Atoya Martin - DEVELOPER NOTEBOOK TABLE OF CONTENTS Chapter 1 DN #1 Feedback Chapter 2 Lab Part 1 Part 2 DN #2 Course 1.

0 Feedback, Chapter 3 Building a Virtual Classroom Lab #2 Course 2.0 Online Course Module Feedback Chapter 4 DN #3 Part A Part B Chapter 5 Course 2.5 DN #4 Chapter 6 Course 3.0 Chapter 7 DN #5

Chapter 1
Foundations for Thinking About Online Learning

DN #1
Your First Developer Notebook Entry should therefore include the following elements: Notes, comments and reflections grounded in your readings (please cite with author and date the readings that help to inform your responses to these 3 questions):

What proof is there for the effectiveness of online learning? Chickerings Seven Principles give proof that online learning can work well if closely built upon the principles. Principle # 4 stood out to me because I think about the mountains of paperwork that I bring home to grade and by the time the students receive it back, we have moved on or it doesnt have the impact expected. online learning can provide prompt feedback via email, chat rooms, collaborative work areas. With the current trend of social media students can receive immediate feedback via twitter, facebook and other sites that can be on a mobile device allowing the teacher to receive and respond when it would not have been an option before.

What questions remain for you about online learning and teaching? The Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (xvi) indicates that blended & purely online courses have similar results regarding how much students learn. I want to know how these findings will affect an elementary classroom? Can a blended approach be taken for my second grade class? If so, how?

What initial thoughts do you have about the standards for online learning and teaching based on your review of the rubrics? My initial thoughts are they are very much aligned with the standards for a classroom teacher. the iNACOL national standards goes into further detail about the overall structure of the online programs and Im not that familiar with the details of how our publics school system is set up at the administrative level because of my limited roles in the district. The tasks are broken down into digestible items that can be identified in a lesson plan, unit or the set up of a program. The checklist can be useful if planning a to execute a lesson or while building the foundation and structure of a program. Also, start imagining what you would like to create. Please tell us: Grade Level Second grade

Subject Math

Particular Curricular Unit you are thinking of developing Money - Making Change

What do you want your course to look like? I want the course to be interactive and simulate experiences where students may have to purchase things and make change. I would also like to include literacy, where they hear a story and visualize it in their head to solve a problem.

What your ideas/thoughts/dreams for class interaction for both teacher and students? At the second grade level, I can see this course existing within our class. It can be used at a center and I will introduce the course and allow students to work together to complete tasks. The teacher will act as a guide and facilitator listening to concerns but not giving direct answers. The responsibility for sense making will remain with the students. How do you think you will assess students? students will be able to post their reflective audio answers for my review. This will allow me to assess how well the student is able to communicate the answer. Also, if there is a group project, the group can leave a recording of group work or meetings for assessment. What are some of the social, ethical, legal, and human issues surrounding the participation in your online course? The human issue will be around availability at home. We are equipped with computers and laptops at school, but not all students have access to these things at home.

Chapter 2
Learning Management Systems

Lab
Part 1
1. Visit this Google Doc that lists several key features of content management systems. Once there, make a copy of it and rename it to include your last name (e.g., CEP 820 CMS Comparison Tool SAWAYA)

2. In your copy of the spreadsheet, add three different CMS options that you're considering along the top row. Go down the list of features and identify 7ish features that are absolutely essential for your teaching context. If you have specific needs that are not listed in this feature list, add them. 3. For each critical feature, give a rating of 0, 1 or 2. a. 0= not provided b. 1 = provided but could be improved in some way c. 2 = provided and easy to use 4. Tally up the features. Which CMS seems to come out ahead? Schoology came out ahead by 8 points over Edmodo. The two were similar to me, but schoology is set up specifically as a LMS and has some built in features that edmodo didnt such as an easy accessible blog and a gradebook. Schoology also has a feature that can allign common core standards to the content in posted assignments. This was the most helpful feature to me. Edmodo has badges that could be given to students but I would also like the option of inputting grades. Both Edmodo and Schoology have apps that allow students a safe place to have academic experiences while staying inside the course. Weebly provided the most flexibility to organize the content or pages out of all 3, however, weebly is not easy to manipulate and there are many element that cannot be changed with I did not like. If your CMSs are tied, are there specific logistical/practical issues that tip the scale? *** In your Developer Notebook, please share the link to your feature comparison spreadsheet. Martin Comparison spreadsheet Provide reflections and comments on your outcome scores. Weebly had the least amount of features that I desired for my course. Most importantly it required a lot of work building the pages and adding material. Weebly scored 4 points for have a blog and the ability to embed multimedia and photos. Edmodo is easy to navigate and scored 6 points for having announcements, discussion forums and hyperlinks. Edmodo can be setup with assignments and additional applications, but it was still outscored by Schoology. Schoology scored 16 points for having the most functions that were easy to use. The most interesting feature was the ability to align assignments to common core and state standards. There is also an option to align to personal outcomes. Schoology provides the platform for this course to used in the classroom as a supplemental component to work done in class. Students will be able to work on differentiated assignments dealing with the same objectives and participate in a whole class discussion.

Part 2
So, in addition to completing the spreadsheet, we also ask that you choose 2 websites from the CEP 820 showcase to review. In your developer notebook, hyperlink to the course modules you reviewed and list three things you really liked about the course and at least one thing you felt could have been improved. You might identify other issues, but the minimum requirement is just one improvement. Justify your opinions with a rationale that is grounded in your user experience, but also in your own anticipated needs as a designer of online content for your particular students. Subtraction with regrouping module I liked the screencast that modeled what the students are expected to do when they interact with the practice site. This allows them to explore while the teacher is directing them and demonstrating how to complete each task. I liked the interactive video that demonstrated the process of subtraction with regrouping because it had a catchy tune for students to use to help them remember the steps. The video was accurate in content and offers the ability for a student to move and sing while learning. The concept of reflection was appealing to me. I think it is beneficial to the student to reflect about how the module went and what was learned. I thought there were too many questions for an early elementary student like 2nd grade, but the idea of having the students document their response to the lesson was good. Visually, the module did not look like it catered to elementary school students. There were too many words on the page which did not take in account students that may struggle with reading. Also, I think larger pictorial buttons would be more suitable for young students to use to get to the links. First grade phonics module I really liked the audio clips for all of the text on the website for struggling or non readers. The voice also gave the students an immediate personal connection to the content since it is the voice of the classroom teacher. The color and font choice were very appropriate for 1st grade. The site was visually appealing and the added video and audio functions made it easy to navigate. The additional resources provided to support student response was a great idea. The teacher added Talk Typer to help with manually typing responses, Skype to complete an interaction with the teacher and the option to download a paper copy of the book, in case it is easier for the student to handle and read from the paper copy. There were so many great things on this website and that may be the one thing that I

would change. I would limit the amount of things so that students are not overwhelmed with information. Also, some of the assignments seemed difficult for a 1st grader to complete even with the assistance of an adult for the student to gain value out of the tasks.

DN #2
Are you surprised by the result of your comparisons? Why? Why Not? I am surprised how different schoology and edmodo are. They look very similar and have the same basic make-up both resembling a social media site such as Facebook. However, schoology is a platform built for teachers to use and is equipped with a gradebook that can be converted to badges for younger students. schoology has the function to add pages such as blogs, assignments, quizzes and polls to the course. Edmodo can be used in the classroom but schoology goes further to facilitate presenting material, assessing, discussions and organizing subject content along with third party applications.

Which CMS are you going to use for this course? Why? I am going to use schoology for this course. Schoology will allow me to differentiate assignments as well as put small groups together to work on different stations. I will be able to add assignments one at a time without overwhelming the students. Schoology also has state and common core standards that can be aligned with the content that is posted. I will be able to conduct quizzes, group discussions and provide additional resources for my students without them leaving the site. This course has a gradebook that can be converted to badges for younger students.

Why is this CMS a good match for your course and curriculum? My district is moving toward guided math and this CMS will allow me to interact via the discussion board with small groups as they travel through rotations. I will be able work outcomes with common core and state standards. Schoology will allow m to expand my course from Math to include other subjects by adding different sections. Students will have access to the course from home to continue learning and to add more depth and detail to the discussion board. Collaborative working groups can be facilitated through online group work that can be completed in class or from home.

What additional tools/functionality, if any, might you need beyond the features available in the CMS you have chosen? I may need an audio recorder applet to support students that are not able to type answers in short response questions. Also an audio recorder can be use to document student reflection and reactions to lessons. There are apps that can be added to schoology and I will look for something to help capture student feedback.

What support will you need to be successful in this endeavor? I will continue to look for examples of schoology being used in an early elementary classroom. Schoology has videos and a community forum that I will utilize to customize the course to meet the needs of the students in my class.

Course 1.0
Your Course 1.0 Assignment asks you to create the "shell" of your online course module. Link to course shell www.schoology.com Username and Password (if applicable) Access Code: P37HS-T6869

Chapter 3
Building a Virtual Classroom

Lab #2
Link to chosen rubric International Association for K-12 Online Learning (iNACOL) National Standards for Quality Online Courses We would also like you to submit, in your developer notebook, a self-evaluation of your work to date. Choose TWO criteria and their subpoints for self-evaluation. So for example, if you're using Quality Matters, you might choose General Standards 1 and 3. For each of the criteria and subpoints outlined in your rubric, give yourself a score out of 4. The point here is not to have completed everything -- you've still got lots of time to create and revise! Rather, this is a chance for you to check in with your progress and identify areas for continued development. 1 = I'm just getting started 2 = I'm approaching this expectation, but need to do some more work here 3 = I've met this expectation 4 = I've exceeded this expectation Your self-evaluation reporting might take the form of a table that you create for yourself in your developer notebook. You can list the criteria down the first column and then provide your self7

evaluation of your progress in the next column. In a third column, you could jot down some ideas about how you plan to meet each of the expectations laid out in your rubric. Or, you might simply like to make a list or write a short paragraph in response to each paragraph. Teaching and Learning Standards Curriculum and course design Has clearly stated and attainable educational goals -2 Is clear and coherent in its organization-1 Utilizes quality instructional materials and appropriate technology which will enrich student learning -3 Demonstrates rigorous course content -1 Provides for high - degree of interaction between teacher, learners, parents and among learners themselves -1 Embeds critical thinking, problem solving, analysis, integration and synthesis abilities in learning activities -2 Meets requirements of accessibility for individuals with disabilities -1 meets requirements of copyright and fair use -2 Is designed to accommodate different learning styles -2 is designed with consideration for time and place limitations of students -2 Assessment of Student Performance Enables students to monitor their own learning progress Enables teachers to adapt their instruction to meet learner needs Uses multiple methods to assess student performance Assesses a variety of types of student performance Uses formative assessments to inform instructional practice Informs ongoing course design and revisions Measures student attainment of the courses educational goals Provides for timely and frequent feedback about student progress

Course 2.0
At this stage in the process of designing your online course module, we ask you to have at least one lesson completed before February 17th, 2014. Direct link to completed lesson Coin value lesson

In the spirit of setting off (metaphorically) to build the perfect paper airplane, your task for the 8

Course 2.0 Assignment is to create a concise, two-minute screencast in which you address the following questions as they apply to your online/hybrid course module in an introduction to the course that you include for your students (Your students are your audience for this screencast.) Who, What, When, Where, Why, and How? Who is this course is designed for? This course is designed for second grade students. What will students learn? Or, put another way, what are the learning objectives? The students will get an enrichment assignment that will be followed by a short formal assessment in the form as of a quiz and finally an opportunity to engage in a class discussion via the discussion board. Students will always be given tools to help them formulate responses to be added, in the first assignment students will have access to money manipulatives to help them find a combination of coins to equal 40 cents. When will students be learning this material (think in terms of how it fits within existing curricula or the time frame for the module)? This format will be a part of our guided math station rotations that is used once or twice a week. Students will have a set amount of time at the station to complete the work required. There are 6 computers in the class and guided math is 75 minutes. Where will the learning take place -- both physically (e.g., in locations around the world, or in the computer labs at my school or at home with parental supervision), but also within your course. Show us the highlights of the course architecture so we can see how students will orient themselves in the virtual classroom you've created. This screencast should show the shell of your course within your LMS with one lesson created. Students will interact with this module in the classroom under adult supervision for support and will have access to review concepts and videos at home with a parent. How have you designed this course so that students learn? Here, tell us about the activities that you've created and how they will help students accomplish the learning objectives? The course is designed to have a supplemental activity usually a video to reinforce a concept taught in class, using visuals, audio and movement to reach the student. The student will be assessed for understanding in the form of a quiz or short response to demonstrate understanding and finally the student will be given the opportunity to add to class discussion by using tools provided at the station to help formulate a response. In this lesson students will have coins to help discover coin combinations. Finally, how does your course, in its current iteration, align with the expectations outlined in the rubric you've chosen to guide your design process? This course has attainable educational goals while utilizing quality instructional materials and appropriate technology that will enrich student learning. The course is grounded in the programs mission, belief and expectation

for student learning. Finally, so far the course is supported by research and best practices. Link to Screencast Placed in Screencast dropbox ( it will not upload to the dropbox, Im trying to upload it to google docs)

Chapter 4
Communication and Collaboration

DN #3
Part A
Learning goals for module/unit: What will students have learned by the end of this unit/module? ***

Learning outcomes for unit: What will students have created/produced to demonstrate their learning? ***

Potential methods of assessment: How will you know the unit is successful and students have learned what you planned for them to learn? (We will be focusing on assessment a little later in the course. At this point in time, just start articulating specific thoughts, beyond the general 'formative', 'summative' stuff, about what your assessments will be, and the criteria you'll use to evaluate student work.) ***

Course Communication Policy: What is your policy for student/teacher, student/student, and student/parent (if applicable) communication? ***

Part B
Reflect on your response to the lab scenarios. Based on your review of at least one colleague's responses in the discussion forum, would you do anything differently than you initially thought? What aspects of your own communication style will you need to be extra aware of in order to establish good communications for your online class? (e.g., I'm tone deaf...or I'm too quick to reply sometimes...or I know that I sometimes try to solve

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problems myself without including all stakeholders...or...or...or...) ***

Based on our readings and discussions of pedagogies that have received some empirical support, what philosophical, theoretical and/or practical ideas are you drawing from to shape your online teaching decisions? ***

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Chapter 5
Assessing Student Learning

Course 2.5
Share the link to the Google Doc you and your partner used to give and receive feedback
Bengry-Martin-White

DN #4
Make your thinking about assessment visible. We are interested in your thoughts on assessment and evaluation broadly (as influenced by your readings in the lecture) and how you plan to provide feedback in your online course module. My experience integrating more technology in my classroom has shown me that my students are more successful when they have the opportunity to demonstrate their learning. I support open dialogue about content. I have learned even with second grade that when students are invested in the design of an assignment or assessment they retain the information longer and are excited to showcase their talent. This was evident when student took leadership roles to design a tribute to Dr. Martin Luther King, Jr. I did not want students to continue to do timelines & recite poems so I challenged them to think outside the box and within 2 days they had designed a short video that focused on themes of Dr. Kings message. Student also designed how to detailed clay houses should be while we were integrating a social studies lesson on communities with the art teacher. The extensive learning in this project surfaced during the planning of the video. Students began to talk about the type of community that Dr. King came from and how they can make it look in the video. Ive had students videotape explanations of a hands-on activity and I watched students take time with classmates to ensure that understanding was received by all group members. Students took the responsibility to teach each other so that they could present as a whole to teach the class. It is my broad belief that every student process the information differently and thus the why it can be delivered for evaluation will differ greatly as well. If a student is able to stand behind the product of their learning then I think it should be sufficient for assessing whether or not they have an understanding. However, I do think that traditional assessment methods tell a lot about a students process, it may be the assessment that pushes a teacher to use a variety of tools to fully measure student understanding. In addition to any general thoughts you may have, please tell us about the factors you considered as you create assessment tools. What went into your choices as you focused on certain aspects of your course? I teach 2nd grade and accessibility to all students was important to me. I have students with reading and understanding levels from kindergarten to fourth grade. The original CMS

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that chosen was too difficult for me to design with the range of my students in mind, so I switched to weebly even though it scored less on my comparison chart. Weebly is simple and the added work on my part to design a course for easily navigation of my students is worth them being successful in the course.

How will your assessment of your students be a tool to grow your students' learning? My students will be able to use the skills they acquire in this course in their everyday life. I want them to be comfortable with money and counting it and respecting its value and worth. Students not only need to learn how to identify, count and manipulate money for educational purposes. These skills are essential to everyday survival later in life. How will students be involved in the assessment and evaluation process? During our morning meetings students reflect on what they like about learning activities and we often take time to incorporate some challenges they have for themselves and add support that others may need. Students will be able to evaluate the assessment tools orally and have a hand in developing it. In what ways will your standards be communicated to the students? The culture of our classroom is the beginning of the communication of standards. It is clearly state that our class is a safe space where students are free to take academic risks. Students know that they are expected to work hard and questions their understanding by explaining it to someone else or questioning the explanation of a classmate. Equally important is for you to identify places of growth for yourself as a student who is creating an online course. So, as a third item in this developer notebook, we would like you to think about how YOU would like to be evaluated on your final course module. In Chapter 3, you chose a rubric that would serve as a guiding framework for your own online course development. In this developer notebook entry, please identify 2-3 areas of particular focus for yourself as you move through the process of creating your module. I want to get a comfortable platform in which my students will learn. Schoology is great but was not good for the ease of navigation 2nd grade students need. Weebly is more limited with the free version and I have to try to maximize other resources to make the most of it while in the class. Im not prepared to pay for the upgrade if I may not be using it until the Fall. I want to develop a space for my students to share their thoughts and learning in the course. I believe that 2nd graders are very capable of doing this. By area of particular focus, we mean that we would like you to think about the aspects of your online course that you really want to get "right" or push to your very highest standard.

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In your DN entry, tell us why you chose those areas as your particular focus and explain the ways you anticipate your course module will demonstrate those areas of focus. In so doing, you will essentially provide us -- your instructors -- with rubric categories on which to assess your final module. Weebly has a very simple interface from the users end. I chose this because I want to minimize the time and effort my students have to put in to navigate the course and maximize the learning. In theory my original CMS - Schoology has all the bells and whistles but it is not easily to setup or navigate for such a young student. I am still getting familiar with how weebly works, so Im on sure what Ill be able to accomplish with it. I have seen from experience with this class that they desire to produce and show off their learning. I want to integrate a variety of web 2.0 tools that will enable students to demonstrate and showcase their learning. I also want to make a safe space for posting questions giving someone else an opportunity to teach a peer with one of the web 2.0 tools. I am currently investigating tools that can be integrated with Weebly.

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Chapter 6
Classroom Management

Course 3.0
Link to course 3.0: martin2ndgradestars.weebly.com

Chapter 7
Accessibility, Universal Design for Learning, and Course Assessment

DN #5
First, we'd like you to think about how you could make your online course module more accessible, according to the principles outlined in the lecture.

Identify three things you could do to make your course more consistent with the principles of universal design for learning. 1. I can add screencast videos to my course that would provide explicit prompts so that students know the process and what is expected of them in the lesson. 2. The course is a hybrid math course for 2nd graders which will eventually include word problems. The word problems will require more reading therefore, I can use speech-to-text applets to make the reading more accessible for struggling readers. This may also allow some student to begin the processing component of the problem because the are not focusing on syntax or pronunciation. 3. As the course is a hybrid being used during Guided Math or station rotations predefined roles and responsibilities for group work will help students focus on working together to complete tasks instead of focusing on what each student will do. Tell us (a) which principles of UDL your changes would address 1. The screencast videos will address Principle I Provide Multiple Means of Representation. This change will address Guideline 3: provide options for comprehension. Checkpoint 3.3. reveals the need for explicit prompts in the process. The video will allow students to
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transform the directions and begin to process what is expected of them. 2. Using programs such as Voki or Click, Speak will address Principle I Provide Multiple Means of Representation. More specifically this change will address the checkpoint 2.3 support decoding text, mathematical notation and symbols. I would also investigate automatic voicing using Math ML for digital math notation. 3. The predefined roles in any small group assignment will address Principle III Provide Multiple Means of Engagement. Guideline 8 addresses the ability to provide options for sustaining effort and persistence. By defining the roles, responsibilities and goals of the group, I will be affording all learners the opportunity foster communication and practice collaboration because they will be able to focus on the tasks instead of the social capital each group member may or may not have. (b) what changes you would make to your course. I will immediately add the screencast to my course because of the age of my students and because this kind of course will be new to them. They will need to see how to navigate the site as well as how to produce work that will be needed for each lesson. Then, take a screenshot of your course module that shows us how you have implemented ONE of these ideas.

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