TEACHING IN COLOR

When I was a child in elementary school, online learning was becoming more common and taking off as the Internet and electronic devices as we know them were being created. Each classroom had a computer or two, but we mostly played games like Oregon Trail. By middle school, electronic devices were becoming more common. People had flip phones and email accounts. I would message my friends online after school on my dial-up Internet, but as a student I was still not getting the opportunity to actually learn with technology. In high school, we had a few more computers and used them for research projects, typing papers, and remediation like Study Island. Still, all learners were not given the opportunity to truly learn online. By college, I was taking online courses using BlackBoard and Angel at Penn State University. Technology grew as I did, and I was finally getting the chance to learn online. Now, as an educator and technology leader, I have the opportunity to incorporate online learning to better my own students’ learning opportunities.

When developing an online course, it is important to consider Instructional Design theories and models. Behaviorism, cognitivism, and constructivism are the main learning theories, and connectivism adds a modern element. Behaviorism and cognitivism tend to be based on traditional, teacher-centered instruction. Following behaviorism, students learn for external rewards such as grades, whereas in cognitivism students memorize and regurgitate content. Both of these should not be completely removed from modern education, but constructivism and connectivism are what educators should be using to develop online courses. Tony Bates (2016) suggests that knowledge management is an important skill because both academic knowledge and skills-based knowledge are needed to succeed. That is where the constructivism and connectivism theories connect with modern education. Students are encouraged to reflect and connect as they make sense of their learning experiences and solve problems (LearningDctr, 2010). My course, Engineering with Simple Machines, is based heavily on constructivism as students are making connections and making sense of their own learning.

Instructional Design models are also important to consider. Popular online learning frameworks include ADDIE, IDOL, Rapid Instructional Design, Rapid Prototyping, and Dick, Carey, & Carey (Morrison, 2013). The framework guides the structure of the course, so it is important to choose the best one for each specific course. My course most closely utilizes the Dick, Carey, & Carey model with influences from the Instructional Design for Online Learning IDOL framework because the learner is active throughout the learning process, and I carefully considered pedagogy.

Also important in creating an online course is considering activities and assessments. The Understanding by Design template helps educators plan out learning to ensure that all outcomes, activities, and assessment are aligned. In my UbD plan I pre-planned my online course by considering desired results, assessment evidence, and the learning plan. More specific aspects that I planned for the course include goals, standards, understandings, essential questions, performance tasks, and a summary of learning activities. Creating the UbD plan allowed me to use backwards design to make sure my course would meet the needs of my learners and be instructionally appropriate and effective. As I developed my online course, I referred to my UbD plan to make sure I was on the right path in creating authentic learning experiences for students. The UbD plan should always be a step in planning an online course.

Considering theories and models and pre-planning an online course takes time and effort, but it is worth it. Today’s students need online learning in some form so that they can be successful and become lifelong learners. Modern education must be student-centered as a way to create significant learning environments where learners have choice, ownership, and voice as they are given authentic learning experiences. In the 21st century, educators are responsible for helping their students develop 21st century skills such as a collaboration, communication, critical thinking, problem solving, creativity, and innovation as students need to be prepared to be lifelong learners and learn HOW to learn. Online learning, whether completely online, blended, or another form, personalizes learning to help students develop these 21st century skills and be successful. We are preparing our students for jobs that don’t even exist yet. We are teaching for the future, so our methods cannot be stuck in the past.

Overall, online learning is what the teacher makes of it. Computers should not completely replace teachers, so it is up to the educator to determine how to best incorporate technology and online learning for their students. Balance is everything. Students need to balance online time with time outside of the Internet. Teachers need to balance content, pedagogy, and technology to transform instruction to meet the needs of today’s students. Technology is just a tool like anything else. It is HOW the educator uses the tool that makes a difference.

References

Bates, T. (2016). Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver, BC: Tony Bates Associates. Retrieved from https://teachonline.ca/sites/default/files/pdfs/teaching-in-a-digital-age_2016.pdf

LearningDctr. (2010, June 17).  Behaviorism, cognitivism, constructivism & learning and instructional theory [Video file]. Retrieved from https://www.youtube.com/watch?v=0YOqgXjynd0

Morrison, D. (2013, May 28). “Start here:” Instructional design models for online courses. Retrieved from https://onlinelearninginsights.wordpress.com/2013/05/28/start-here-instructional-design-models-for-online-courses/