Narrative

Narrative

Roxanne Turner & Stacy Phillips Final Project Narrative

 Our module was designed to mirror current research about best practices of distance learning. Before beginning our module, we formed a design plan that included several different types of media because we felt that incorporating Gardiner’s Multiple Intelligences was key in engaging all of our learners. We included activities that would tap into the visual, auditory, musical, verbal/linguistic and logical mathematical learners. In our planning, we chose a topic that required students to review prior concepts which complimented our face to face teaching that took place in the classroom. Our research on instructional strategies in distance learning suggested that beginning to expose children to distance learning at a young age will allow them to be ready for more complex distance learning situations later in their education (Passey). We were also conscious of the design dimensions including clarity, organization, structure and aesthetical attractiveness (Pomales-Garcia, C., Lopez, A. D., & Liu, Y.) In our planning, we made purposeful choices when evaluating activities and chose sites and programs based on prior positive experiences.

In our instructional strategies, we included several different engaging technologies, such as videos, games, virtual manipulatives, Voice Thread and word processing. One of the good practices mentioned in our reading was to encourage contact between students and faculty, which was supported by having the students post responses to activities and comment on other classmates posts (Chickering). We hope that this not only gives us an informal assessment of their knowledge at that point in the module but also helps develop social presence among classmates and facilitators. Keeping the Seven Principles of Good Practice in mind, we were sure to provide the students with active learning techniques, realistic time amounts for on task behavior, respect for different ways of learning as well as emphasizing high expectations (Chickering). Our module, even though it is a re-teaching or review module, is rigorous and relevant to our students.

 In order to assess the students’ knowledge of place value, we asked them to show what they knew using Voice Thread which enables them to speak, share a document and/or a video and allows comments from others as well. This interactive assessment tool supports many of the research based best practices mentioned previously. There is also a quiz assessment so that students have multiple assessment tools to be sure we are accurately assessing student knowledge (Kirkwood, A., & Price, L.). Research also supports frequent check ins during a distance learning module to ensure that the students are understanding the content and maximizing their learning, which is why we have provided opportunities for discussion or sharing of knowledge after each activity (Lorenzetti).

Chickering, Arthur and Stephen C. Ehrmann (1996), Implementing the seven principles: Technology as lever," AAHE Bulletin, October, pp. 3-6.

Kirkwood , A., & Price, L. (2008). Assessment and Student Learning: A Fundamental Relationship and the Role of Information and Communication Technologies. // Open Learning //, 23(1), 5-16. Retrieved from EBSCO//host//.

Lorenzetti, J.P. (2005, September 15). Beyond multiple choice: assessment for online learning. Distance Education, 9(18), 1-7, 3p.

 Passey, D. (2000) Developing teaching strategies for distance (out-of-school) learning in primary and secondary schools. // Educational Media International //, 37(1),DOI: 10.1080/095239800361518

 Pomales-Garcia, C., Lopez, A. D., & Liu, Y. (2010). Design Dimensions and Attributes for Web-Based Distance Learning Modules. // American Journal of Distance Education //, 24(1), 21-39.

