Course+Embedded+Assignments-Week+3

​**Reflective Responses to Embedded Assignments - Week 3** = = =EDLD 5368 - Instructional Design - 15 Embedded Hours=

The instructional design course came at a good time for me. It was exciting to learn how to set up an online learning environment for my students. Our interaction with the "Schoology" platform provided an excellent opportunity to practice the skills and learn of the challenges one may encounter in the plan, design, and implementation of the site. I was pleased with my site once I had it up and running. I plan to use it with my students next year.

Using Wiggins and McTighe's "backward design" model as a guide made planning easier. I like to know what a completed project is supposed to "look like." At first, I found it difficult to manipulate the wealth of curriculum, assistive technology resources, and online material that are necessary for planning an entire course. However, by using the principal of beginning "with the end in mind to start with a clear understanding of your destination," ensured that my planning followed logical steps. I found it to be very useful as I planned by lessons for the Schoology site. ,

As I relate this information with the way I have previously thought about lesson design, I find that I have always known the final outcome of the lessons or units that I have planned, but prior to this course I have always planned as the course progressed. Since learning about "backward design," I see that it is a more logical method of planning.

From personal experience, my previous method of planning was not as meticulous as I have learned to implement during this course. I would leave out chunks of information that would have to be inserted at the end of the course. Occasionally, important pieces of information would be taught in a last minute effort to ensure that all objectives in the unit were covered.

In discussing "backward design" and online learning with collegues there have been mixed reviews. Almost all of my collegues could embrace Wiggins and McTighe's model of lesson planning, but only a couple of teachers felt comfortable with online learning. The main issue they expressed was in regard to the lack of teacher/student interaction. They are elementary teachers who feel that teachers need face to face direct teaching. They do not feel that online learning provides enough personal coaching and immediate feedback.

During my Schoology experience, several issues arose. I authored the website and built a student roster. The student roster was comprised of several Lamar collegues and several of my fourth grade students. Because of time constraints, it was difficult for my Lamar collegues to do little more than sign in and acknowledge registration in the course. Two of my fourth graders responded and participated in the lessons. I promised that if they would participate in my Schoology site, I would give them extra points in their classwork and reward them with extra recess. I was the only class leader. There was no conflict or hurt feelings.

The Schoology assignment had a positive effect on my fourth graders. They expressed positive feedback about their experience. They seemed to enjoy online learning. Their only concern was whether or not their parents would have access to the site. For some reason or another they did not want their parents to see what they had written. They would not explain their reasoning.

A question I would like to research has to do with Schoology. I would like to find out if there are other fourth grade teachers that use the site for instruction. If so, I would like to collaborate online as I plan lessons for next year. I am puzzled about how to best use Schoology in my school. I do not know whether to use it as a work station, as remediation, or as an online tutorial.











=EDLD 5366 Digital Graphics, Animation and Desktop Publishing - 12 Embedded Hours=

This course proved to be one of my absolute favorites!.I enjoyed creating the four-page newsletter for my school. It was exciting to design a school logo and work with various fonts and columns that play a huge role in the design of the newsletter. I played around with the size and shapes of the columns until I was pleased with their design. Creating the content was almost effortless because I was able to incorporate current events from my classroom and school. I did meet with some challenges as I was putting my newsletter together. Alignment was an issue, as was proximity. I had to reconstruct text boxes after inserting photos. After I finally mastered the layout and design, I completed the project and published it. I gave copies of the newsletter to my principal and several faculty members and asked them to critique my work. I received positive feedback regarding ease of readability, good use of color, contrast, and white space, They remarked that the newsletter was well laid out and contained all the elements required in my assignment. I felt a sense of satisfaction in my ability to create a well-written, well designed publication.

When in high school, I worked on the school newspaper. When I compare that technology with what we have now, the changes are overwhelming. We used to typeset, layout and design the copy by hand. Now it is implemented with program templetes and keystrokes. Online newspapers and newsletters now have the capability of clicking over words (buttons) that take the reader from page to page. Technology has come a long way from "the good old days!"

Now that I have completed the course, I have continued to publish a monthly newsletter for my fourth grade class. Students enjoy being the reporters and photographers. I type the content and publish the paper. We distribute it to all fourth grade students and all faculty and staff.

It is interesting to note that many of my collegues and their students enjoy reading the newsletter, but no one else has chosen to follow in our footsteps.

I worked on the project by myself and no one else worked with me. I did ask my art teacher for input about my color choices, but no other outside influence was required nor solicited.

The assignment proved to have far reaching effects. My students were pleased to have their own newsletter, and it seemed to bolster their self-esteem. They enjoy seeing their names and photgraphs in print. They are proud to take home their monthly newsletter.

I will search the Web for additonal templets and programs to use in the production of my newsletter. I have already looked at dozens of publishing programs form Open Source and from commercial companies. I would like to know what my collegues recommend.

I am puzzled about whether or not my incoming students will be as willing to publish a newsletter as my students from last year.