Module 11_2: GAVs Analysis

Module 11_2 – GAVs Analysis

Most Surprising Aspect

The most surprising aspect of GAVs for me is the structure and organization of the course.  I did not expect the highschool course to be organized similarly to the courses I take online.  However, not only does GAVs have some of the same elements and features, but GAVs also offers a plethora of information inside each learning module.  I was surprised at how intense and informative some of the economics modules were. 

In addition to structure and organization, it also surprised me that the teacher is not the sole instructional designer for the class (which would be a lot of work).  I always thought that an online instructor designed his course from beginning to end.  Instead, through GAVs I learned that the modules are already designed, and the teacher acts as a facilitator to deliver the information.  However, the teacher does have some autonomy with discussion posts, how tasks are approached, the news bulletins, due dates, and how assignments are turned in.  Just like a face-to-face curriculum that is given to the teacher, GAVs provides the curriculum and leaves it up to the teacher to make it his own.

Positive Attributes

I love the flexibility of online teaching.  Both students and teachers essentially work at their own pace.  I like that students can go back through any of the modules when they need to review, and that the teacher can provide feedback to students via the course platform.

GAVs introduces students to a lot of instructional technology tools that can be utilized to complete assignments.  Online teaching gives teachers the opportunity to assign more tasks that utilize Web 2.0 tools.  To me, this integration of technology into content is very important, and seems easier to do in a virtual environment.

Negative Attributes

As I completed an assignment for this course, I went into the logistics part of the site in which I am interning.  I noticed that there were some students that did not log in very often.  When I initially interviewed my mentor teacher, we discussed some of these issues.  I still have not come up with ways to ensure that students are utilizing what is being offered in the online environment other than to make sure the material is engaging.  My mentor teacher has engaging material but still has some students that do not log in very often.  The downside to teaching online is managing student participation.

My Interest in Online Teaching

GAVs has actually increased my interest in online teaching.  I would love to facilitate group discussions, integrate technology into my instruction, and collaborate virually.  Plus, I am interested in the flexibility that GAVs offers.  Teachers do not have to be in one central location as lessons, meetings and professional development are held online.  I have spent a number of years face-to-face. I would welcome the opportunity to teach in a new environment.  From my experience throught this internship, online teachers are still able to be creative while using their pedagogical and technological skills to deliver content.  My next step is to find out more about teaching elementary courses online.  It would be interesting to see how those work.

Module 11: Becoming an Online Instructor

Module 11– Becoming an Online Instructor

            According to the GAVs website, applicants must:

• Have a valid certificate
• Hold certification in the area being applied for
• Possess excellent computer skills
• Have a willingness to spend time online
• Complete a GAVs training program

These are the minimal requirements for seeking employment through GAVs.  However, enrollment and needs must also be taken into consideration before an educator is hired.

            I also viewed some other websites to find out more about requirements for becoming an online instructor.  I viewed K-12 and Connections Academy.  Both require teachers to be certified, have experience using technology, and to obtain training in virtual teaching and management.  K-12 and Connections Academy seem consistent with GAVs when it comes to teaching requirements.  The only major difference is that K-12 and Connections Academy offer elementary courses in addition to highschool courses. 

            My Georgia Southern coursework in the Masters and Specialists programs coupled with the two years spent as a media specialist, have given me the technological skills necessary to obtain a position online.  Additionally, I spent five years in the classroom in the United States, two years as an Instructional Coach, and am now teaching overseas.  I think I am pretty well rounded when it comes to experience, and have had the opportunity to serve in a variety of capacities that have allowed me to utilize my technological skills.  According to learn.org, in order to obtain a position as an online teacher, one must have an understanding of both technology and education.  Additionally, it is suggested that one has good communication skills in order to reply to emails, write clear and concise instructions, and interact virtually with students and parents.  I think communication primarily in a virtual environment would be an adjustment as face-to-face teachers speak a lot.  However, I do not think this would be an impossible or hard adjustment to make.

Despite my pedagogical and technological training, additional training would be needed on the platforms used by whichever institution I might apply for (i.e. Folio or Brightspace).  However, through my research, it seems as though companies offer training for these platforms before applicants begin to teach the online course. 

How to Become an Online Instructor in 5 Steps. (n.d.). Retrieved from 

  http://learn.org/articles/Online_Instructor_How_to_Become_an_Online_Instructor_in_5_Steps.html

Module 10 _2: Instructional Design

Module 10 _2 – Instructional Design

            Based on my observations, the GAVs course that I am interning in demonstrates thorough instructional design.  If each module is analyzed using any Instructional Design model (Gagne, ADDIE, ASSURE, etc), it is evident that each of the components are taken into consideration when planning for the online content.  However, this reflection will be based on an interesting article that I came across.  Sue-Jen (2014) suggests that in order to maintain the quality of lessons without having to compromise the quantity of content, online instruction must be designed using a blended approach that merges objectivist and constructivist theories.  She states that a solely constructivist approach requires more time and effort from both students and teachers, which is not always available in online situations.  Therefore, Sue-Jen (2014) conducted a case study in which she designed an online course using components of both objectivism and constructivism.

            Sue-Jen (2014) proposes that the blended approach requires immediate feedback and scaffolding.  This is very evident in the GAVs course.  The students receive immediate feedback through discussion forums as well as through the use of rubrics.

            Sue-Jen (2014) states that an example of the blended approach allows students to complete group supported independent projects in which students complete projects at their own pace while collaborating with peers.  GAVs embeds projects and tasks throughout each module after chunks of information has been presented.  This assessment throughout instruction approach is very constructivist.  However, allowing students to complete the project at their own pace, and receive feedback and suggestions from their peers are demonstrations of what Sue-Jen (2014) has deemed the “blended approach.” 

            It is clear that GAVs develops the goals and objectives for students and sequences the learning.  However, real world problems are embedded throughout modules.  Thus, there is a blend of objectivism and constructivism.  For example, one objective is for students to understand the concept of opportunity costs.  With this, students are asked to think of decisions they have to make in their own lives and explore the opportunity costs.  The goal was set by the designer of the module, but the exploration is problem based and helps the student make a connection to the real world.

            Sue-Jen (2014) found that blending objectivist and constructivist ideas in an online classroom environment worked well when students were orientied properly and familiarized with how the course runs.  GAVs does this through the orientation module as well as through screencast tutorials about how to navigate through the site.  Sue-Jen (2014) also states that assessments must be continuous and embedded in instruction.  GAVs does this through discussions, tasks, quizzes, and projects.  GAVs even chunks material to ensure that students are assessed throughout modules.

            In my opinion, GAVs clearly demonstrates thorough instructional design that combines elements of objectivism and constructivism.  The modules are well organized and allow for self-paced exploration of content.  There is a good balance of established objectives and continuous assessments in each module. 

Sue-Jen, C. (2014). Instructional Design Strategies for Intensive Online Courses: An Objectivist-

     Constructivist Blended Approach. Journal Of Interactive Online Learning, 13(1), 72-86.

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria: Association for 

     Supervision and Curriculum Development.

http://www.instructionaldesign.org/theories/conditions-learning.html

Module 10: Instructional Design

Module 10 – Instructional Design

I decided to critique the instructional design of my internship course using Gagne’s theory of instructional design.  I have listed each of the nine events of instructions and the corresponding elements found that show evidence of the particular event:

Gain attention – I find it rather unique how attention is gained in each module.  There is a section called “Module Minute” on the first page of each module.  In this section, texts and audio tell what is to be expected and why.  It often connects the context to real life, making the content relevant. 

Provide a learning objective – The learning objective is evident through the essential questions that are listed on the first page of each module.  Additionally, key terms are listed, making it explicitly known what is to be learned in the module. 

Stimulate recall of prior knowledge – This is not evident in the modules.  None of the modules reference other modules or mention prior learning.  Although the modules seem to build off of each other/scaffold, there is no evidence of stimulating prior knowledge

Present the material – Material is presented in a variety of ways.  Each module contains videos, text, and audio pertaining to the content.  Additionally, the material is chunked for better understanding.  For example, in the “Personal Finance” module, after reading about budgeting, students are asked to test their budgeting skills through a task.  Once the task is explained, a new concept about personal finance is introduced.

Provide guidance for learning – Each module presents the material in a variety of ways.  At times, cloze paragraphs are used as a form of note taking for students.  Additionally, the sidebar always includes links to more information about the topic at hand as well as links to handouts that students may need.

Elicit performance – Students are given a variety of tasks in each module.  An example of a task is using the PACED make a decision.  Instructions for these tasks are written in the modules themselves.  Additionally, instructions are often found in pdf or Word documents on the sidebar.  Rubrics are also provided so that students know what they are expected to complete.

Provide feedback  - Since rubrics are provided, my mentor professor usually uses the rubrics to grade tasks.  Individualized feedback is provided as he uploads a rubric for each student.  More immediate feedback is given during weekly discussion posts pertaining to the topic in the module for that particular week.

Assess performance – Each module contains quizzes after chunks of material has been presented. Additionally, assignments are distributed throughout the modules.  A final project or test is given at the end of every module.  For example, one module asks students to create a photo journal as a final project while another module gives a timed test as a final assessment.

Enhance retention and transfer –Each module has a section entitled, “module wrap-up” in which students are given a list of all self assessments, tasks, and quizzes that should have been completed in the module.  Each item is hyperlinked so that students can go back and ensure that they have met all expectations before proceeding to the final assessment/project.  In addition, a section entitled “review” includes a crossword puzzle, word search, or other quick simulation for students to complete using the content and key terms from the module.

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria: Association for 
     Supervision and Curriculum Development.

http://www.instructionaldesign.org/theories/conditions-learning.html