3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Artifact: French 1 Hybrid Syllabus (ITEC 7480)
Reflection:
Developing a syllabus for a course that was delivered fully or partially online was a requirement ITEC 7480, Introduction to Online Learning. This particular syllabus was designed for a hybrid French 1 course to be delivered during the 2012-2013 academic year. This artifact includes a course description according to the Georgia Performance Standards for Modern Languages Level 1 with a link to the corresponding standards, the applicable resources required for students, and a description of required assignments by unit. It also includes information about resource location and assignment completion via the online Learning Management System (LMS) and an approximate unit plan by semester. Lastly, the syllabus contains a communication guide to encourage appropriate communication between students and the teacher, or among students.
Creating this artifact allowed me to demonstrate mastery of Standard 3.3, which states that candidates “develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators.” Through the development and design of this syllabus, it was necessary to be purposeful with the implementation of online content to create a hybrid model of instruction to maximize the time spent in personal face-to-face interaction while supplemented with online instruction and digital content to both support and extend learning opportunities for students. This syllabus provides guidelines for student assignment completion within the online LMS for practice activities, formative assessments, and summative assignments. It also provides guidance for accessing online resources to maximize the support that a hybrid course can provide to the student who thinks of him or herself as a solely face-to-face learner.
If I were to recreate this syllabus, I would be more specific with the timing of the units and assignments. At the time that this syllabus was written, I was unsure of how the face-to-face instruction would be affected by the implementation of elements of a flipped classroom. This uncertainty played out in the classroom, as students could feel my hesitancy and therefore took advantage of it to work in their favor. The next time, I would treat the creation of the syllabus more as a college syllabus wherein all assignments are pre-created and lined up with dates of delivery, as well as due dates. Having more familiarity with the process and more experience with online delivery of content will make it easier to support teachers at my school as they begin to transition towards a hybrid method of instruction.
Developing a syllabus for a course that was delivered fully or partially online was a requirement ITEC 7480, Introduction to Online Learning. This particular syllabus was designed for a hybrid French 1 course to be delivered during the 2012-2013 academic year. This artifact includes a course description according to the Georgia Performance Standards for Modern Languages Level 1 with a link to the corresponding standards, the applicable resources required for students, and a description of required assignments by unit. It also includes information about resource location and assignment completion via the online Learning Management System (LMS) and an approximate unit plan by semester. Lastly, the syllabus contains a communication guide to encourage appropriate communication between students and the teacher, or among students.
Creating this artifact allowed me to demonstrate mastery of Standard 3.3, which states that candidates “develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators.” Through the development and design of this syllabus, it was necessary to be purposeful with the implementation of online content to create a hybrid model of instruction to maximize the time spent in personal face-to-face interaction while supplemented with online instruction and digital content to both support and extend learning opportunities for students. This syllabus provides guidelines for student assignment completion within the online LMS for practice activities, formative assessments, and summative assignments. It also provides guidance for accessing online resources to maximize the support that a hybrid course can provide to the student who thinks of him or herself as a solely face-to-face learner.
If I were to recreate this syllabus, I would be more specific with the timing of the units and assignments. At the time that this syllabus was written, I was unsure of how the face-to-face instruction would be affected by the implementation of elements of a flipped classroom. This uncertainty played out in the classroom, as students could feel my hesitancy and therefore took advantage of it to work in their favor. The next time, I would treat the creation of the syllabus more as a college syllabus wherein all assignments are pre-created and lined up with dates of delivery, as well as due dates. Having more familiarity with the process and more experience with online delivery of content will make it easier to support teachers at my school as they begin to transition towards a hybrid method of instruction.
