EDLD 5318 Module 2: 
Design 
Implementation

Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

The Start Here (Module 0) is at the top of the course to capture the attention of students when they first enter the course. A link to this initial welcome module is also provided on the course stream to help guide students. The first link in this module brings students to an introduction video that explains the purpose, learning objectives, and duration of the course. ​

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Where are you sharing the main course goal and outcomes with your learners?

The overall course goal (BHAG) is available in multiple places within the course to ensure students are aware. It is one of the first sections in the course outline, it is in the first couple of slides of the welcome video, and it is the description of the course on Google Classroom.

 

How will you address the infrastructure, system, and support needs and issues the learner may face?

Within the start folder where students will begin the course is a Help Form that will send an email directly to my instructor email on the student’s behalf. I have found that students are more comfortable with asking questions in help forms because they do not have the pressure of writing a formal email to the instructor. The form is for both structure and content questions. 

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Is this student-centered or teacher-led? Is the course blended or fully online?

This professional learning course is student-led. The course will be entirely asynchronous & online. There are no required meeting times to accommodate the schedules of over 290 staff members, according to the RRHS 2021-22 TAPR (Texas Education Agency, 2022). Students will give feedback to their peers to develop responsive networks that will replace traditional classroom hierarchy as recommended by Donald Schon (1984).

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​What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?

The course instructor will serve primarily as a facilitator and coach. They will review student work and discussions to ensure norms are followed and learning objectives are met. If students are struggling to master an objective, the instructor will provide additional probing questions and feedback to guide the learners. If additional resources are identified as needed, the instructor will provide them to enhance student learning. As the course moves into the implementation phase after the first 5 modules, the role of the instructor will primarily be as a coach by providing resources and strategies to meet the needs of students as they implement their learning in the classroom. 

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How does the unit/module align outcomes/goals activities and assessment?

Each module contains one to two learning objectives for students to master with an activity to assess their mastery of the objective. The first module is the heaviest content-wise as it introduces the foundational knowledge for the remainder of the course. This is the only module with an Assessment OF Learning. In module 2 students must apply and integrate the information learned into their teaching discipline. In modules 4 and 5 learners are tasked with the creation of models and a differentiated lesson plan as an Assessment FOR learning.

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How is your instructional design approach realized in the modules?

The design approach for this course is rooted in Bloom’s Taxonomy (Top 7 Instructional, 2021). Students will first explore new information before applying it to their own instructional practice. Following the integration into their discipline, teachers will evaluate the effectiveness of their practice and that of their peers. Toward the end of the course, students will demonstrate their learning by creating a lesson plan that features the language objectives and instructional supports presented in the information. This is constructivist in nature as teachers will use their prior knowledge and expertise in their discipline and expand on it with their learning regarding EBs. Teachers are not expected to adopt specific strategies in their entirety, but to adapt them to fit within their current instructional practices. 

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How are you introducing the course and yourself and how are you building the learning community?

The course is introduced in the introduction video with further details in the Course Outline. The introduction video, course outline, and Help Form Page have the instructor's contact information. As the instructor of the asynchronous online course, I have intentionally worked to include my presence in the course materials. I appear in all the Course and Module overview videos. I have also created a model introduction video on FlipGrid. 

To build a positive and collaborative learning community I have included a discussion board activity for every module. This will give students a forum to share their work and build their ideas using peer feedback. Norms have been set for collaborative interaction using the ROPES - used in my classroom. (Respect, Open, Positive, Encouraging, and Safe). Students are introduced to these norms in the Course introduction video. 

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What is the ratio or percentage of synchronous to asynchronous collaboration?

The course is designed to be entirely asynchronous and online to allow teachers with different schedules to interact on discussion board assignments. There is currently a 45:55 ratio of assignments to be completed independently to those completed in an open discussion forum in the first 5 modules. The discussion forum is designed for students to share ideas and receive feedback from peers to broaden their perspectives on issues or enhance their final products. Students' final products in their individual assignments will be unique to their classroom and student needs. These assignments will be enhanced by collaboration in the discussions. The discussion forum will enable public learning and problem-solving carried forward into the classroom of teachers as recommended by Donald Schon (1984).

 

For example, in Module 1 students will develop solutions for barriers to EB learning. By reading their peers' posts they will be able to learn from the perspectives of others. Module 2 will similarly broaden learners’ perspectives by sharing ways in which different classes have students utilize the four elements of language. Another example in Module 3 has students identifying high-leverage vocabulary for their disciplines. They will review the terms chosen by their peers to identify words that appear across other levels and disciplines. This will help the learner identify the best terms to use in the creation of model vocabulary activities. 

 

The Implementation Support Module will be primarily collaborative through asynchronous discussion boards.

 

Additional Notes

All videos have been reviewed to ensure they have closed captions or transcripts available for accessibility purposes. Accessibility was checked using the OSCQR Course Design Review Score Card from SUNY Online (2021).

 

References for all materials used in the course are at the end of each Module Overview Video in the Course Bibliography (in the welcome folder and on the course outline).

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There were no suggestions given for improvement from peers.