Instructional Design

Digital Learning to Redefine Rigor

As a constant learner, it has been a pleasure and a learning experience to be part of the transformation that has been introduced to educators across the globe due to the results of the COVID-19 pandemic.  With this rapid change in how educators distribute learning experiences, it has been a gift to experience this Instructional Design course through the Digital Learning and Leading Program at Lamar University.  From this experience, I have learned that what I do as an educator greatly impacts learners from all backgrounds and at all levels.  

When designing an online course using tools of instructional design, planning is just as important as any other factor.  As a teacher, I am extremely familiar and almost comfortable with the ability to plan.  Planning consists of research, asking questions and most importantly, keeping the desired results at the forefront of the created course.  Varied methodologies and frameworks exist to enhance this process in learning design.  I am comfortable with backwards planning, action mapping as well as the ADDIE model.  As most learners appreciate the flexibility and access to learning through a digital platform, the same elements that are required for in person instruction are still required for the student to interact with valuable and impactful learning experiences.  

Over the next few weeks, my desired result was to use the resources, tools and pedagogy to create an online course with the intention of providing my 4th grade students the math skills they need to, both synchronously and asynchronously, participate and improve their knowledge to grade level completion of a math unit on place value.  In the following categories, you will see the process and thoughts behind creating the course, the resources used, in addition to the things I learned along the way.  

Instructional Design and Learning Theories

When considering the path to creation of my first online course, I must first acknowledge my audience.  I will continue to focus on my fourth grade math students in a fully online environment.  This will be a foundational math course for a math unit on place value.  From my experience as an online teacher, I find that there is a high need for prepared material to facilitate the complexities that come with educating learners of all levels.  Additionally, the tools should be simple, and have the ability to be easily assimilated into the structured educational setting for the online audience.  

While beginning to research for the course, there is an assortment of information aimed at my task.  According to Bates (2015) knowledge management skills will be the most significant capability to utilize as an online educator and member of the digital community.  Presently, there is more information and resources than there is time to learn them as an effective online teacher.  It is crucial that I am able to “find, evaluate, analyze, apply and disseminate information, within a particular context. “  As I begin to bring this course into reality I must ensure that, although information is plentiful, it is more important to decipher and logically dissect what is important based on individual context and experience as a teacher.  From there, my students will gain the most effective and purposeful learning experience for acquiring their goals.  

You may read this document to view my work from the first week of creating my course.  During this week, I wrote a course introduction, created Learning Goals and Desired Results, in addition to identifying the Learning Management System and other resources for the course.  Using my previously developed 3 column table from Fink's Theory, it was important to continue to follow my Innovation Project and fulfill the goals of my students by expanding the learning environment outside of the traditional classroom, to a digital setting.   

Assessment and Activities

Lectures in its traditional sense are the gold standard in what I knew during my college education experience.  Although I was less than thrilled about sitting in a lecture hall listening to a professor’s “experience,” I began to notice that the more interactive the professor was, the less of a chore the course became.  I strive to do the same thing with my students.  In addition I believe it is just as important to ensure that lectures are not the focus of the class.  There should be, as the TPACK framework displays, a blend of pedagogy, content knowledge and technological know-how.  When these three elements are brought into the classroom culture, I believe the learner may have a well rounded experience that can be focused on the innovative, technical and research based teaching methods that ensure continuous growth and interest.  

Since my experience in education (as a teacher) has been at the elementary level, it is important that “lectures” are lessons.  These are explanations and significant points to the practice that will be done.  Although lessons are short in nature, they hold a gateway key to the learners understanding or lack of on the topic.  Though most elementary students are not auditory by nature, it is important for them to gain the opportunity to listen for retention and comprehension.  This can open the floor for dialogue and discussion.  It could also be a way to challenge students to attempt to focus on one thing instead of the millions of distractions from the day that cause “cognitive overload”. 

In this course, I decided to create a space not only for online activities and assessments, but also dialogues and lessons by live streaming.  Due to the nature of my audience, nothing will be able to fully replace the benefit of a social interaction both with a teacher and classmates.  As part of my course, I will hold live sessions each week where students can learn collaboratively and have small group or individualized time with the teacher to ensure questions are answered, goals are being met and the teacher can facilitate the student's learning.  The material is important, but it is also important for students that I am a constant part of their learning process despite my physical absence. 

My Course Design Tool

The creation process for my online course is beginning to roll out.  The more I create, the more I see needs to be done.  As I plan each week, the students will focus on the particular skill that is crucial in the students understanding of place value.  I plan to share both an asynchronous and synchronous environment with my students that can also be experienced with a blended classroom.  

Since my students are so young, the live teacher brings about a closer relationship that leads to the attainment of an achievable goal.  Throughout my time as both a virtual and in person teacher, it is significant that I supply hands on experiences that will enhance student technological ability along with the resources that can be used.  Despite some ability to maneuver through the digital realm, most students will still need the guidance and facilitation of an in person instructor.  

The students in my course will need to be trained to be comfortable in CourseSites, my LMS.  This practice will be taught and applied using both teacher created and online resources that show how best to use the system.  Currently, I am in the process of creating a summative assessment that displays student comprehension of topics and ability to apply them.  With the Formative Assessment, it is more beneficial to see their work in small group instruction (both in person and virtually) as well as their role in participation of the assignments chosen for the course.  

Although there are interactive ways to teach the course (YouTube, live video, recorded video, etc) the activities are how the students will be able to fully engage in their learning.  The follow through of an online course for young students can be challenging, however, it will be extremely beneficial for those who excel in technology and independent work to have a variable option for their own learning.  

Course Implementation

During this week, I completed my online course in CourseSites for fourth grade math students.  I was able to implement a 5 week consisting of student expectations, resources, assignments and assessments that facilitate the effective learning, if not mastering, of this Place Value unit in grade 4.  

Reflection and Analysis of Online Learning

In the past few weeks, I have developed an online math unit for fourth graders.  With the understanding that content is important for these learners, it was paramount to have background information about the subject, find out what students already know, find useful learning tools for students to learn and master the objectives, in addition to making the course easily accessible, interactive and simple to follow (for students and their parents).  In doing this work, it is also  important to acknowledge the access it gives learners and the flexibility to take learning into their own hands.  I would find great interest in continuing course design for lower elementary students, grades Kindergarten to 2.  The material would be scaffolded for younger age groups with more interactive games and an increased synchronous approach including additional opportunities for small group and whole group classes, with meetings and information.  With all of these considerations for younger learners,  I became more aware of what was needed for teachers in and out of the classroom with the increased demand for online learning.  

Based on my blended classroom experience, I find there are several tasks and tools that can be moved to an online platform.  One important piece is individualized learning for improved pedagogy.  As teachers learn to teach and become more specialized in their area, there is usually an individualized need or “improvement plan” to guide progression.  Evaluations, for example, are a great place to start.  With an increase in demands and a changing pedagogy with online learning for students, both evaluators and teachers need research-proven strategies that  reach students both online and in person.  When considering the vast amount of information continuing to surface, the course would be most beneficial when goals are more specific to each teacher.  Based on the goal and evaluation alignment, instructors would be able to use the course to guide their personal needs for improved classroom instruction leading to improved student learning and improved performance seen in evaluations.  Although this may take time to develop, I would be enthusiastic to take on this project for the betterment of teachers during a rapidly changing time with an urgent need for improved instruction for all learners.