Posted: April 16th, 2015

Online Learning Assignment

Online Learning Assignment

For this assignment, you will demonstrate your skills in designing an online learning experience for K-12 students in your content area. After investigating virtual schools, and issues related to teaching online, you will practice with creating online content. Select a unit of instruction in your content area that is aligned with Ohio content standards. Modify the unit so that it is 100% online. You can use Edmodo or another course management system to post your online learning experience.  You can also design a webquest and post it on google sites or Zunal.

Requirements:
1.    Select a unit of instruction aligned with Ohio Standards in your content area.
2.    Modify the unit so that a student can go through it completely online. This includes reading materials, submitting assignments, participating in discussion, etc.  Consider the following:
a.    Which online readings/websites support student learning of content?
b.    How can you facilitate online discussions
c.    Did you embed small group collaborative assignments if appropriate?
d.    How do you account for students with disabilities?

3.    Post the link to your online module on the discussion board. ** PLEASE I WANT THE LINK HERE ( YOU CAN CREATE FOR ME AN ACCOUNT OR ASK ME TO CREATE AN ACCOUNT AND GIVE YOU THE USER NAME AND PASSWORD THEN FOLLOW THE INSTRUCTION)
4.    Select another students’ online module and go through it as a student. Provide feedback for what you found effective, and elements that can be improved.

Background reading:

Best practices in teaching k-12 online: lessons learned from Michigan Virtual School teachers

Keeler, et. al. (2007): Differentiated Instruction Online (chapter 8)

Additional Resources:
US Department of Education. (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Available at:
https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Rubric

You will be evaluated using the following criteria:

Criteria    Beginning      Developing      Accomplished
Learning Outcomes        Learning objectives are stated clearly and describe outcomes that can be measured.

Learning objectives are aligned with state standards.

Learning objectives are developmentally  appropriate.     Learning objectives are stated clearly and describe outcomes that can be measured.

Learning objectives are developmentally  appropriate.

Learning objectives are aligned with state standards.
Instructions to students on how to meet the learning objectives are clearly stated.

Assessment            Evaluation criteria clearly measure what students must know and be able to do to accomplish the task.

Instructional Materials
Tasks            The tasks that students are required to complete are referenced to standards and are clearly connected to what students must know and be able to do to achieve proficiency of those standards.
Cognitive level of the tasks    Task is doable but is limited in its significance to students’ lives. The task requires analysis of information and/or putting together information from several sources.    Task is doable but is limited in its significance to students’ lives. The task requires analysis of information and/or putting together information from several sources.    Tasks are doable and engaging, and elicit thinking that goes beyond rote comprehension. The tasks require synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.
Clarity of Instructions    Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.    Some directions are given, but there is missing information. Students might be confused.    Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
Engagement            Learning activities provide opportunities for interaction that support active learning.
Resources    Resources provided are not sufficient for students to accomplish the task.
OR
There are too many resources for learners to look at in a reasonable time.    There is some connection between the resources and the information needed for students to accomplish the task. Some resources don’t add anything new    Varied resources provide enough meaningful information for students to think deeply.
There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.
Mechanical Aspects            Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.

Lesson tools and media support the learning objectives.

No Mechanical problems noted.

Adapted from:

Quality Matters Program. Standards from the QM K-12 Secondary Rubric. Second Edition. Available at: https://www.qualitymatters.org/node/2722/download/StandardsfromtheQMK-12SecondaryRubric,Second%20Edition.pdf

Dodge, B. (2001). A rubric for evaluating webquests. Available at: http://webquest.sdsu.edu/webquestrubric.html