How does the unit/module align outcomes/goals, activities and assessment?
- To guarantee that all my modules are in line with the intended goals, activities, and assessments, I will employ a three-column table and an outline to structure my lessons. This approach will help maintain my focus on the learning objectives and desired outcomes, as well as facilitate the clear communication of these goals to my students. Additionally, it will aid in the deliberate use of technology to augment learning, ensuring that time is used efficiently.
Is this student-centered or teacher-led?
- My course blends teacher-led instruction with a student-centered approach. Predominantly, it is student-centered, as students engage in project work and collaborate extensively with the instructor and peers. The course does not heavily rely on traditional lecture-style lessons.
How will you address the infrastructure, system, and support needs and issues the learner may face?
- I will instruct my students to post comments on discussion or assignment threads, or to email me with any concerns. This approach will allow me to promptly address any issues, misunderstandings, or questions that arise.
Where does the Overview/Introduction/Start Here module fit into the overall course map or design?
- The course begins with an introductory section and a video guide on navigating Google Classroom, followed by Module 1 in Week 1, and subsequent modules. These early modules will lay the groundwork for the course's structure.
How is your instructional design approach realized in the modules?
- In the blended-learning course I'm offering, participants will advance through weekly modules, with a strong emphasis on collaboration with peers and the instructor, both online and in-person, for the course's entirety. Collaboration opportunities are provided through discussion post comments, video conferences, and in-person meetings.
Where are you sharing the main course goal and outcomes with your learners?
- I've developed a syllabus incorporating a three-column table and an outline, which is posted at the start of the course.
What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?
- I will start the course as a presenter, then evolve into a coach and mentor role, and finally serve as a facilitator as the course progresses. Ultimately, the students will take charge, beginning with the planning stage, organizing all essential details, filling out the necessary forms, making the appropriate connections, and independently conducting events.
Is the course blended or fully online?
- The course I am creating will be a blended one, combining traditional face-to-face interactions with experiential learning opportunities. My intention is to personally engage with students and guide them through certain activities, eventually leading them to complete their assignments independently.
How are you introducing the course and yourself and how are you building the learning community?
- I will begin with a brief written introduction on Google Classroom, then provide a tutorial video on its usage and navigation and conclude with a video discussion. My aim is to foster a learning community through engaging discussions, video conferences, and hands-on assignments.
What is the ratio or percentage of synchronous to asynchronous collaboration?
- The course I'm creating is composed of roughly 80% synchronous activities and 20% asynchronous collaboration.
If you have been working as a collaborative team, how do you feel about teaching an online or blended course independently?
- Having worked both independently and alongside a co-teacher, I feel confident in conducting a blended learning course on my own. Teaching independently does not preclude seeking advice, suggestions, or tips from fellow teachers or team members. Collaboration is always beneficial, as it opens up opportunities to learn from different perspectives.