Instructional Design

The benefits for educators who create and implement online learning reach beyond what can be accomplished in a traditional classroom. Online learning helps to close the idea that "there is too much content and not enough time, especially if the identified knowledge and skills contained in the standards are viewed as discrete and disconnected" (Wiggins and McTighe, 2005, p. 61). After taking the time to learn how to design and implement online curriculum, I better understand the expectations of learning and do not have to rely as heavily on outside sources to set the guidelines for learning. The course I made last spring was tailored to meet the needs of fourth graders preparing for the TAKS Math test, but a variety of other options are available if the time is taken to put a plan like this in action. In going back and reviewing my work for this online course, I have found many areas that could be improved, but I have also found many areas that are still applicable to the students I am currently working with.
Online learning has definite potential and I would like to integrate it into my own teaching. Current tools, like BrainPop, offer short learning experiences that are very engaging to the students at all ability levels. An area that I worked to improve on in incorporating online learning in the classroom is extending the attention span and focus of the student. "When teachers introduce multimedia into their classrooms, they must ensure that students stay focused on distinguishing trivial content from essential content...and personalizing their notes based on their learning styles" (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 130). Sharing the ideas of backward design as well as this introduction to creating personalized online learning with colleagues at work helped motivate and direct what I wanted to focus on in my course assignments. I was also provided ideas that I have carried on into later course work.
Throughout this course, the most valuable tool that I still consider in my own teaching is backward design. In planning an online course, this strategy was challenging for me as I often fall into the "trap" of many educators of wanting to plan the activities first, rather than focusing on the curriculum needs of an objective. Online learning and computers "appear to be especially productive with children designated as nontraditional" (Page, 2002, p. 392). Challenges to successfully implementing online learning are as always time and resources. Time to train students and educators in such tools is always a struggle when time is always in demand, and making sure that the resources to create online learning opportunities remains available needs to be addressed so that these tools do not become blocked by the filtering system.

References:

Page, M. (2002). Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status. Journal of Research on Technology in Education. p. 389-409.

Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Denver: McREL.

Wiggins, G. and McTighe, J. (2005). Understanding by Design. Alexandria: ASCD.