The author of your textbook acknowledges the difficulty and complexity of choosing appropriate media and technology. To assist with this process, he has created and included the SECTIONS model as well as others. Discuss how you can use these models in planning your teaching and your students' learning.
Using the SECTIONS model will help me to look at every aspect of my courses before getting started so that students are most successful. When thinking about my course right now:
S- The students for my course will not need a ton of support. Instructional coaches are high achievers by nature and are good at learning. They will all have access through the technology provided by the district on district time and I made my LMS Google Sites since our district is Google driven. It should be the most friendly platform for them to use and be able to save and adjust any documents they need within the course.
E- My course is very straightforward and easy to navigate. The teaching materials should be relevant for the foreseeable future. As we get more training from the consultants who wrote the book, we will probably be able to add tools, articles, tips to keep the course updated.
C- The district buys the book for the instructional coaches and provides the Google account and technology. Having the class in an online platform is more feasible than in person, especially since the work they are doing is on their own campuses.
T- This section was all about the pedagogy behind the course and how it is presented with the audience in mind. I took a constructivist/connectivist approach. Instructional coaches will be applying their learning each week as they go through the course. Reading through the points in this one were very helpful. I feel as though I may need to make some of the videos I have uploaded shorter so as to keep the attention of my students.
I- When thinking about ways to include interaction within my course, I have created reflection/notes pages for each chapter they will read in the book to make the reading more interactive. I have also included a time each week to meet synchronously so that instructional coaches can interact with each other, they will also be able to interact with each other as they reflect on their work on each stage of the Impact Cycle. They will also be interacting with the teacher of their choice as they implement their learning each week.
O- I don't think there are any organizational issues.
N- There are opportunities that I can add for this. I'm glad this was brought up. I will add some networking opportunities for Twitter and Facebook.
How can you use Mayer's multimedia design principles in your current online course or in future planning?
The multimedia design principles tell us that we need to present information both visually and auditorily for our students to help students process the learning in more than one way where they combine what they see and what they hear to make connections that increase learning. I do have many videos that have closed captions, but I do think that in my lectures that are synchronous, I need to think about this more to ensure I am providing both learning opportunities for my students.
Consider the continuum of technology based learning in Chapter 9. Where does your course fit on this continuum?
My course is definitely blended. The learning is online asynchronously and on Zoom for a synchronous lecture and collaborative time each week. There is also learning each week that is flipped, but teachers will be applying their learning on their campus face to face with a teacher.
Considering all the information you have gathered so far in this course, identify two other courses in your school that you could redesign into online courses. What would you need to consider for this redesign?
One course that can be redesigned would be how instructional coaches learn about our data platform, Mastery Connect. Right now, there are professional learning videos on their data base, and our instructional coaches get training during online meetings. The teachers then have to hear everything second hand, when they are the individuals that really utilize this tool daily. If there could be a course that really walks them through each of the different tools they need and reports they could run, it would cut out the middleman and be in their hands whenever they need it. A course could really focus in on how our district is using each part of the product, so it wouldn’t be mixed messages with all of the webinars that are available right now.
Another course that could be redesigned would be a course for incoming virtual teachers for next year. We know that virtual instruction is not going away in our district. Now that we have a year of virtual instruction under our belt, we have some very underutilized resources, our virtual teachers. I would like to get a few of our master virtual teachers to create a course with videos of how they are doing things successfully. They have the experience and trial and error behind all of the amazing things they are doing online with our students. A Slideshow that was used last year to tell teachers what to expect is now irrelevant. This will also allow for our new teachers next year and any teachers who have struggled with different aspects of online learning to use this course as a tool to get better at just the parts they need.
Reference
Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning (Chapters 3-4). Retrieved from
https://opentextbc.ca/teachinginadigitalage/
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