Digital Learning Environments
FRIT 7235 Learning Module-Calculator Usage
Elements: 3.2, 3.3, 3.4, 3.7
Reflection
The online learning module I created dealt with a problem I had noticed while teaching 4th and 5th-grade math. Teachers are asked to better prepare students with more rigorous math problems. The students were more anxious with the everyday computations instead of diving deeper into the problems. I had tried to have some students use calculators so the computations would not get in the way, but noticed the students knew how to set most problems up on paper but not how to key them into a calculator. After some research on the subject of calculator usage in the classroom, it was determined that a module on how to properly key a calculator would be advantageous.
While designing the module, I began to find that it might be more difficult than first described in the original instructional design document. The most difficult part was finding out what would work for the students since the district’s internet filter blocks most blogging sites and sites it considers to be social in nature. In order to make sure the students would have access to the module I had to build an area then log in to the internet as a student to make sure things worked correctly. This filtering issue also brought problems with designing a discussion board. I found a great site, ProBoards, which allowed me to build a discussion area that would handle what I was asking the students to perform. Unfortunately, it was blocked by the school filter. I had to then quickly find a way using a script inside the Google site. Luckily all the videos and links were checked and worked well.
Although I had no negative feedback from any evaluators I know there were several things I could do along the way to make this module better. I think another online platform other than Google Sites would allow for more versatility in the design. I would also like to design a way to block successive lessons until the student has proved mastery of the one they may be currently working on. As of right now the student does not get immediate feedback to an assessment and just continue with the next lesson. I feel the student would do better if they had response-sensitive feedback to what they may have answered incorrectly. This would allow the student an opportunity to work on a differentiated lesson to reteach them.
The online learning module I created dealt with a problem I had noticed while teaching 4th and 5th-grade math. Teachers are asked to better prepare students with more rigorous math problems. The students were more anxious with the everyday computations instead of diving deeper into the problems. I had tried to have some students use calculators so the computations would not get in the way, but noticed the students knew how to set most problems up on paper but not how to key them into a calculator. After some research on the subject of calculator usage in the classroom, it was determined that a module on how to properly key a calculator would be advantageous.
While designing the module, I began to find that it might be more difficult than first described in the original instructional design document. The most difficult part was finding out what would work for the students since the district’s internet filter blocks most blogging sites and sites it considers to be social in nature. In order to make sure the students would have access to the module I had to build an area then log in to the internet as a student to make sure things worked correctly. This filtering issue also brought problems with designing a discussion board. I found a great site, ProBoards, which allowed me to build a discussion area that would handle what I was asking the students to perform. Unfortunately, it was blocked by the school filter. I had to then quickly find a way using a script inside the Google site. Luckily all the videos and links were checked and worked well.
Although I had no negative feedback from any evaluators I know there were several things I could do along the way to make this module better. I think another online platform other than Google Sites would allow for more versatility in the design. I would also like to design a way to block successive lessons until the student has proved mastery of the one they may be currently working on. As of right now the student does not get immediate feedback to an assessment and just continue with the next lesson. I feel the student would do better if they had response-sensitive feedback to what they may have answered incorrectly. This would allow the student an opportunity to work on a differentiated lesson to reteach them.
FRIT 7233 Book Trailer and Storyboard
Elements: 3.2, 3.7
Reflection
FRIT 7233 had a module where I had to find a book that meant something important to me and then work on developing a book trailer. I had been talking with the students in my class about perseverance so, Henry's Freedom Box really struck that chord. It actually took more to do this than I had first imagined. It was important that I first develop a storyboard to make it easier to follow as I was making the video. I decided that the best way to accomplish this was to have two storyboards, one for the visual cues and one for the actual narration. It wound up being a great learning experience. There were three programs used to put this videocast together. The music was altered with the use of Audacity. The initial videocast was captured using Screencast-o-matic. I used Wondershare's Filmora Video Editor to put all of the media together and produce. I have played around with making videos but this course specifically helped me find the resources to develop well thought out, well developed videos. I have since learning this process made several others for many different venues and learning opportunities.
FRIT 7233 had a module where I had to find a book that meant something important to me and then work on developing a book trailer. I had been talking with the students in my class about perseverance so, Henry's Freedom Box really struck that chord. It actually took more to do this than I had first imagined. It was important that I first develop a storyboard to make it easier to follow as I was making the video. I decided that the best way to accomplish this was to have two storyboards, one for the visual cues and one for the actual narration. It wound up being a great learning experience. There were three programs used to put this videocast together. The music was altered with the use of Audacity. The initial videocast was captured using Screencast-o-matic. I used Wondershare's Filmora Video Editor to put all of the media together and produce. I have played around with making videos but this course specifically helped me find the resources to develop well thought out, well developed videos. I have since learning this process made several others for many different venues and learning opportunities.
McFatridge-storyboad for Book Trailer by Lee McFatridge on Scribd
FRIT 7233 Instructional Screencast
Elements: 3.2, 3.5, 3.6, 3.7
Reflection
There was another module in FRIT 7233 which had us develop an instructional screencast. I had to first develop a task analysis as well as an outline for the task. Then, write a script for the video to make it easier with its production. This was one of those assignments that I could use not only for this course but turn around and use it in my school. We were having issues with teachers signing students up for MobyMax.com and needed to describe the proper steps. We have been using MobyMax for several years and every year we must re-upload and register all the students. I began to wonder if there was a way to make sure we could work smarter not harder. By taking a few steps this first time it will make it more simple next year to just promote the students to the teacher's account. I needed a way to get the information to all those involved with registering students and a published screencast was the best option. Teachers and staff can watch or follow along as they either register their students or go back and change any information that may be needed. Although the intended audience for this instructional screencast is the teachers and staff of North Harlem Elementary, it could also be used for other schools that want to learn how to properly register their students.
There was another module in FRIT 7233 which had us develop an instructional screencast. I had to first develop a task analysis as well as an outline for the task. Then, write a script for the video to make it easier with its production. This was one of those assignments that I could use not only for this course but turn around and use it in my school. We were having issues with teachers signing students up for MobyMax.com and needed to describe the proper steps. We have been using MobyMax for several years and every year we must re-upload and register all the students. I began to wonder if there was a way to make sure we could work smarter not harder. By taking a few steps this first time it will make it more simple next year to just promote the students to the teacher's account. I needed a way to get the information to all those involved with registering students and a published screencast was the best option. Teachers and staff can watch or follow along as they either register their students or go back and change any information that may be needed. Although the intended audience for this instructional screencast is the teachers and staff of North Harlem Elementary, it could also be used for other schools that want to learn how to properly register their students.
Standard 3: Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.
- Element 3.1 Classroom Management & Collaborative Learning - Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources.
- Element 3.2 Managing Digital Tools and Resources - Candidates effectively manage digital tools and resources within the context of student learning experiences.
- Element 3.3 Online & 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.
- Element 3.4 Adaptive and Assistive Technology - Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs.
- Element 3.5 Basic Troubleshooting - Candidates troubleshoot basic software and hardware problems common in digital learning environments.
- Element 3.6 Selecting and Evaluating Digital Tools & Resources - Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure.
- Element 3.7 Communication & Collaboration - Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community.