OSCQR Scorecard
instructional design theories
Based on the various readings, articles, and videos presented to us during this course, the constructivist theory is the most useful approach to apply for online learning environments. Through constructivism, learners get to build their own personal interpretation of the world (Dabbagh, 2002). That is because learning should be an active process of constructing and not just acquiring knowledge from the teacher or instructor. Knowledge is assembled using authentic, meaningful tasks and diverse sources. Learners can construct or create their own meaning than depending on a predetermined or correct meaning. Under a constructivist teacher, learners will construct personal meaning through reflection, analysis, and the gradual building of knowledge through conscious and ongoing mental processing (Bates, 2015)
When developing my course, I wanted to focus on the process, not the product. My role as the teacher was to facilitate and guide their learning instead of lecturing. I can use my instruction to support knowledge construction and help develop better thinkers and learners instead of just passing along information (iNACOL, 2015). To do just that, each week I encouraged reflective thinking and higher-order learning skills (Dabbagh, 2002). Rather than just provide students with a PowerPoint and textbook questions about the French Revolution, students are introduced to different skills such as analyzing visual images and identifying bias in visual materials, identify political and social ideas by reading primary documents, or examining key events and comparing it to prevents major events. Students will also engage in group discussions, projects, and weekly assessments. I wanted to make sure that after students develop these skills that they were still able to construct their own meaning from the tasks. According to Wiggins (1990), assessments should be built on intellectual challenges such as problem-solving, experimental research, discussion, and writing. With this idea in mind, I created weekly discussions known as “Close and Reflect” to close out the lesson and have students reflect on their learning. While there are still some adjustments I would like to make, including collaborative learning, WebQuests, and problem-based learning, I am still satisfied with how my course came out and will use it as a reference for future professional developments or course design.
understanding by design (UbD)
Fortunately, I had already had experiences using Understanding by Design (UbD) to help plan and pace my units. However, the challenge this time was implementing a plan for a course that was going to be one hundred percent online and one that would be suitable for a range of students with a diverse set of learning needs. When creating my plan, I tried to be as detailed as possible to create a framework to promote student understanding. The UbD works very well with the constructivist approach as the focus is on research-based practices for learning, the use of assessment to monitor student achievement, and the design of instructional activities to promote student achievement (Brown, 2004). When designing and delivering instruction, students learn best when they actively construct meaning through experience-based learning activities. When implementing UbD, I relied a lot on student’s culture, experiences, and previous knowledge to shape learning. As students learn, they look for a meaning and purpose, a connection between their emotion and cognition, and a tendency to find patterns in the learning environment (Brown, 2004). So, with each task, I helped students by scaffolding knowledge and skills, first by modeling and guiding practice before releasing them to independent practice. Just because a student knows what the French Revolution was does not mean that they fully understand the motives, short term effects, and lasting implications from the revolution. The UbD helped me create a curriculum that cues students into big ideas, enduring understandings, and essential questions with an in-depth inquiry and independent application experiences (Brown, 2004).
why online learning?
We live in a digital age and technological changes have led to massive changes in the economy, how we communicate, and how we learn (Bates, 2015). Our current education system does not prepare current and future students for the digital era. By providing online learning for our students, schools can now offer a broad range of online courses to reach several students with different learning needs who seek a personalized learning experience (iNACOL, 2015). Online learning can be an effective way to reach students who have failed courses, have become disengaged, or who seek an alternative route to education. Online education is flexible as students can set their own learning pace and create a schedule that fits their own agenda (Josep, 2020). There is a wide selection of programs with infinite skills and courses to for students to choose from, with some providing a degree or certificate. Learners can customize their learning experience, with access to wide range of resources and materials to improve their understanding. And a virtual classroom is accessible from anywhere if the student as internet connection. But it can also be a way to introduce essential skills that will prepare students for the ever-changing labor market. Such skills include, digital, communication, critical thinking, teamwork and flexibility, ethics and responsibility, and knowledge (Bates, 2015). Even with such skills, it is important that our learners are flexible and adaptable. When designing an online course, the purpose then should not be to just repurpose the material, but to make more effective for today’s learner.
enduring understanding
My enduring understanding that I can take away from this course is how to apply constructivist learning theories and instructional design principles in the development and delivery of an online course. Over the past 5 weeks, I was able to apply constructivist learning theories, instructional design principles, and the UbD principles as I developed my online course. While building this course, I identified my own teaching style based on learning theories and epistemologies to ensure successful implementation of my online course. In weeks 2, 3, and 4, I was able to implement and continue the management of course delivery in an online environment. I also evaluated traditional courses and redesigned them by applying constructivist learning theories and instructional design principles. And in week 5, I assessed the instructional design and accessibility of my online course based on researched-based practices using the Suny OSCQR Scorecard. Going forward, I will use the newly gained knowledge and skills from this course to design and implement high-quality online courses that will meet the needs of my diverse student population while also introducing them to key skills, such as critical thinking and digital skills, to be successful in our ever-changing workforce.
successful online programs?
As for successful online programs, I did not see any listed in the discussion forum. However, I will say that most of the courses that I have taken at Lamar have done an excellent job at modeling online course implementation. I used the courses along with the OSCQR Scorecard to guide me as I created my course on Canvas. I have even gone back and adjusted my Schoology courses to provide a better learning experience for my students. For instance, writing better learning objectives, including student feedback and surveys, and having weekly formative assessments.
References
Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning (Chapters 1-2). https://opentextbc.ca/teachinginadigitalage/
Brown, J. L. (2004). Making the most of understanding by design. Ukraine: Association for Supervision and Curriculum Development.
Dabbagh, N. (2002). Basic principles. Instructional Design Knowledge Base. http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
iNACOL (2015). How to start and online learning program: A practical guide to key issues and policies. http://www.onlineprogramhowto.org
Josep, G. (2020, June 4). 5 Reasons why online learning is the future of education. Educations. https://www.educations.com/articles-and-advice/5-reasons-online-learning-is-future-of-education-17146#:~:text=1.,schedule%20that%20fits%20everyone’s%20agenda.&text=Studying%20online%20teaches%20you%20vital,good%20work%2Dstudy%20balance%20easier
Wiggins, G. (1990). The case for authentic assessment. [Electronic Version]. Washington DC: ERIC Clearinghouse on Tests Measurement and Evaluation. (ERIC Identifier ED328611). https://ctal.udel.edu/resources/the-case-for-authentic-assessment/
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