Where does the Overview/Introduction/Start Here module fit into the overall course map or design?
In my course design, the Start Here module serves as the gateway to the course, strategically positioned at the top of the page. The Home screen defaults to the course layouts from the Start Here module all the way to the end of the course. This setup ensures that students and I have a comprehensive view of the course expectations and upcoming modules. The Start Here module provides essential resources such as the course syllabus, learning outcomes and calendar, and a place for students to post their questions.
How is your instructional design approach realized in the modules?
My instructional design approach is all about keeping things engaging and easy to follow in the modules. Here's how I make it happen:
Structured Sequencing: Modules are organized in a logical sequence, guiding students through a progression of concepts and activities aligned with the course objectives.
Differentiated Instruction: Varied instructional materials, including videos, interactive simulations, hands-on in-class activities, and discussions to serve diverse learning preferences and promote deeper understanding.
Technology Integration: Utilization of digital tools and platforms enhances accessibility, interactivity, and student engagement, facilitating seamless communication and resource access.
Feedback and Reflection: I'm big on feedback and reflection. It's not just about getting the answers right; it's about understanding why and how we got there. That way, we can all keep improving. This is my first blended learning designs so I know there are lots of room for improvements.
Active Learning Strategies: Modules incorporate active learning strategies such as collaborative discussions, problem-solving tasks, and reflection activities, fostering student participation and critical thinking skills development.
I believe that by integrating these elements into the instructional design of the modules, the learning experience is enriched, fostering student motivation, autonomy, and ultimately, academic success.
Where are you sharing the main course goal and outcomes with your learners?
The main course goal is located in the course syllabus and the learners outcomes are located in the course modules calendar. Each module will have its own learning outcomes written in student friendly language, such as "I can use percent to calculate sales tax". It's a handy way for students to stay on track and know what they are expect to mastered.
How does the unit/module align outcomes/goals activities and assessment?
The module is structured to align perfectly with the course outcomes. Every activity within the module is build with the intention of helping students masters those outcomes. And when it comes to assessments, informally, it's build into the weekly activities and group presentations. There are other formative assessments testing students understanding and capable of problem-solving according to TEKS.
Is this student-centered or teacher-led?
The course is more student-centered, both online and in-person components are filled with activities focused on engaging students in active learning and collaboration. This is a blended learning model, thus, there's still a teacher-led component, since our school is still using traditional format of teaching.
What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?
Since this course is an in-person course, the instructor's role comprised on a little bit of everything. The instructor action as a presenter when delivering the new topics, as a facilitator when fostering discussions and interactives activities; a coach to offer supports when students are navigating through their challenges, and as a mentor when using my own expertise and experience to help motivate students towards success in math and in life.
Is the course blended or fully online?
The course is blended, combining in-person class sessions with online components. While students attend classes for face-to-face instruction, they also engage with our district digital platforms CANVAS for additional learning, submitting assignments, collaboration, and assessment outside of the classroom setting.
How are you introducing the course and yourself and how are you building the learning community?
This course is being incorporated into a middle school math classroom. I will be introduced myself in the physical classroom and through the course syllabus located in the Start Here section on Canvas, LMS. To build the learning community, I encourage interaction and collaboration through activities, group presentations, and discussions both in-person and within the online platform. This fosters a sense of belonging and support among students, which will enhancing their overall learning experience.
What is the ratio or percentage of synchronous to asynchronous collaboration?
The course primarily relies on synchronous collaboration, where students engage in activities, discussions, and group work throughout the week in a physical classroom. However, there are asynchronous elements, such as modules that students can follow at their own pace or if they were absent, they can still follow the class online without getting behind. In term of percentage of of synchronous to asynchronous collaboration, it will be approximately 60% to 40%, respectively.
How will you address the infrastructure, system, and support needs and issues the learner may face?
Our school district is using CANVAS as the main LMS and it has been great. Occasionally, there are a few sign-in issues from students devices, however, since our district begins to use single sign-on application, there has been no issue reported. To address unforeseeable infrastructure, system, and support needs, I've chosen our campus IT and instructional technologist on board to help with any tech issues. Additionally, I've designed a Q&A section on Canvas for questions and open-lab hours to assist students in navigating technical issues or accessing required tools and resources.
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