Currently, I work as an instructional designer.\u00a0 I guide my colleagues in the design of their curriculum (from the basics\u2014worksheet, discussion boards\u2014to the complex\u2014course or program development).\u00a0 I also teach workshops on instructional techniques using Blackboard, Elluminate Live and other technology in the face-to-face and online classroom.\u00a0 Previously, I taught English Language Arts (ELA) to upgrading adults and was a curriculum developer for online ELA courses.\u00a0 I do still teach ELA online courses when I have time or an extra instructor is needed.<\/p>\n
I feel I have a good grasp of the Blackboard learning management system because it is what we use at my college, but I am excited to learn about Moodle in this class.\u00a0 I want to know how it is similar and different to what I am use to and if it has any serious advantages.\u00a0 It is not enough to be fluent in just one technology.\u00a0 I should be able to \u201ctransfer\u2026current knowledge to new technologies and situations\u201d (International Society for Technology in Education, 2008).<\/p>\n
Another goal is to learn more ways to implement technology in assessments.\u00a0 As an English teacher, my first reaction for an assessment is an essay, but is this always the best means of evaluating student learning?\u00a0 Furthermore, as an instructional designer I need to provide many options to the subject matter experts who work with me.\u00a0 The National Educational Technology Standards for Teachers purports instructors should \u201cprovide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.\u201d Furthermore, Chickering and Gamson (1987) maintain, \u201cstudents need an opportunity to show their talents and learn in ways that work for them.\u201d Therefore, I would be doing my learners a disservice by not considering other options.<\/p>\n
Finally, for me this course is about professional growth.\u00a0 While I do have a good grasp on the technologies available, there is always more I can learn.\u00a0 As an instructional designer it is my role to model and lead the faculty to appropriate technology uses that are improving student learning.\u00a0 I hope to \u201ccontribute to the effectiveness, vitality and self-renewal of the teaching profession of [my] school and community\u201d (International Society for Technology in Education, 2008).\u00a0 I am afforded the time and opportunity to research the newest theories and technologies, where as a classroom teacher may not be; therefore, what I learn in this class will not only be shared with my classmates, but my colleagues as well.<\/p>\n
References<\/p>\n
Chickering, A.W. and Gamson, Z.F. (1987).\u00a0 Seven Principles for Good Practice in Undergraduate Education.\u00a0 American Association for Higher Education Bulletin, 39 (7), p. 3-7.\u2028http:\/\/www.aahea.org\/bulletins\/articles\/sevenprinciples1987.htm<\/p>\n
International Society for Technology in Education. (2008). NETS for Teachers 2008. Retrieved from http:\/\/www.iste.org\/standards\/nets-for-teachers\/nets-for-teachers-2008.aspx<\/p>\n","protected":false},"excerpt":{"rendered":"
Currently, I work as an instructional designer.\u00a0 I guide my colleagues in the design of their curriculum (from the basics\u2014worksheet, discussion boards\u2014to the complex\u2014course or program development).\u00a0 I also teach workshops on instructional techniques using Blackboard, Elluminate Live and other … Continue reading