2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: ITEC 7480 OLE Grid/Unit Plan
The artifact I am using to model and facilitate the effective use of research-based best practices in instructional design considering designing and developing digital tools, resources, and technology-enhanced learning experiences is the online learning unit plan I created in ITEC 7480. The purpose of this artifact was to create a strategic plan for a social studies unit considering various components of a blended/online learning environment.
This artifact supports the effective use of research-based practices in instructional design through careful planning of each module. Each module plan includes the objectives, assessments, description of the learning activities, formal evaluations and feedback, required physical materials, digital learning objectives, and detailed plans for differentiation for each module. Each module requires various digital tools, resources and technology-learning experiences to support research-based instructional practices. According to Vai and Sosulski (2016), media resources or leading students to explore ways to conduct their own research to expand their knowledge on the course subject will influence students to exceed the required learning objectives, making learning self-directed (p. 129). I kept this in mind as I planned this social studies unit. Students explored a variety of media and digital tools to explore the context and information. Videos, document files, maps and readings. These technology resources and enhancements engage learners and encourage a powerful learning experience that becomes self-directed and valuable. In module one, students complete a discussion response to a driving question based on videos and readings about the topic. A variety of material and resources to sift through provides many opportunities for students to gather and extend their learning beyond the standards and objectives to model research based practices. Each module provides an extensive list of resources and technology enhances activities to engage and support a collaborative learning environment.
After completing this assignment, I was proud of my online learning unit for social studies. This project took lots of planning and detail. Breaking down the unit to design technology-enhanced activities, provide resources, assessments and clear learning objectives were among a few of the key takeaways from this artifact.
The work that went into this project supports faculty development and school improvement by providing technology-enhanced learning environments to support engagement and access to various types of resources for students to explore. This was the first blended/online course these students experienced.
References
Vai, M., & Sosulski, K. (2016). Essentials of online course design: A standards-based guide (2nd ed.). New York, NY: Routledge Taylor & Francis Group.
This artifact supports the effective use of research-based practices in instructional design through careful planning of each module. Each module plan includes the objectives, assessments, description of the learning activities, formal evaluations and feedback, required physical materials, digital learning objectives, and detailed plans for differentiation for each module. Each module requires various digital tools, resources and technology-learning experiences to support research-based instructional practices. According to Vai and Sosulski (2016), media resources or leading students to explore ways to conduct their own research to expand their knowledge on the course subject will influence students to exceed the required learning objectives, making learning self-directed (p. 129). I kept this in mind as I planned this social studies unit. Students explored a variety of media and digital tools to explore the context and information. Videos, document files, maps and readings. These technology resources and enhancements engage learners and encourage a powerful learning experience that becomes self-directed and valuable. In module one, students complete a discussion response to a driving question based on videos and readings about the topic. A variety of material and resources to sift through provides many opportunities for students to gather and extend their learning beyond the standards and objectives to model research based practices. Each module provides an extensive list of resources and technology enhances activities to engage and support a collaborative learning environment.
After completing this assignment, I was proud of my online learning unit for social studies. This project took lots of planning and detail. Breaking down the unit to design technology-enhanced activities, provide resources, assessments and clear learning objectives were among a few of the key takeaways from this artifact.
The work that went into this project supports faculty development and school improvement by providing technology-enhanced learning environments to support engagement and access to various types of resources for students to explore. This was the first blended/online course these students experienced.
References
Vai, M., & Sosulski, K. (2016). Essentials of online course design: A standards-based guide (2nd ed.). New York, NY: Routledge Taylor & Francis Group.