Initial Blog Post Week 7
February 27, 2014
EDTE674 with Dr. Lee Graham
Week 7–Essential Question: What will you require of the instructors who teach the course you design? Why?
Since this credit recovery course may be taken at various times of the summer across the state of Alaska, there is no guarantee that the instructor at the site will have access to other students for their own students to blog with. Additionally, the modules will be designed for the American Literature class to be taken on an as needed basis. Therefore, students may be in different modules even within one school site.
This credit recovery class will be designed to be as independently user friendly as possible. The on-site adults who will facilitate the course, may be paraprofessionals; particularly if the course is offered at a site where a lot of students are participating at the same time with only one certified professional who guides the process for many. It is possible that the certified professional will be on site guiding the Algebra I credit recovery class simultaneously with the American Literature course.
This credit recovery course can be considered to be at least a partial blended course design Grading using the rubrics designed for each major standard addressed in order to create continuity across districts in Alaska. Beyond assuring that there is consistency in assessment between site facilitators, “a sufficient number of tasks must be included to provide stable estimates of student performance” (p. 592). When there are enough samples collected, such as is normal in a traditional face-to-face (F2F) class through a variety of means, there is not much variance in grading between a full F2F class and a blended class.
With the class facilitated in person with and through teaching modules that include activities, the class is as much standards driven as a F2F only class. The pedagogy of the online delivery will in most cases emulate traditional F2F instructional design, but some strategies are best kept to F2F only, while some strategies are uniquely designed to take advantage of the internet and Blackboard benefits. Therefore, the onsite facilitator will need to have some basic computer skills to guide students. Course designers are highly qualified instructors in theses areas: secondary English teachers, an educational specialist (for making adaptations), and using demonstration strategies. The instructors in this case are a team, and their role is to “support and assist each student as he or she interacts with the content and converts it into personal knowledge” (Moore and Kearsley, 2012, p. 132). ADDIE (analysis, design, development, implementation, and evaluation) is a model that is being used to design the American Literature course. During the Design stage of ADDIE, instructional strategies are the focus (Shibley, Amaral, Shank, and Shibley, 2011). Instructor-designers will not be there in person, but through video clips, podcasts, PowerPoints, scaffolded lesssons (to assist English language learners and students with learning disabilities) and likely study guides to go with modules; students should “feel” the presence and care of a learner-instructor and learner-content interaction.
During the development stage of ADDIE, a lot of time is spent on developing resources. (Shibley, Amaral, et. al.). Overall, a module can include a guide that has an outline of contents and sub-content lessons. A module guide may include a glossary of vocabulary terms with content friendly definitions, video clips, animations, graphics and primary sources that are referred to in the lesson. So even if a student is introduced to a term during a PowerPoint, they can still find it in the glossary for writing assignments. Action items are a key component of the development stage where reading, note taking, and essays are taught to students (as they apply learning along the way as assigned).
Implementation of the assignments is the responsibility of the facilitator to oversee. This responsibility includes making sure the student spends the time completing learning activities, and uploads assignments or grades the assignment and returns some assignments to the student for correction. Also, if more than one student at a site is completing the same module, the facilitator may allow one peer to assist another peer, or develop an assignment together.
In conclusion, the primary responsibility of the course delivery is the team of teachers designing the course. The on-site facilitators’ responsibilities are to help students understand the structure of the course, access the assignment when there may be confusion about this by the student, oversee student study habits in regards to accessing and truly reading or watching the assignments provided to them, and making sure student complete and turn in assignments for grading. In this way, the class is a blended design.
Gleason, J. (2013). An interpretive argument for blended course
design. Foreign Language Annals 46(4), pp. 588-609.
Moore, M. G. and Kearsley, G. (2012). Distance education: A
systems view of online learning. Belmont, CA: Wadsworth-Cengage Learning.
Shibley, I., Amaral, K. E., Shank, J. D., and Shibley, L. R. (2011). Designing a blended
course: Using ADDIE to guide instructional design. Journal of College Science