Standard II
Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.
- Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
- Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
- Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
- Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
Reflection
As more and more students move online, and as educators compete with a world of social media, virtual reality games, and augmented reality, they must keep learning environments interactive and engaging. This standard addresses the need to let students become a partner in their education process by providing educational content in multiple ways and modes and also multiple types of assessments. The artifacts below demonstrate course sites meant to be designed in a way that meets this standard.
- The course site Research 101 was created to teach students how to identify appropriate sources for research, how to save the records, meta-data, and (if available) full text of those resources using the citation management software Zotero, how to share a Zotero collection with their classmates and teacher, and how to use Zotero to generate a bibliography. The course incorporates slide shows, videos, embedded PDFs, and an infographic. The site also uses a Nabble forum for students to answer assignment questions and to interact with one another. The first week uses an embedded quiz as an assessment. The second week uses the online application Quizziz where an educational game has been created to assess learning. The final project has a downloadable rubric so that the student can ensure all requirements have been met. This site reflects the standard by providing multiple types of content formats and types of assessment as well as giving the student the tool to make sure they are reaching the course objectives.
- The course site Nursing Research Basics is a fictional supplemental course for The University of South Alabama graduate Nursing program. Students will learn about available resources for nursing, how to formulate a PICO question, how to utilize CINAHL limiters for common assignments, how to use CINAHL headings for common assignments, and how to differentiate between quantitative and qualitative research articles and primary and secondary research articles. The overall course includes a pre-test and post-test. Content is given as video, screenshot tutorials, slide shows, and embedded PDFs. Each segment has a quiz at the end so that learning can be assessed by the student. This site reflects the standard by providing content in multiple formats and by giving frequent assessments so that the student can revisit content before the final post-test.
- This tutorial was created as a self-paced course using Google Sites. Students learn how to choose the most appropriate database, how to conduct a search in that database, how to identify articles that are from peer-reviewed journals, and how to identify articles as primary or secondary. This tutorial includes a pre-test and post-test. Content is given as screenshots, slideshows, and video. Content is also provided as text. This tutorial meets the standards by making sure content is presented in multiple ways to address different learning styles.
IT645 Course Site
IT755 Course Site
IT636 Tutorial
Artifacts
Future Learning Goals
I hope to continue learning more about how to engage students and how to help students take charge of their own learning process, with guidance. It is extremely important for students to learn to think critically and to become information literate in real world contexts. They must be able to take their skills out of the learning environment and apply them to a world where information is becoming more and more difficult to discern as fact or fiction.