Level 2

Level 2: Adapting to the Digital Learning Environment

Suggested Prerequisite Skills for Level 2:

  • Basic knowledge of some digital tools

  • Working knowledge of a digital device

  • Working knowledge of Google Docs and Forms

  • Familiarity with share settings to make private documents public (step-by-step directions are included on assessment page)

  • Ability to take and upload screenshots (step-by-step directions are included on assessment page)

Approximate Completion Time: 2 hours

Goal: To adapt a current in-person strategy into an effective digital learning experience.

Objectives:

  • To distinguish the alignment between in-person strategies and effective online strategies.

  • To determine appropriate online learning tools between asynchronous and synchronous instruction.

  • To select an engaging and appropriate digital tool for online learning.

  • To understand the role of educators in online learning.


Assessment:

Upon completion of this level, you will be able to align in-person strategies to effective online strategies, determine which tools are appropriate to use in asynchronous and synchronous online instruction, and select appropriate, engaging tools for online learning. The assessment will ask you to adapt one in-person activity into an engaging online activity using your choice of digital tools.

Level 2 Introduction

To begin Level 2, watch the video below (4:23) and document your thoughts or questions in your digital journal. As you watch make note of the similarities that both online and face-to-face courses can offer.

Online Learning vs. Face-to-Face Learning

View the video (4:23) by Pastore (2020) to learn more about the differences in online learning and face-to-face learning. As you watch, use your digital journal to take notes and note any questions you have.

Next, read this online article from Michigan State University for more information. As you read, use your digital journal to take notes and note any questions you have.

Finally, once you have viewed Pastore's (2020) video and read Greenhow's (2020) article, in your journal, create a chart to demonstrate the similarities between both sources.


Digital Tools for Asynchronous & Synchronous Learning

Introducing an online component to an educational environment can offer many benefits to teachers and students. However, success often relies on how appropriate the chosen technology is for the context in which it is intended and how well it is integrated into the learning process. Darby and Lang (2019) discussed the importance of finding appropriate tools for tasks. Online learning should pair the right digital tool with the right task for the most impact. Additionally, Darby and Lang (2019) stated the digital tool should not make the task more difficult for students to complete. Digital tools must not hinder students' ability to demonstrate their learning.

In this section of Level 2, you will be able to examine digital tools and see which ones you might successfully introduce into your online learning environment. You have two different options to view the digital tool information. Option 1 is by clicking the pop out window icon at the top of the Google Document or the button labeled Digital Tools for Online Learning to view the chart with active links. Option 2 is to navigate the same digital tools by clicking on their logos and exploring the tool's website. Be sure to consider if the tool is best used asynchronously or synchronously. If you find a digital tool to pair with a task for students, be sure to consider if the tool meets the same level of Bloom Taxonomy or Webb's Depth of Knowledge Matrix you are expecting students to perform at. Darby and Lang (2019) discussed the importance of ensuring the digital tool matches the cognitive level of the task. For example, creating a Thing Link product would not align with a task asking students to recall vocabulary knowledge.

Option 1: Click the pop out window icon or click the button below to view the document in full view with active links.

Option 2: You may also click below to explore the various digital tools by clicking on their eye catching logos.

Digital Tools for Online Learning

Check for Understanding

Once you have examined the list of digital tools, complete the Level 2 Check for Understanding.

Role of Educators in Online Learning

Harasim (2012) discussed the importance of educators knowing the shift in their role during online learning. The shift to a facilitator to help students navigate the curriculum in an online setting is critical to students' success. Building community in the online environment is critical. Darby and Lang (2019) highlighted the importance of teachers being present, being personable, being culturally inclusive, and being caring and supportive to facilitate online learning for students. Additionally, Darby and Lang (2019) highlighted the importance of making the purpose of learning known to students and frequently reminding them of the purpose to keep students engaged. Educators know the importance of planning with the end in mind to facilitate alignment between learning experiences and assessments (Ainsworth & Donovan, 2019; Darby & Lang, 2019; Wiggins & McTighe, 2005). Educators capitalize on recording short three to five minute mini lesson videos paired with checks for understanding for students to use and revisit as needed asynchronously (Darby & Lang, 2019). Joining the science of unit planning with the art of online instruction requires careful, intentional planning to incorporate strategic deadlines, timely feedback, and structured tasks for students.

Pulling It All Together

At the intermediate level, you have knowledge of varying degrees related to online learning. In Level 2, you have been exposed the differences between online and in-person learning strategies, explored additional digital tools and how they can be incorporated into best practices for synchronous or asynchronous learning, and considered how your role as an educator may change while designing online learning. It is important to consider how your traditional unit planning and student engagement can be enhanced through using digital tools.

Even at the intermediate level, educators must continue to seek out training and professional learning to increase their confidence and comfort with designing online learning opportunities for students (Harasim, 2012). As you transition to the Wrap-Up and Assessment for Level 2, what specific things have you learned about that you can implement to better facilitate online learning for your students?