Reflection of Online Learning
When thinking about the theoretical foundations of the course, I came across an article describing three perspectives about learning. These perspectives, the associationist/empiricist perspective, the cognitive perspective, and the situative perspective are all very different, but in my opinion, are all valid in terms of assuring learning. By using the blended model of online learning, I am able to hit all three of these categories. The first perspective, the associationist view, focuses on the idea of learning being an activity. Students learn skills, make connections, and create patterns in order to learn. This is addressed in my classroom model by the use of hands-on activities in which the students learn skills, such as measuring. They can also make generalities and connections through the use of the online and hands on labs. The cognitive perspective, on the other hand, views learning as a way of achieving understanding. This is the ultimate goal of my course and is supported by the use of cross curricular teaching. Students are also presented with information in a variety of formats. At the end of the lesson, students are assessed for their level of understanding using a brief constructed response. The final perspective, the situative perspective, focuses on learning as a social practice. The workshop model in itself is a perfect means of supporting learning through the use of socialization, but the addition of online learning takes this to a new level. In addition to working together in their stations, students also collaborate online through the use of blogging and comments.
When I initially started this project, I had a much smaller scale idea in mind. Upon starting, however, I realized that a simple five page website would not cut it. Online courses need to have some serious depth to be valuable! I honestly did not have many other pitfalls in the design of my course, but I think that is due to the fact that the course is modeled after my actual classroom practices. I did not set out to reinvent the wheel; I simply wanted to take what I already do and adapt it to an online format which I think helped to make this much more manageable.
CEP 820 Links
General Notes: Areas of focus copied from DN: I chose student self assessments as a focus because I feel like it is so important for students to not only think about the concepts they’ve learned, but also about how well they think they’ve learned those concepts. It is something that I haven’t incorporated much so far, so there is room for growth in that area.
I also chose to focus on the administrative page of my course module because there are certain aspects that I haven’t included, such as technical requirements, instructor introduction, grading policy, and how each lesson fits in the scope of the completed module. I originally designed my course with just myself in mind, but by adding to the administration page, it could perhaps be a tool that other teachers could use in their classes.
Erickson: Very user-appealing layout. Nice About Me, etc. down the right sidebar.
Wow-I checked out your Administrative page first this time. Very helpful for other teachers to pick up and use. You should consider proposing this work for a science ed conference in a technology discussion. I think it’s really strong hybrid model work and all the work you put into describing what and why how takes place in both settings (F2F and online) is something we really hope that more teachers are thinking through in as much detail as you are. Another avenue to present this work could be the annual tech-ed conference that MSU hosts: Here’s a link to last year’s call for proposals: http://ctt.educ.msu.edu/2013/06/13/annual-msu-college-of-education-technology-conference-coetc13-call-for-proposals-is-open/
Under your orientation to course screencast, you have the add comment feature enabled. Is this something you want there? Do you want to be monitoring this place for comments?
Size and Shape of Matter: Throughout the week, make some observations about the topic (see the other side of this paper for ideas). Draw some (detailed & labeled) pictures,
These look like instructions that will need to be modified for the online space?
Small typo: Explain how to liquids are measured
No “to” necessary.
Three States of Matter:
For the Assessment, the open Comment Box seems a little amorphous to organize what you’re asking them to do in Part A and B. You may consider using another technology (like even just a paper to download and to fill out) complete with a liquid solids, gases graph for Parts A and B. (Unless you’re planning for students to see each other’s comments and speak back to them?)
I really like these assessments!
One way to grow into this online space in the future is to facilitate more student-students interaction in the online space, perhaps in a peer review of projects? I know there’s a lot of great collaborating already happening in the F2F space—no need to replace that, but maybe there’s a different way the online space can help you to cut down on chatter and/or provide more deliberative time in collaboration?
This is a great example of a supremely organized catch-all online space to facilitate student centers in Science. As you continue to work with this, you may make some videos of yourself doing experiments, or doing think alouds as you do project research to help bring your presence more visually into the online space.
Fantastic job!! You should be very proud of your work—what a resource for students, parents, and other teachers! Process=10/10 points