Standard 3.3 - Online and Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Artifact: Multimedia Design Project
The Multimedia Design Project is used to demonstrate artifact 3.3. During this field experience, I designed and developed a technology-enhanced learning experience via a WebQuest utilizing elements of multimedia design, including proper use of audio, graphics, video and website creation. Using Weebly as a website creator, I enhanced my engaged learning project as I modeled and facilitated the use of digital tools with the 6th SS European Environment WebQuest.
The 6th SS European Environment WebQuest demonstrates my ability to model and facilitate the effective use of digital tools and resources in online and blended learning environments. This artifact was organized around the research based, best practice instructional design model known as the Workshop Model. Using this model I made sure to include a mini lesson, work period, and reflection into my WebQuest. Students had to use creative thinking and make collaborative decisions in order to evaluate causes of pollution in Europe throughout the WebQuest. Students used creative thinking by creating a collaborative Google Slide presentation for the European Commission on the Environment with evidence, pictures, and recommendations for reducing pollution. Students used problem solving skills throughout the WebQuest by utilizing resources to gather evidence on their chosen area of pollution. The problem solving was authentic when students had to evaluate the causes of pollution and support a plan to reduce pollution levels.
When I complete this lesson, my school was beginning their journey toward 1:1. When I developed this lesson, I first sought the input of my professional learning network to support and extend student learning. After my initial success with this lesson, I shared my experience, resources, and lesson with my coworkers to expand opportunities and choices for professional learning for teachers and administrators. Because we had several new 1:1 classrooms, we were constantly being asked to share our 1:1 successes and strategies during professional learning for teachers and administrators.
This was one of the first Webquests that I did with my 1:1 classroom. I learned to include resources and information in specific chronological steps for students. In addition, I learned the most from my students because I learned how to manage a classroom of devices, facilitate a digital assignment with built-in student choice, and maximize the use of collaboration with Google Slides. Next time, I would definitely do more modeling of the assignment. Being our first WebQuest, some students thought that they had to wait on me instead of proceeding at their own pace.
This was a big impact on how I viewed digital assignments. Other teachers were eager to implement similar instructional strategies in their classrooms because they enjoyed the use of digital skill sets being combined with academic prowess. The impact can be assessed by the increasing number of teachers that utilize WebQuests or have students create their own as an artifact.
The 6th SS European Environment WebQuest demonstrates my ability to model and facilitate the effective use of digital tools and resources in online and blended learning environments. This artifact was organized around the research based, best practice instructional design model known as the Workshop Model. Using this model I made sure to include a mini lesson, work period, and reflection into my WebQuest. Students had to use creative thinking and make collaborative decisions in order to evaluate causes of pollution in Europe throughout the WebQuest. Students used creative thinking by creating a collaborative Google Slide presentation for the European Commission on the Environment with evidence, pictures, and recommendations for reducing pollution. Students used problem solving skills throughout the WebQuest by utilizing resources to gather evidence on their chosen area of pollution. The problem solving was authentic when students had to evaluate the causes of pollution and support a plan to reduce pollution levels.
When I complete this lesson, my school was beginning their journey toward 1:1. When I developed this lesson, I first sought the input of my professional learning network to support and extend student learning. After my initial success with this lesson, I shared my experience, resources, and lesson with my coworkers to expand opportunities and choices for professional learning for teachers and administrators. Because we had several new 1:1 classrooms, we were constantly being asked to share our 1:1 successes and strategies during professional learning for teachers and administrators.
This was one of the first Webquests that I did with my 1:1 classroom. I learned to include resources and information in specific chronological steps for students. In addition, I learned the most from my students because I learned how to manage a classroom of devices, facilitate a digital assignment with built-in student choice, and maximize the use of collaboration with Google Slides. Next time, I would definitely do more modeling of the assignment. Being our first WebQuest, some students thought that they had to wait on me instead of proceeding at their own pace.
This was a big impact on how I viewed digital assignments. Other teachers were eager to implement similar instructional strategies in their classrooms because they enjoyed the use of digital skill sets being combined with academic prowess. The impact can be assessed by the increasing number of teachers that utilize WebQuests or have students create their own as an artifact.