Instructional Objective of Online Learning Module

Batoul Baydoun

EDT 522 implementation of Online Learning Module

April, 2010

Instructional Objective of Online Learning Module:

In order to prepare students for future online courses required by the department of education, I have designed and implemented an online module that engage students in various activities while learning about human environment interaction and energy sources. The activities required a hybrid environment, whole class computer lab instruction, and independent online work. Throughout the various activities students engaged in online discussions to reflect, analyze and share what they learn about the effects of human environment interaction. They have also researched an energy source and learned about the advantages and disadvantages of using that source. The students made connection about how we change the environment while using and consuming energy. Students are also required to use their learned English Language skills to write, share, explain and question what they are learning.

The student population of my class consists of English language learners with Basic English Language skills. The students’ activities designed required modification of content as I noted struggle and needs for clarification. I will continue to encourage them to apply the newly learned language objectives all across various subjects and throughout all possible engaging activities.

Alignment with Design Document

The learning module consisted of many activities that support students learning and abilities.

Activity 1: this activity was conducted and presented outside of the online module. Since it is an introduction to the course and a tutorial on how to use the course, I included it as a link through our classroom blog. Students were able to follow the instructions given to enroll themselves into the course. The successful registration indicated whether the students were able to complete the task. I had very few students with no English skills who did not successfully enroll themselves and therefore I had to guide them through the steps as a small group using the computer stations available in the classroom.

Activity 2: As I anticipated the students enjoyed participating in “My Birth Place” activity. The self-introduction map activity forum was conducted as a whole group using the computer lab. The assignment was introduced through the use of a Promethean board. I modeled the steps required and I posted the first reply. The students shared relevant information about themselves and read each other’s comments and responses. This activity was engaging, fun and it served its purpose of participating in an online forum using their language skills.

The students were challenged to write complete sentences without any spelling errors. They also engaged in online reading and writing. I was able to provide feedback as I circled around the students. I had to remind the students to go back and check what they’ve written. I noted that some students needed to be reminded to include two spaces after the period or to include more details. Students did not post their first reply before it was Okayed and confirmed by me. They were very excited as more posts appeared and as they were able to see each other’s comments. (See Exhibit one for a sample copy of the forum discussion)

Activity 3: This video tutorial supported student learning and guided them into designing their research presentation. As students completed their research and were ready to design their research presentation, they viewed the video and followed the steps to create their slides. Because the video was available, the students were able to complete the ppt independently. I noted students pausing the video to go back and forth between their ppt and the video to complete each step. The video served its purpose in guiding students in creating and designing the ppt presentation. The students also were able to upload their completed work using the video tutorial as a guide. We’ve discovered that the students may upload the assignment to the server and save it there until later use or to access from any other location.

Activity 4:

This is the major activity designed so far through the module. The students carried out a research activity using an online search engines, and then delivered their results using a ppt presentation. (See learning module activity design for a complete explanation of the activity).

As I began implementing this activity I followed the steps planed in my activity design.

I introduced the activity guidelines and expectations. The students seemed overwhelmed and worried about how much time they’ll get to complete the work. I explained to the students that we would break down the assignment into ten days worth of work. I also established high expectation showing them samples of finished work and quality of work expected.

The students were excited as they conducted their own search about various topics. One limitation was students’ spelling skills. They needed to know how to spell a certain words before they were able to conduct their search. I solved this problem by providing them with spelling hints. To my surprise, couple students had been exposed to the quintura search engine and therefore were able to help other classmates in narrowing down the topic search.

Once students were comfortable locating topics using the search engine we explored some search results. One of pages located supported our research activity and therefore, I decided do add it as a source through iLearn for reference in conducting the research. Energy kids seemed to support our theme research, and its organization and language approach proved more age appropriate. The students now had two links to refer to as they researched their topics.

Examples of Student Support

Even though some of my students were able to complete the research within 2 class sessions, I still have few others working on finding the information and paraphrasing. I’ve known all along that some students will not be able to do the work on their own and therefore I’ve planed to group them by topic research and ability level. In each group I had a high, a medium and a low. The students needed support mostly with the language and content presented. I worked hard on dividing my time among groups meeting with them separately to go over the content presented through the websites. We identified answers for the questions we sought to answer, and I guided them through writing the answers in their journal. The anxiety level was tremendous among the new-comer students. Yet I didn’t want them to think they will fail, nor that they’re excused from this assignment. They have to meet the same requirements as any other student and therefore it was important that I would provide them with the support needed. My modification for them to complete the assignment was the extra time and energy given to help them succeed and I’ve worked hard doing so.

Examples of Student Learning

See exhibits and samples of work attached.

Reflection on Online Teaching

Throughout this module, I have faced many challenges. As I attempted to carry on and deliver some of the activities designed I have encountered major needs for modification. The students didn’t have any prior experience or knowledge in using online tools to download activities, manipulate the various links, or engage in online forums. Their limited writing and language skills hindered the progress of the forums and online discussions.

Creating a video tutorial:

This project and experience brought my awareness to many free online tools that students can use to create their own videos. I thought of some possible ways students can apply what they’ve learned while creating video tutorials throughout the various subjects. I realized that the net offers free and easy to use tools that could engage students in 21st century learning experiences.I thought of the endless possibilities and experience that an assignment of this type would offer the students.For ELL students, video tutorials are a great experience as to enriching their listening skills.As they create the videos they may just practice speaking any formal conversations to practice their speaking proficiency skills.The videos designed don’t have to always present students showing how something is done. I envision ESL students engaging in writing, reading, listening and speaking scripts.Teaching with technology creates vast medium in meeting various learning styles. For example my ELL students are able to take advantage of the technology by listening to a story read to them when they struggle to make out the words in a text. The bilingual dictionaries available for students to use to figure out the meaning of a word within a click of a button close a gap and save time. The students are able to benefit from the visuals that are easily included in videos or slide show. The technology aids the methods of delivery for which both teachers and students may perform.It saves transition time when materials are ready within the click of the button. It helps in saving the energy when the students can refer to a recorded audio or video to tune in to the directions instead of asking the teacher again.

Creating the video tutorials has been an insightful experience for me.I have learned how to manipulate and use the screen casts.Even though I have used this tool as an option during my lessons through Promethean, I hadn’t taken the extra step to upload them online.With Jing I have learned how to capture a screen video tutorial and publish it online, all to the cost of nothing.I have learned that it is important to write your script before you begin your audio recording. Also, even with a script I often found myself making mistakes or stumbling over my words.I became aware that an experience like this (creating a video tutorial) is not a one shot deal. It takes practice, preparation and careful planning.The experience also made me realize some of the frustration my students may undergo as they attempt similar tasks.This would give me heads up on what and how to prepare the students to face these challenges.I have experienced the need to be patient and flexible while using new technology.

Throughout the map activity “My Birth Place”, I needed to provide a specific example of self-introduction. Even though the task of self-introduction may seem simple, the students were not able to follow direction to write the information necessary. The activity was carried on as a whole class, yet it took longer than expected to complete it. I used a Promethean board to model and guide students through the steps, yet many failed to catch up with the class. One adult managing 24 students while each assigned to a computer station was not very effective. Not all the students were able to catch on and stay up to the pace due to the variation in their technology skills. After all, the map activity was engaging, exciting and a offered the students a new experience. As new replies and posts were added to the discussion, students seemed to be more interested. Once they saw few of the students’ replies, and realized how their writing is published for others to see, they carried on to complete their post and attempted to reply to each other’s posts. I think the motivation had driven them to write their best writing. During the forum I noted some students using “texting” language such as “u” instead or “you”, and therefore I jumped in quickly to correct the problem. I had to remind students often that they must reply using complete sentences and spell out the entire words. This experience taught me that I must keep tasks simple and be flexible while introducing new skills. I’ve learned that motivation can and would improve the quality of work. I have also experienced that careful monitoring must be present throughout a discussion. Students tend to goof around to say something silly to one another. As they realize that careful monitoring is in place they take their work more serious.

Research project reflection:

This activity is the major assignment and most time consuming throughout the designed online module. The activity required hybrid environment, whole class computer lab instruction, and independent online work. As I carried on each part of the activity, I stumbled over few obstacles. I often had to rewrite directions, rearrange links, add extra support material, provide continuous feedback and most of all make sure the activity is manageable, and the objectives for each step are clear. Since this was my first time carrying on this type of assignment using online tools and resources, I needed to consider back up plans for each step. The few days we were scheduled to visit the lab, the district had Internet connectivity issues. During that time we decided to create the ppt and save them as templates. The students created each slide and saved them for later. They gathered information whenever the Internet was back up and running. Another major problem I faced was when the entire iLearn site was bugged, and all created work was lost. It took some time and effort to restore the course. Having to group my students was another modification I had to make to meet the learning styles and abilities of my young learners.

Throughout this activity I learned the importance of flexibility, cooperation and adjustment. The students needed a lot of support and I’m very thankful I had created the video tutorials. The students referred to them as needed instead of calling on me or waiting on an adult to support them. The rubrics and notes included in each assignment provided the students with feedback for the completed work. As I returned the assignment to students, I learned about new features available for students. I can upload and submit the documents while including comments and grades. Also students may store their completed work through the course without submitting it for grading. This feature allows the students to reopen their unfinished work from any station and resubmit it for grading. Even though this was guided research and required my continuous support I’m very confident that the students are more comfortable engaging in similar activities in the near future. This activity prepared students for online school-work. After all this activity provided me with experience in carrying on online activities and prepared me to face obstacles as they occur.

Exhibit 1

My Birth Place online forum:

Hello my name is Safwan Nasser and I run fast. I play the OUD. My favorite thing to do is to read and write. My favorite subject in school is math. I was born in California. I liked this activity because when we grow up we're going to have to do stuff like this. I like to use this because its like an email.