Navigate Reflection

Standard B:The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.


Standard I:The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.


Standard K:The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.

Answer in a complete paragraph response: How has the Navigate module prepared you to meet each standard listed above? Link to or provide specific examples from your work in Navigate. What strategies will you take away from the Participate module and apply to your teaching?  What lessons were most beneficial for you?

 

Standard B: The Navigate module helped me to prepare to meet this standard specifically because of  Section 1: Online Delivery Methods. The specific lesson that I will apply to my online teaching is the Navigate 1: Screen Capture. This lesson specifically supports the standard because it allowed me to learn how to use screencasting, which helps to increase engagement between the student and teacher.  The Entire section allowed me to explore and look at LMS options for both synchronous and asynchronous teaching options. Diversifying teaching methods within a class will also help to keep students engaged in the class.

Standard I The Navigate module helped me to prepare to meet this standard specifically because of  Section 3: LMS Tools. The specific lesson that I will apply to my online teaching is the Navigate 3: LMS Reporting. This lesson specifically supports the standard because it allowed me the opportunity to explore, analyze and reflect on HOW the date impacts all stakeholders, including students. As stated in my blog, Grade reporting allowing teachers to see what lessons worked, which ones didn’t,  how students did on a particular assessment; all of this information allows the teacher to adjust future lessons or even go back and reteach a concept.

Standard K: The Navigate module helped me to prepare to meet this standard specifically because of  Section 2: Roles and Functions in Online Learning and Section 3 LMS Reporting The specific lesson that I will apply to my online teaching is the Navigate 3: Courses Creation within LMS  This lesson specifically supports the standard because it allowed me to learn how to create a course shell within my chosen LMS. Knowing how to import already made course shells is the most effective way to create a course for students! Once the shell is up I can add more tools and resources.

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Navigate 3 – Course Creation within LMS

Explore: After selecting and downloading a trial LMS, create a course shell and make note of the various tools available.

 Create: Then, select content to upload to the course shell. To assist with this process, please refer to the content material delineated below.

Answer: While the content loads, note the steps completed to fully load the package and make it viewable. What were those steps? Is it important to follow these steps? Write a description of the experience in your blog.

I already had a Coursesite (free blackboard) set up, after downloading and and extracting the Zipped file I found out that I didn’t need to unzip the file. Under “content management”  and clicked  on my courses content management and uploaded the zipped folder ( I didn’t even need to extract the file!) I then created a New module labeled Introduction to Digital Citizenship and included the first file that directs students onto webpage. It is navigable and all the content on the page is there.

This was a very easy process, as long as you know how to do it, i.e. are given the training of how to do this.

Navigate 3 – LMS Reporting

Explore: Identify the major tool categories in Learning Management Systems.

Answer: What are the most relevant features offered within an LMS?  Which features directly relate to effective online instruction?  How might you use these features in the online classroom environment?

Grade reporting in an LMS are very important. the data given from these analytics can be used in various ways: A teacher can look at student data to see how students are doing overall, how they have done on a specific assignment or how they compare with past years or even similar courses (but different time slot). An administrator can also look at the data to see how teachers are doing in teaching a particular course. Through numbers over the time an administrator can see if an educator is effective or not. Course developers can look at data to see what worked and what didn’t. Essentially, this can help create a better and more streamlined classroom environment. At the program developer level, data collected will allow them to see which programs/classes/courses  have been able to retain high numbers and which ones have dwindled. Or maybe they can see a pattern that some courses students prefer to take in the spring v. the fall (or vice versa). Knowing this information can help a program save money or even make more money if they offer the correct courses.

The level of reporting that remains the most valuable to online teachers would be the Student and Teacher analytics. The student data  will help a teacher know which lessons worked, which ones didn’t, which students need more help etc. Having access to their own teacher analytics allows the teacher to self-evaluate and perhaps self-correct any problems that may be occurring.

Navigate 3- LMS Tool Categories

Explore: Identify the major tool categories in Learning Management Systems.

Answer: What are the most relevant features offered within an LMS?  Which features directly relate to effective online instruction?  How might you use these features in the online classroom environment?

Tools 

  1. Organization level announcements
  2. Blogs – private space for users used as a reflection tool, users can get comments from outside of the LMS
  3. Journals – area to write a narrative
  4. Glossary – defines common terms or acronyms used throughout the course
  5. E-mail – this is often used as an internal function between instructor and student or student to student

Course Administration

  1. Course Home (Homepage) – organizes the “classroom” into sections to make navigation by students/users easier.
  2. Syllabus – contains class/organization policy, teacher contact information, grading policy, a daily/semester assignment schedule

Teacher Information 

  1. Class List – list of students, teachers and other staff members enrolled in course – some LMS allow students to see this list as well with a link to their email.
  2. Calendar – gives course deadlines and any special events/holidays, reminders for learning sessions online or face-to-face
  3. Bulletin Board –  news or announcements for the specific course

Course Content & Learning Object Repository

  1. Import/Export options – course content can be moved into and out of different courses
  2. Course Authoring – course can be built bt using LMS built-in tools or other external tools
  3. Course Packages -these are  programmed set of rules that allows a learner to “go through” a course (for example the TOOL LMS) course packages can be imported and exported to and from LMS’s
  4. LOR –  the place (library) in which all learning resources are stored managed and shared.

Communication

  1. Email – this can be done within LMS for teacher to student interaction and even student to student interaction
  2. Discussion Board – these allows students to collaborate and interact with each other within the LMS
  3. Notification system – some LMS allows learners and even instructors to receive notifications and/or alerts for specific items and events such someone responding to you on a discussion board or a grade being updated.
  4. Instant Messaging – real time communication that can be used by learners that some LMS providers have built into the platform

Course Assessments

  1. Tests and Quizzes  – create and manage quantifiable assessments within the LMS. Thes can be set up for automatic grading and feedback
  2. Rubrics – create withing the LMS in order to evaluate am activity or item based on criteria.
  3. Dropbox – this is not the application or tool by the same name. This is the area in whcih learners can submit assignments. Some LMS ‘s have been linked with other tools such as turnitin.com

Gradebook

-this gives the summary of the learners overall progress; usually breakdown into categories and some LMS allow for feedback as well. Online teachers have access to very many different types of grade books that may vary in function and performance

Below are some common Gradebook Functions

  1. Report Generation
  2. Commenting/Feedback
  3. Rubrics
  4. Data import
  5. Weight v. Percentage

All of these functions are important to educators, make sure to ask lots of questions in order to ensure that your gradebook is the correct fir for you.

 

ePortfolio

This an be used as the final piece for a course, it displays what a learners learned and allows for space to reflect

Answer: What are the most relevant features offered within an LMS?  Which features directly relate to effective online instruction?  How might you use these features in the online classroom environment?

Course Assessment, communication, Courses Content, Gradebook and Course Administration would be the most important (although all of them are important) directly relate to effective online instruction. Course assessments can be used to assess students on learning standards/objects while communication allows for communication between the teacher and the student and the students between each other. Under course content, students will be able to access all the information, resources etc they need in order to complete the class and Gradebook will allows the students to check out their grades.

Navigate 2 – LMS Trends

Explore: Research trends in digital learning and select the trend that will make the most impact on digital learning over the next five years.

Answer: Which trend did you select? How do you foresee this trend impacting online learning?  Will this trend be a learning fad or will it become an essential part of online learning in the future? Explain.

 

A few years ago, during an internship for my Graduate degree, I conducted a study on MOOC’s and the impacts on Higher Learning. My professor and I came to a conclusion that free knowledge – professional or educational –  was great, especially knowledge attained from a prestigious university could help you stand out. But we concurred that MOOC’s, at that time had no legitimacy within higher education and perhaps would not be accepted in the professional world.

Fast forward 5 years…

I am an avid MOOC taker on Edx.org. Edx.org is one of the top MOOC providers with institution such Berkley, Harvard and MIT giving certified courses. These certification help to build your professional development, which smart 21st century, out-of-the-box companies are looking for and pushing for in their employees.  Edx.org is now providing certified “micromasters”- with successful completion of the series a person may apply at the actual university and apply some of those courses as COURSE CREDIT.  Edx, also offers an Educator program called ConnectED which allows Educators to take selected courses FOR FREE & CERTIFIED   – SEE INFO BELOW

 

U.S. teachers and students who are interested in receiving free Verified Certificates as part of the ConnectED Initiative please follow these easy steps:

  1. Enroll in a teacher training or AP® level course.
  2. Email info@edx.org with the subject line “ConnectED.” Include your full name, city, state, zipcode and the course name.
  3. You will be contacted by a member of the edX support team who will provide with a code and instructions to pursue to a Verified Certificate free of charge.

https://www.edx.org/edx-connected

MOOC’s are changing the path for Professional Learning, and even opening up pathways for those who are seeking to change careers or advance careers but cannot afford formal schooling. If these top Universities are standing behind their product, those in the professional world will be accepting it. MOOC’s have become an essential part of PD, I do believe in 5 years more companies and people will catch on to its legitimacy and will be used more. MOOC’s are here to stay.

Navigate 2 – Tools for Deciding on an LMS

Explore: Which LMS is best?  Consolidate the information about open and commercial LMS presented in this lesson.  Select your favorite LMS.

Answer: Which LMS is best? How does the selected LMS meet the needs of all stakeholders, including administrators, students, teachers and faculty, instructional technology, development, support, and parents? How does the selected LMS align with the initiatives, growth, and technological needs of your organization?

The LMS I have chosen as best is Google Classroom, although Google classroom itself has not been considered a LMS because it lacks an actual gradebook, it does not house content itself (although it attaches to drive) and does not automate course enrollment. Alice Keeler, an expert on Google Classroom, calls Google Classroom a “Google Drive Management”.  Whatever the name this system works best to meets the needs of the stakeholders at my present school. Once a teacher switches to Google Classroom, once will notice that assignments and lessons will become students centered and collaboratively and technology driven. I Google Classroom allows teachers to communicate with students and parents – as our district has integrated it without SIS.

Google Classroom also makes PD effortless, we can now offer synchronous and asynchronous PD depending on teacher preference!  Administrators, are also able to keep track of who is turning grades or other important paper work – this helps to keep others accountable.

Google Classroom aligns with out school and district initiatives as we are moving to paperless as well as student driven Personalized learning. Google Classroom allows you to give a particular assignment to an entire class(es) or just a particular student or set of students. We are lucky enough to be a one-to-one device school which allows for a more personalized learning experience for students.

Navigate 2: Roles: Learning Management System and Student Information System

Explore: Consider the role of teacher, facilitator, course developer, instructional administrator and LMS administrator. Explore the various roles and responsibilities within the online learning community.

Create: Using the information from this lesson, create a digital resource that highlights the various roles in a learning management system.

Artifact: The created, finished product may come in one or more of the following forms:           

a digital chart/poster/info-graphic
an audio recording or podcast
a digital slideshow, or
a digital video