for a candidate to model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. There are a multitude of research-based best practices that inspired the design of the Online/Blended Unit Plan. The plan outlines concepts and resources for student choice, tools to provide immediate and personalized feedback, and processes for engaging students in online learning, including learning content, participating in discussions, individual and collaborative practices, and assessments throughout the unit. The plan integrates a variety of digital tools for learning and practicing with content, discussions, and assessments, while also providing students with necessary supports as informed by the iNacol Standards for Quality Online Learning and Teaching, Universal Design Principles, data-driven decision making, and differentiation/personalized learning. Through the unit plan, I was able to model and facilitate the effective use of these philosophies and strategies while providing students with standards-aligned curriculum and technology-enhanced learning experiences.
In completing this artifact, I learned that a lot of planning and thought goes into the creation of an online learning experience for students. I had to consider how I would facilitate the development and implementation of an online course/modules while creating the unit plan. I also had to carefully select digital tools and programs for student use, while ensuring alignment to content standards and considering diverse talents and learning modalities of students. Overall, this was an informative experience that strengthened my skills and confidence in creating quality online learning opportunities for students. If I were to change one thing about the Unit Plan, or to improve something, it would be to use more hyperlinks. All the learning components described could be hyperlinked to the website that I created in the next ITEC Course, where I developed the unit for student learning. The Online/Blended Unit Plan would be more helpful to teachers who were using the website for instructional activities if it were hyperlinked to the tasks/programs with clearly detailed instructions.
This artifact greatly affected student learning by providing opportunity and flexibility for students needing an online forum or for those who were chronically absent. This artifact’s creation followed the Covid-19 pandemic and resulting school shutdowns across the globe, and with the realization that society was not ready for face-to-face learning in the fall. This allowed the Unit Plan to become an exemplar for creating online learning activities for students. Its impact can be assessed through continued satisfactory progression of students through course content and standards and by teacher feedback about the effectiveness of the strategies embedded and their continued use.
The artifact that I chose to demonstrate my mastery of standard 2.6 is the Online/Blended Unit Plan, created in ITEC 7480 during the Summer of 2020. I created this unit plan with the intent of being implemented for an online unit of instruction for an Algebra 1 class. The unit is aligned to the Georgia Standards of Excellence for Algebra 1. As online learning is becoming popular, especially given the Covid-19 global pandemic, it has become necessary to develop protocols for online/blended units of study. Technology is an essential part of the current generation’s lives, and they are highly suited for online learning experiences.
Standard 2.6, Instructional Design, establishes the expectations for a candidate to model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. There are a multitude of research-based best practices that inspired the design of the Online/Blended Unit Plan. The plan outlines concepts and resources for student choice, tools to provide immediate and personalized feedback, and processes for engaging students in online learning, including learning content, participating in discussions, individual and collaborative practices, and assessments throughout the unit. The plan integrates a variety of digital tools for learning and practicing with content, discussions, and assessments, while also providing students with necessary supports as informed by the iNacol Standards for Quality Online Learning and Teaching, Universal Design Principles, data-driven decision making, and differentiation/personalized learning. Through the unit plan, I was able to model and facilitate the effective use of these philosophies and strategies while providing students with standards-aligned curriculum and technology-enhanced learning experiences.
In completing this artifact, I learned that a lot of planning and thought goes into the creation of an online learning experience for students. I had to consider how I would facilitate the development and implementation of an online course/modules while creating the unit plan. I also had to carefully select digital tools and programs for student use, while ensuring alignment to content standards and considering diverse talents and learning modalities of students. Overall, this was an informative experience that strengthened my skills and confidence in creating quality online learning opportunities for students. If I were to change one thing about the Unit Plan, or to improve something, it would be to use more hyperlinks. All the learning components described could be hyperlinked to the website that I created in the next ITEC Course, where I developed the unit for student learning. The Online/Blended Unit Plan would be more helpful to teachers who were using the website for instructional activities if it were hyperlinked to the tasks/programs with clearly detailed instructions.
This artifact greatly affected student learning by providing opportunity and flexibility for students needing an online forum or for those who were chronically absent. This artifact’s creation followed the Covid-19 pandemic and resulting school shutdowns across the globe, and with the realization that society was not ready for face-to-face learning in the fall. This allowed the Unit Plan to become an exemplar for creating online learning activities for students. Its impact can be assessed through continued satisfactory progression of students through course content and standards and by teacher feedback about the effectiveness of the strategies embedded and their continued use.