Reflection on the Course Prototype Development Process
I sincerely appreciated this assignment, as well as the process, as my understanding of the nuances of Instructional Design grew significantly, and in a scaffolded manner.
The chunking of the assignment into small bits of information, coupled with peer feedback and instructor support along the way, made for a fun and challenging learning experience. I am grateful that we had the opportunity to design a course that was applicable to our context.
Going through the Analysis and Development process of the ADDIE model helped me to understand who I am as an educator, and also helped me to understand my colleagues (the learners in my course) on a deeper level. Carefully considering building community and embracing the Backwards by Design or Understanding by Design models of planning made me think critically about assessment tasks, intentional interactions, my learning philosophy and skill taxonomies.
I enjoyed the opportunity to check out my classmates course shells last week. I went with Google Classrooms, but I was also impressed to see the capabilities of Canvas. If I were designing a course for students that required sequential progression — this LMS platform would be my “go-to” for sure!
Lastly, the discord group was an amazing support and I learned about so many resources that I tried out along the way! Keepers from my peers, or from parallel exploration during the course will definitely be: genial.ly, jamboard, Canva, FlipGrid, Padlet, Mentimeter, Kahoot, Lumi, Quizziz, Seeing AI, and ClipChamp. Some of these resources are simply fun ways to engage, while others may have a profound affect on the accessibility of learning for all students.
You can find my detailed Course Prototype Development Outline and Rationale at the link below:
Reflection on Peer Feedback
The peer feedback I received was largely positive, particularly with reference to the proposed content outlined in the outcome walk. and the blended course organization. There were important questions that I needed to consider about time, as well as a fun organizational tip that I implemented!
When will teachers complete this? Is it during school hours or on their own time? Might you consider building in flex time, or slower months for when teachers get busy?
These are important questions. Time is so precious for teaching staff with already overwhelming workloads. I appreciated these questions and suggestions because they made me think critically about being as concise as possible in the information we were to cover. Due to this feedback, I took a second look and planned to have 4 of the sessions scheduled by the teachers (their PLC time), 4 of the sessions to happen during teacher meeting days, which leaves just two meetings (one per semester) that will need to take place outside of the school day. I am sure my staff will thank my classmates!
Compared to others in our division, I believe that this will leave me on the lower end of scheduled time outside of the school day. However, I believe that with the highly organized course and intentional topics, we will cover just as much, if not more than through traditional models.
Kate-Lynn taught our small group how to put emojis in our titles. Being that Google Classroom is not the most visually appealing LMS — the headings are monotonous — this small visual touch helps the user keep their place. PLUS they are fun!
Simply search the emoji you want in google, copy it, and paste it beside your heading!
Example: Summer Emojis:
You can find my link to the Course Prototype Walkthrough below! It is still a work in progress and I am really excited to use it this year, and develop it further over the years to come!