5.1 Candidates will be able to develop an online facilitation plan based on best practices of online learning and teaching that demonstrates their ability to teach in the online environment.
Key concept 5.1 was addressed in ET631 through our Online Facilitation Plan. The plan was for a six-week course which was designed using the R2D2 method for online facilitation. The R2D2 method organizes the online content in the following areas: Reading/Viewing, Reflecting, Displaying, and Doing. In this plan, there were six lessons which revolved around the concept of using UDL in the classroom. Each lesson had content that needed to be viewed or read on UDL. In the reflection section students usually completed a blog post or answered some type of question in an online format such as a Padlet or VoiceThread. Then each lesson included a displaying section in which key information was displayed. In this case it could be the UDL principles, the interactive UDL matrix, or the interactive UDL wheel. Finally, each lesson contained a section titled Doing. This section included the graded activities for the week. The R2D2 structure was very good at keeping the organization of the course consistent and clear. Along this same line, we also incorporated COI (Community of Inquiry) principles, making sure that within the online course itself that there was evidence of a social presence, teaching presence, and a cognitive presence. Within an online course the teacher must be aware to ensure that students are interacting with each other, that the teaching pedagogy is solid, and that the content and academic rigor is included. I included the Online Facilitation Plan as well as two models, R2D2 and COI.
Key concept 5.1 was addressed in ET631 through our Online Facilitation Plan. The plan was for a six-week course which was designed using the R2D2 method for online facilitation. The R2D2 method organizes the online content in the following areas: Reading/Viewing, Reflecting, Displaying, and Doing. In this plan, there were six lessons which revolved around the concept of using UDL in the classroom. Each lesson had content that needed to be viewed or read on UDL. In the reflection section students usually completed a blog post or answered some type of question in an online format such as a Padlet or VoiceThread. Then each lesson included a displaying section in which key information was displayed. In this case it could be the UDL principles, the interactive UDL matrix, or the interactive UDL wheel. Finally, each lesson contained a section titled Doing. This section included the graded activities for the week. The R2D2 structure was very good at keeping the organization of the course consistent and clear. Along this same line, we also incorporated COI (Community of Inquiry) principles, making sure that within the online course itself that there was evidence of a social presence, teaching presence, and a cognitive presence. Within an online course the teacher must be aware to ensure that students are interacting with each other, that the teaching pedagogy is solid, and that the content and academic rigor is included. I included the Online Facilitation Plan as well as two models, R2D2 and COI.
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