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. (PSC 3.3/ISTE 3c)
Artifact: Multimedia Design Project Assessment (MDPA) Report
Reflection:
The Multimedia Design Project encompasses a WebQuest that was created for students to learn about the life cycle of several animals that can be seen at Zoo Atlanta. This report contains all the components of a lesson plan, steps to implement analysis, websites, evaluation, and reflection. The product outlines the appropriate use of audio, graphics, video, and other design elements that demonstrates effective design. While the WebQuest was designed for second-grade students in Georgia, it could be used for any curriculum that focuses on an animal’s life cycle.
Standard 3.3 states, “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. Through the creation of the actual WebQuest, I was able to developa digital tool that incorporated several design elements and resources to support student learning. As students navigated through WebQuest, I was forced into the role of a facilitator; supporting students learning by modeling, giving students a choice, and providing feedback. I was also able to extend student learning by giving requiring students to tap into those high levels of thinking by allowing students to create an original piece. Implementing this WebQuest allowed me to facilitate an online and blended learning environment. I expanded opportunities for professional learning by offering to train teachers on creating and implementing WebQuests in their classrooms.
Creating the WebQuest allowed me to build and share a multimedia design that included audio, graphics, video, and other essential design elements. Creating this artifact also allowed me to not only teach students but teach my colleagues another way to teach 21st-century students. I believe WebQuests are great tools to support learning because it allows students to learn through experience. As a result, I would change the way I shared the resource. Instead of sharing it with my second-grade colleagues, I would share it with other grade levels through professional developments. Not only will this encourage teachers to use WebQuest, but it will also impact faculty development.
The work that went into creating this artifact impacted faculty and student learning. This artifact impacted faculty because it exposes educators to other teaching methods, such as blended learning. It also helps to increase student engagement and promote critical thinking. This artifact impacted student learning because it allows students to learn through experience.
The Multimedia Design Project encompasses a WebQuest that was created for students to learn about the life cycle of several animals that can be seen at Zoo Atlanta. This report contains all the components of a lesson plan, steps to implement analysis, websites, evaluation, and reflection. The product outlines the appropriate use of audio, graphics, video, and other design elements that demonstrates effective design. While the WebQuest was designed for second-grade students in Georgia, it could be used for any curriculum that focuses on an animal’s life cycle.
Standard 3.3 states, “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. Through the creation of the actual WebQuest, I was able to developa digital tool that incorporated several design elements and resources to support student learning. As students navigated through WebQuest, I was forced into the role of a facilitator; supporting students learning by modeling, giving students a choice, and providing feedback. I was also able to extend student learning by giving requiring students to tap into those high levels of thinking by allowing students to create an original piece. Implementing this WebQuest allowed me to facilitate an online and blended learning environment. I expanded opportunities for professional learning by offering to train teachers on creating and implementing WebQuests in their classrooms.
Creating the WebQuest allowed me to build and share a multimedia design that included audio, graphics, video, and other essential design elements. Creating this artifact also allowed me to not only teach students but teach my colleagues another way to teach 21st-century students. I believe WebQuests are great tools to support learning because it allows students to learn through experience. As a result, I would change the way I shared the resource. Instead of sharing it with my second-grade colleagues, I would share it with other grade levels through professional developments. Not only will this encourage teachers to use WebQuest, but it will also impact faculty development.
The work that went into creating this artifact impacted faculty and student learning. This artifact impacted faculty because it exposes educators to other teaching methods, such as blended learning. It also helps to increase student engagement and promote critical thinking. This artifact impacted student learning because it allows students to learn through experience.