During this learning pathway, you will explore the "Designer" sub-standards within the ISTE Standards for Educators. If you have not already, be sure to read Chapter 7 from the ISTE book, "Digital Learning Lessons and Resources" (pp. 97-122).
You will choose a combination of tasks that total 75 points. This could be three (3) 25-point tasks OR one (1) 25-point task and one (1) 50-point task.
Remember, a 25-point task should take you about 45 minutes to an hour, and a 50-point task will take about 90 minutes to 2 hours.
Note that Task 1 is required of everyone.
Please see your Bb course shell for submission deadlines. Your submission should be an open link (enable editing/comments) to a DIGITAL ARTIFACT (e.g. document, slideshow, infographic, screencast, HyperDoc, etc.) and include a contextualization of how the task applies to this ISTE Standard/Pathway.
HyperDocs, as we will experience in class, are “carefully crafted digital lesson plans that require educators to have a mindset of thoughtful pedagogy.” Listen to this podcast I recorded with Lisa and Sarah to get a sense of their work.
This is a REQUIRED task, and is to be completed WITH A PARTNER. Please contact your instructor if you have questions or need help finding one.
In this task, you are welcome to use examples of HyperDocs from their their Sample Gallery, yet you (and, if you choose, your partner) will build your own new HyperDoc using one of their HyperDocs Templates for Getting Started. For this task, you will learn (or “co-learn") about HyperDocs and an additional technology that you plan to use.
First, you (and your partner, together or separately) will watch a few of the overview videos webinar on how to make a HyperDoc, available on their Vimeo page.
Second, you and your partner will select one of their Samples of HyperDocs for Every Subject), and use the “how to” steps (and video) to design your HyperDoc lesson.
Finally, after you create the HyperDoc with your partner, rather than write a paper/reflection, you will use a tool such as Screencast-o-matic, Screencastify, Loom, or other similar software to record a brief screencast. Spend a few minutes planning out what you want to describe in your screencast, then spend about 3-5 minutes recording the following:
Explaining the HyperDoc you created and how you want students to experience it as learners.
Connect to one of the approaches to learning we have studied (SAMR, Triple E, Ed Tech Matrix. How does your HyperDoc help you meet the goals in this approach?
Talk about your collaboration. How was the experience? What have you co-learned about HyperDocs and the new tool while working with your partner?
Submit a link to your HyperDoc as well as your 3-5 minute screencast.
NOTE: If you are interested in this pathway task, Minecraft EDU is available for free right now.
In the past few years, Minecraft Education Edition has provided students with immersive experiences across content areas. Begin by reading at least three (3) articles from ISTE about Minecraft in Education, and watch at least one of these webinars.
Then, using resources on the Minecraft Education Edition homepage, as well as resources from Michigan’s own implementation of Minecraft Education Edition, you will explore at least three different lessons from their “subject kits.”
After quickly reviewing at least three lessons, choose one to download. You will engage fully with this one lesson, exploring it as a student would and considering the connections to a learning objective from the CCSS, C3, NGSS, ISTE or other related content standards.
Take a screenshot to document your work.
Write a brief summary of your progress, 200-250 words total. No APA citations are required.
In the past few years, Google Expeditions have provided students with immersive experiences across content areas. Begin by reading at least one (1) article from ISTE about Google Expeditions.
Then, view the 42-minute webinar, “From Experience to Creation With AR and VR.” During the webinar, you may choose to explore some of the additional AR/VR resources being discussed.
Finally, return to Google Expeditions and download the app for iOS or Android. Even if you do not have a “viewer” (like Google Cardboard), engage in at least expedition as a learner, and think about connections to a learning objective from the CCSS, C3, NGSS, ISTE or other related content standards.
Take a screenshot to document your work.
Write a brief summary of your progress, 200-250 words total. No APA citations are required.
In EDU 710, you will learn more about the work of Liz Kolb, a professor at the University of Michigan. Listen to this 24 minute podcast with her to get started and find out more about her work.
For now, you can use her Triple E framework to evaluate an educational app, website, or program. Using the printable PDF version of the rubric, you will identify a particular app, website, or program, and complete the rubric by identifying a particular learning goal (from CCSS, C3, NGSS, ISTE, or other curriculum) and then add at least 20-25 words in each commentary box in each of the three questions for the engage, enhance, and extend segments (9 total commentaries).
Finally, based on the overall score, you will write a brief rationale (75-100) words recommending (or not) the app, website, or program, to a colleague, in the form of an email.
You can either recreate the rubric in a new GDoc or Word doc, or you can submit both a scanned copy of the rubric you have completed as well as your 75-100 word recommendation.
No APA citations are required.
In the Learner Pathway, you may have begun to explore a program offered by Google (Google for Education Certification), Microsoft (Microsoft Certified Educators), and Apple (Apple Teacher), and in the Leader Pathway really jumped in to get started.
For this pathway task, you will continue to work on your certification. Since I have no way of knowing exactly how many tasks are in each certification, or how long they will take, I ask that you work on your certification for about an hour. Sign in, begin working, and take a screenshot of the lesson you are working on to include in your final reflection.
Write a brief summary of your progress, 200-250 words total. In particular, use this moment to reflect on where you are at after three weeks of learning. Has your journey through the certification kept you engaged? Are you still finding it to be compelling and useful? Why or why not?
No APA citations are required.
Overview of Task
As an instructional designer, you may be asked -- or required -- to create digital content that goes beyond just slides and documents. These interactives include drag and drops, interactive matching, flashcards, or just connecting to another digital tool within the learning interface. To make online content more interactive and engaging, there are many tools out there. Most are not free. However, here you are asked to create a free trial account and explore the possibilities. For this pathway task, you will explore designs for your own original objects that could be useful in a class that you will eventually teach to your learners.
The Learning
One tool to help you do that is H5P. “H5P’s goal is to enable everyone to create better content faster. We want to empower everyone to create, share and reuse interactive content!” You might also explore the 30 day free trial to create some content (H5P is no longer free). There is a brief video (12:00) to get an overview of H5P and you can explore the gallery.
There are other tools that create interactive content like Articulate 360. Here are some interactive examples and the option to sign up for a free trial account. Using the apps within Articulate like Rise or Storyline often give your lesson a whole new look and feel.
Finally, your Learning Management Systems have ways to integrate tools and apps or use LTI integration to bring in say a Discovery Education Experience or a Nearpod into your online classroom. In a Schoology instance, use the App Center to add apps to give access to these resources in your Schoology Course. Google Chrome uses apps, add-ons, and extensions to incorporate outside sources like Nearpod in Google Classroom. If you use Microsoft Teams, you can add these apps to your toolbar using the ellipsis (three dots), as in this example using Nearpod in Teams.
Choose and Share
Explore the H5P, Articulate 360, and LMS examples.
Next, choose one to focus on. Sign up for a free trial in H5P, Articulate, or use your LMS to create an example of interactive content.
Try out at least three different sample objects or apps to see how they work and what they would be like from a students’ experience. Take a screenshot of each sample object you explore as a way to document your work.
Finally, write a brief summary of your progress and ideas for implementation of interactive objects in your own online content, 200-250 words total. No APA citations are required.
Overview of Task
During the pandemic, both communication of information and presentation of training and professional development were changed forever. Companies and classrooms utilized webinars for meetings and trainings, expanding our network with this new virtual world. Although we will forever be grateful for the opportunity to video chat, nothing has been more transformative than a learning management system or professional platform to share documents, communicate and collaborate, or submit assignments.
Creating an online course or workspace can take a variety of shapes and forms. Perhaps you have a website or blog where you share information, a SharePoint server, or a 365 Teams collaborative environment. Maybe you are using SeeSaw or One Note Notebook, or have create an interactive course in Schoology, Canvas, or Google Classroom.
The ISTE Educator Standard for Designer 2.5.c, asks us to "Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning." Here, we want you to give us a tour of how you used this interactive digital workspace.
Reflection Prompt
For this task, you are asked to answer the following questions in a written response. Next, share a brief video tour of the online space. Be sure spotlight the following:
Describe the LMS or workspace, the elements of your course(s), and your experience teaching or using it.
What evidence is there of student engagement with learning content? What digital tools or resources are students interacting with? What content area (e.g. Math/Science/ELA/Math) standards are you covering?
What evidence is there of student to student engagement? How do you use discussions or Jamboards or Padlets or other collaborative spaces within the LMS or space?
What evidence is there of student to facilitator/instructor engagement? How do you communicate with students, field questions, share feedback, or provide updates?
Submission
Share your brief summary of the questions in 200-250 words total and the link to the screencast. No APA citations are required.