Implementation of Learning Design

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

 

For the Overview/Introduction/Start Here section of my course, I will include an introduction that helps students get started and understand what to expect throughout the course. I will begin with a welcome post to introduce myself and create a friendly atmosphere. In this section, I will also outline the course objectives, so students know the key learning goals for the course. Additionally, I will provide classroom expectations to ensure that students understand what is expected of them in terms of participation and behavior. To help students stay on track, I will share a course calendar with important dates and deadlines. Since students are already familiar with completing quizzes on Canvas, they are familiar with the program already but I included a simple guidance video.

 

• How is your instructional design approach realized in the modules?

 

My instructional design approach is realized in the modules through a focus on clear, structured, and interactive learning. Each module is carefully designed to build on the previous one, ensuring that students progress at a steady pace. I’ve incorporated a variety of resources, such as instructional videos, practice activities, and assignments, to cater to different learning styles and keep students engaged. The content is presented in a way that is age-appropriate for 3rd graders, with easy-to-follow instructions and a simple, user-friendly layout. By integrating opportunities for practice and reflection, I aim to support students’ understanding and mastery of the material while fostering a sense of accomplishment as they complete each module. This approach allows students to learn actively and independently while also providing them with the support they need to succeed.

 

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

 

I am sharing the main course goal and outcomes with my learners in the "Start Here" module, which provides an overview of what they can expect to achieve throughout the course. In addition to this introductory module, I have also included the specific outcomes, activities, and assessments for each weekly module. This approach ensures that students have a clear understanding of what they will be learning and how they will be assessed, allowing them to track their progress as they move through the course.

 

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

 

The unit/module is designed to align the outcomes, goals, activities, and assessments in a way that reinforces each other. The modules provide resources, such as the RACE strategy video, anchor charts, and continuous Typesy practice for typing, to support students in achieving the course goals. The activities and practice opportunities, like discussions and interactive exercises, are directly linked to the learning objectives and allow students to apply what they've learned. Assessments, such as quizzes over the BrainPop video and tasks that put the RACE strategy into action, directly correlate with these activities and ensure that students have opportunities to demonstrate their understanding and mastery of the material.

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• Is this student-centered or teacher-led?

 

This course is designed to be student-centered, focusing on providing students with opportunities for active learning and independent application of concepts. While I provide resources, such as the RACE strategy video and anchor charts, and guide the students with assessments and activities, the course structure encourages students to take ownership of their learning. They are given opportunities to review materials at their own pace, participate in discussions, and complete hands-on tasks like applying the RACE strategy and practicing typing. The activities are designed to be engaging and interactive, allowing students to learn by doing, reflecting on their progress, and working through challenges at their own pace, with support available as needed.

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

 

My role as the instructor is mostly as a Facilitator and Coach. As a facilitator, I guide students through the course, provide resources, and set up activities for them to complete. As a coach, I help them set goals, give feedback, and support them as they work on their skills. I also act as a Mentor by answering questions and helping students reflect on their learning, making sure they feel confident and supported along the way.

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• Is the course blended or fully online?

 

The course is designed to be blended, following a rotational model of blended learning. In this model, I will work with a small group of students while the rest of the class works on their modules and typing courses. This approach allows for both individualized attention and the opportunity for students to work at their own pace on the online components, while still benefiting from in-person instruction and practice.

 

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

 

I am introducing myself on the welcome page of the "Start Here" module, where I share a little about who I am and my goals for the course. To build a strong learning community, I plan to incorporate collaborative assignments throughout the course, encouraging students to work together, share ideas, and support one another. These activities will help foster a sense of teamwork and allow students to connect with each other, building a positive and interactive learning environment.

 

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

 

To address the infrastructure, system, and support needs of my learners, I have ensured that all course materials and resources are accessible across multiple devices, allowing students to access the course both at home and in school. I’ve also provided clear instructions on how to navigate the course and troubleshoot common technical issues. To offer additional support, I have made myself available both in person and online, through email and messaging via Canvas. This ensures that students can reach out whenever they need assistance, whether it's technical support or academic guidance, helping them stay on track and succeed.