Implementation

Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

The Overview/Introduction/Start Here module is typically at the beginning of the course, serving as a roadmap for the entire learning experience. It introduces learners to the course layout, objectives, and expectations. This module sets the tone for the course, guiding learners through the tools and resources they’ll use throughout the year.
 

How is your instructional design approach realized in the modules?

My instructional design approach is shown in the modules by making them organized, engaging, and focused on the learners. Each module builds on the previous one, helping learners move step-by-step through the content. The modules will also provide resources for the upcoming units, giving learners the materials they need to get ready. I use different activities like videos, readings, discussions, and quizzes to reach different learning styles. I also include ways for learners to reflect and get feedback, so they can check their understanding and apply what they’ve learned. This helps keep the course interactive and supportive of all learners.

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Where are you sharing the main course goal and outcomes with your learners?

The main course goal and outcomes should be shared prominently in the Start Here module, as well as in each unit/module description. They can be reiterated in the course syllabus or learning objectives section within Schoology, ensuring learners are aware of the expectations and their path forward.

 

How does the unit/module align outcomes/goals activities and assessment?

Each unit/module will begin with clear learning objectives that tie into the overall course outcomes. Activities within the unit, whether face-to-face or online, will be designed to meet those objectives. For example, if one goal is to improve writing skills, activities might include peer reviews or writing prompts. Assessments, both formative and summative, will directly measure the achievement of these goals while incorporating opportunities to use technology.

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Is this student-centered or teacher-led?

This approach is student-centered. While I provide guidance and structure, the focus is on active learning, where learners take responsibility for their own progress. The activities are designed to engage them directly, allowing them to apply knowledge and skills in meaningful ways. Assessments give learners the chance to reflect on their understanding, and the outcomes help them track their own growth throughout the course. My role is to support and facilitate, ensuring that learners can navigate and engage with the material on their own.

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What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?

The instructor’s role in this course will be a mix of facilitator, coach, and mentor. As a facilitator, I’ll guide learners through the course content, provide resources, and ensure they have the tools to succeed. As a coach, I’ll offer support, answer questions, and give feedback to help learners improve and apply their knowledge. As a mentor, I’ll provide guidance and encouragement, helping learners develop both academically and personally. While I’ll present some information, the focus will be on supporting learners to take an active role in their own learning journey.

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Is the course blended or fully online?

The course is blended, meaning some sessions will be online, and others will be face-to-face. This approach allows learners to have the flexibility of online learning while also benefiting from in-person sessions for activities like group work, discussions, and hands-on learning. The combination of both formats provides a balanced and interactive experience that supports different learning styles and needs.

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How are you introducing the course and yourself and how are you building the learning community?

I’ll introduce the course by first sharing it with other schools in my data cluster. This will help create a broader learning community where learners can interact and share insights across schools. Afterward, I’ll provide an introduction to the course and myself in the Overview/Introduction/Start Here module, where I’ll outline the course structure, goals, and expectations. To build the learning community, I’ll encourage learners to introduce themselves in discussions and provide opportunities for collaborative activities, ensuring they feel connected and supported throughout the course.

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What is the ratio or percentage of synchronous to asynchronous collaboration?

The ratio of synchronous to asynchronous collaboration in the course will be balanced, with roughly 30% synchronous and 70% asynchronous. Synchronous collaboration will occur during live sessions, such as virtual discussions or group activities, allowing learners to interact in real time. Asynchronous collaboration will take place through discussion boards, group projects, and assignments that learners can engage with on their own time. This mix ensures flexibility while still fostering opportunities for real-time interaction and feedback.

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How will you address the infrastructure, system, and support needs and issues the learner may face?

To help learners with any technical or support issues, I’ll provide clear instructions on how to use the course platform and tools. I’ll also include guides to troubleshoot common problems and explain how to access materials and submit assignments. Learners will have access to technical support and can contact me during office hours if they need help. I’ll also check in regularly to make sure learners aren’t facing any issues and ensure they have everything they need to succeed.