DEVELOPER NOTEBOOK TABLE OF CONTENTS

Chapter 1
1. Engage
1. Design
Chapter 2
2. Play
2. Engage
2. Design
Chapter 3
3. Play
3. Design
3. Engage
Mid-Semester Check in
Self-Evaluation: External Rubric
Self-Evaluation: CEP 820 Rubric
Chapter 4
Chapter 5
Chapter 6
6. Engage
6. Design
Chapter 7
7. Engage

NOTE
Below you will see that we have copied the prompts for each chapter that you will find in the
D2L course. Because we are constantly updating the course, these prompts ARE SUBJECT
TO CHANGE, so please do not work ahead, as you won’t have the resources you need until the
relevant chapter is open. Please enter your responses to each prompt where we’ve placed the
three asterisks in blue. Make sure that your responses also keep the blue coloured font. This
just makes things easier for us when reading and grading your entries as it helps us quickly
identify responses and also provides you with an assignment checklist of sorts.

Instructor feedback will come in two forms: (a) marginal comments and/or (b) feedback at the
end of your assignment entries (this will be in a different coloured font). After you’ve received
feedback from us, we encourage you to respond to that feedback. If you wish to add to your
entry, please do so in a different coloured font - this will make it easier for us to see the changes
you’ve made. In addition, you can reply to the marginal comments we make.

For every developer entry, please refer back to the corresponding D2L chapter and section for a
complete description of the assignments.

Chapter 1
Foundations for Thinking About Online Learning

1. Engage
In your developer notebook for Chapter 1, we want you to move your way through the following
Webquest.

(1) Explore the BUZZ learning platform's web page

http://agilix.com/

Address these questions (50-100 words per answer):

a. What are you able to learn about the platform from the site?
***To me, it looks a lot like a Desire2Learn (which we use at MSU) or another Learning Management
System. If anything, this may be a little more user-friendly, but it is difficult to tell just from reading the
articles and not actually using the platform. All platforms take some learning and orientation, so I may not
want to incorporate a platform that is similar to one I already use. One unique aspect of Buzz I noticed
was the “Needs Grading” page. Many teachers tend to fall behind on grading, so it is nic e to have a
prompt on the homepage to stay up-to-date.

b. What kinds of evidence are you looking for to assess its effectiveness?
***When assessing effectiveness, I look for ease of use and navigability. Platforms like this are meant to
make content more accessible, but difficulty finding what you are looking for makes the content less
accessible. I think it benefits the instructor as well as the student to be able to navigate the website or
platform with ease. This will streamline learning, since less time will be spent searching or asking
questions about where to find different content related to the class.

c. Do you get a sense of how it might operate in your school context?

***In my school context, I could use Buzz to implement more project-based learning and competency-
based learning. While these are already a part of classes I teach, I could see this platform coming in
handy for various exams. I suppose I could also use the blended-learning feature to personalize learning
for the students, but would have to look into it more. At face value, it still feels like a lot of work, but could
potentially lead to a better learning experience for the students if it is something I could continue in the
long run. Commented [1]: Good point about the trade-off in
online teaching regarding a great amount of effort
required at the beginning, but which can lead to lasting
and sustained payoffs in the future.

(2) Next read this blog post from an educational technology leader. Focus special attention on
the part of the post dedicated to BUZZ and the EAA in Detroit.

Address these questions (50-100 words per answer):

a. What would you judge the author’s priorities to be? ***

***It seemed to me that the author’s priorities were to establish the potential benefits of using Buz z. One
aspect emphasized in the article was the asynchronous style of buzz, which allows students to learn at
their own pace. In watching the video I realized how tech-savvy young students can be, and also aspects
of the platform that parallel in-class teaching (e.g., reports of how long each student takes on an
assignment, the opportunity for students to find out who is proficient in a task and ask them for help, etc.).
Although this article has an optimistic look, I do have some skepticism about how/whether the knowledge
and skills learned though Buzz can translate to real-life (e.g., building a resume or finding a life partner).
Still, I gathered that Buzz can be a beneficial asynchronous learning environment for students. Commented [2]: Are you identifying here that social
learning that may arise as an unintended yet natural
part of F2F learning may not in online contexts?
b. How does this post confirm/disconfirm what you read on the agilix.com
Commented [3]: I suppose it comes from my
website?*** background in athletic training. We have hands on labs
so students can practice taping an ankle, and I don't
***This challenged my assumption that Buzz was just another online learning software. The video in think they would receive the full benefits of a lab if they
only learned online. It's not impossible, but I do like the
particular helped me to understand the student perspective and how they are able to navigate the idea of F2F to supplement online learning and give a
more realistic scenario.
platform. Additionally, I saw how Buzz incorporated characteristics of a synchronous classroom into the
asynchronous platform. I still think it would be difficult to incorporate initially, because of how much work
would be required to set everything up; but I can see the appeal of using a platform like this for a class I
teach over the course of multiple semesters/years.

(3) Now take a look at this blog post from a self-avowed progressive blogger in Michigan.

Address these questions (50-100 words per answer):

 a. What would you judge the author’s priorities to be?***
***I read the author’s priorities to be to build a conspiracy theory where corporations are abusing their
power to sell a product that doesn’t work, with serious ramifications in the education of underserved
children. Some of these claims come off a little harsh. I don’t think a network going down is a disaster,
and teachers are generally overworked regardless of whether the work is related to a new technological
innovation or not. Lack of details and evidence were used to push a certain narrative, exhibiting the bias
of the author.

b. How does this post confirm/disconfirm what you read on the agilix.com website
and in the previous blog post?***
***Despite the conspiratorial tone of the blog post, it does feed into some of the concerns I already held
about Buzz. It is unfair to make teachers, who already have enough on their plate, learn and implement a
new technology and essentially rewrite their lessons while simultaneously teaching. If anything, I think
they should have a year off to create their class on the platform, or Agilix (or the Illuminati, based on the Commented [4]: I think this is an excellent point--
time/pay should be built in for proper development of
second blogpost) should hire full-time employees who can take a curriculum and adapt it to the Buzz online resources.
platform. Additionally, every new technology is going to come with its own bugs and issues, so I do think it Commented [5]: :)
should be perfected small-scale before expanding to a large number of schools, regardless of the
socioeconomic status of those schools.

(4) And finally, take a look at this report from the Michigan chapter of the ACLU: The American
Civil Liberties Union of Michigan. If there are readings from Chapter 1 LEARN, such as the
Allen and Seaman, 2013/4 report, that help you to answer these questions, please cite author
and date for the readings that help to inform your responses to these questions (e.g., Smith,
2013).

Address these questions (~100 words per answer):

a. Having read the report, do you think the particular use of a particular platform in a
particular context becomes an issue of civil liberties? Why or why not?***

***I think more important than the platform or the context is how the platform is implemented. Allen &
Seaman (2013) discuss how half of distance learners are exclusively in distance courses, whereas the
other half are only in some distance and some on-campus courses. This suggests the freedom and
autonomy to decide which form of learning is best for them. The Agilix reports appear to say that teachers
were forced to use Buzz as the sole learning platform, which is in contrast to the supposed “individualized
education” the platform could provide. It is an issue of civil liberties if the corporation is a busing their Commented [6]: Very effective to distinguish
implementation and questions of autonomy from
power to force their product on any population. Otherwise, I think the autonomy to choose one’s preferred product.
form of education is an acknowledgement of their civil liberties.

b. Having read all 4 resources and the Chapter One Learn reports, what are your
thoughts on online teaching and issues that may arise in your local context? What
are some areas that may require your vigilance?***
***Something that stuck out to me is the time-commitment required to implement any new technology. I
think an issue that will always arise is the assumption that teachers have the knowledge, skills, and
resources to incorporate whatever we throw at them into their classroom. My girlfriend teaches 4th
grade,and I teach undergraduates, and we both prioritize our own mental and emotional health because if
we are burned out or depressed our students will suffer. An area that would require my vigilance is taking
on too much trying to implement a new technology in the classroom. Like the phrase, “when you have a
hammer everything looks like a nail,” technology should not be used if it is going to be used improperly. I
should only include technology in the classroom if it improves the learning quality of my students. Commented [7]: The central theme of this course--
great!

We’ll have an opportunity to discuss this Webquest further in our synchronous meeting in Zoom.
If you’d like to substitute participation in the synchronous meeting for any two of the numbers--
e.g., you would not have to write answers for the set of questions for (2) and (4), you may do
that; be prepared to discuss your answers verbally in the synchronous meeting.

AND

What initial thoughts do you have about the standards for online learning and teaching
based on your review of the rubrics? Please reference and provide a link to at least one
rubric you see could be instrumental in guiding your work in this class.

Response:

***I think the rubrics are a good checklist to make sure you are at least addressing some
of the needs of all the students and making the class accessible to everyone. I think what
I would need is an example or best practices course on the aspects of the standards
related specifically to technology. For instance, I can list the course objectives as written
in the Standards from the QM Higher Education Rubric, but would struggle to list the
computer and digital literacy skills required for the course. This document reminds me to
have them, but does not help me in actually developing the criteria. Commented [8]: flippedlearning.org is a great
resource for seeing standards-in-action

1. Design
Also, start imagining what you would like to create. Please tell us:
Grade Level: ***Undergraduates/Graduate students
Subject: ***Motivation and Behavior in Sport and Physical Activity
Particular Curricular Module: ***Doping and PED use in sport and parasport
Learning Goals for the Module;
1. ***Understand and explain what doping is and why it is against the “spirit of sport.”
2. Define and describe the psychological theories used to explain the social-cognitive
factors influencing the decision to use performance enhancing drugs.
3. Apply theoretical foundations to develop an anti-doping educational program for
adolescent athletes
Course Model:
***Blended/Hybrid
Classroom Interactions:
***Students will interact with each other using discussion boards leading up to the day of class.
Discussions can be on supplemental material (e.g., a video interview of Lance Armstrong
discussing the thoughts that led to his decision to dope). In class interaction will be discussion
based with the students and the instructor, to ensure deeper understanding of the theory behind
doping in sport. Finally, the class will be split into groups to discuss necessary characteristics of
an anti-doping program.
Potential Methods of Assessment:
***Matching instrument/survey items to the dimension and construct they are measuring.
Developing a theoretically-based anti-doping program with formative and summative
assessments. Drawing out the models of theories.
Formative assessments: Toward the end of each lesson, I’d break the class into smaller groups
for discussion. We’d apply each theory to a hypothetical group of adolescent athletes. Each
group would take the theory and create an educational program for these athletes. This would
test their knowledge throughout the module.
Learning Outcomes for the Unit:
Commented [9]: Is this a module that will be part of a
course you currently teach? Or are you developing this
as a stand-alone piece that would be supplemental or
optional?
Commented [10]: I took a "Motivation in Sport" class
as part of my PhD program. If I were to develop a
similar class at my future institution, I would like to use
this as a module in the class. It is the subject of my
current dissertation research.
Commented [11]: For CEP 820, we're looking for 3-5
weeks of instruction: 3 distinct lessons each with their
own learning objectives, content, and assessments. Do
these learning objectives give you enough material to
meet this criteria?
Commented [12]: I believe so. There are three
motivational theories I could teach in-depth over the
course of three weeks, all with doping as an example
behavior.
Commented [13]: Again, is the course you currently
teach hybrid? If it's F2F, how are you envisioning the
blended part working? I.e. will all online work take
place at home? Will there be space in class for online
work? Can you say a little more about the way time is
broken up?
Commented [14]: Currently all the classes I teach are
in-person. I haven't quite decided which format would
be best, but I think the content and my preference
would lead me away from a completely online
module/course. Maybe it would be a good idea to
include a recorded lecture, which I could either include
asynchronously or present to a class in person?
Commented [15]: Ok yes the flipping resources in
Chapter 3 will give you good suggestions and
examples towards this
Commented [16]: And, as you are developing a hybrid
course, as part of your finished module, I and students
would like to see a calendar that clearly spells out what
work is done in which space on which days...
Commented [17]: These seem to be summative?
What kind of smaller, formative assessments will you
be using throughout?
 ***My students will have produced a possible anti-doping campaign and a critique of
certain media content surrounding doping.This could be done in two forms: a media
campaign with at least two forms of media (audio podcast, poster/bulletin, television
commercial) or an anti-doping educational program. Regardless of method, all three
theories must be addressed in some way. This will test their ability to apply theory to
real-world situations.
Commented [18]: When you say campaign, do you
mean some kind of media presentation? If so, would
you need to include learning objectives and instruction
related to technologies you want them to be using, i.e.,
Students will be able to use Web-based technologies to
create a <media product (podcast, short video, etc) to
promote anti-doping..

Issues to Consider:

***Some students may have visual or hearing impairments, so I know I would need to look for
video content that also has closed captioning; as well as podcasts with transcripts. There is also
an argument for allowing performance enhancing drugs in sport, and I need to consider this side Commented [19]: Haha, yes, I just saw a tweet from
someone saying I'd like to see an Olympics with
of the argument to give an unbiased description of the state of sport doping. unlimited doping. Let's find out how high humans can
jump.
Nice thinking on display. Please answer questions in comments and where you go to revise
your plan, please do so in a different colored font below your original answers. Please make
these revisions by Sept. 30 to pick up those last 2 Design points.

Engage: 6/6

Design: 4/4 (Revised) 10/3/19

Chapter 2
Course Management Systems

2. Play
Link to Comparison Spreadsheet:

***
https://docs.google.com/spreadsheets/d/1wpHQ6pckaP3c8wKD48KRkERC0AWyUmGfqDvT2VPwXKM/e
dit?usp=sharing Commented [20]: Is there a reason you didn't look at
D2L? The CMS your institution uses?

2. Engage
Take a look at the CEP 820 Showcase. We suggest that you pick two exemplars that are most similar to
the course you will be designing this semester and provide a hyperlink to them in your developer
notebook. As you review these exemplars, ask yourself (and answer) the following questions:

Link to course #1:

***http://kaylbiology.weebly.com/

Who is the audience?

***9-10 grade

How has this course been designed to meet the specific needs of this audience?

***Reading is minimized, with video and powerpoint acting primarily informational content. Well organized
and navigable. Assignments are also at the beginning of the lessons in order to get the students to
engage with content before bombarding them with information.

What were the learning goals that drove this design?

***Objectives/learning goals were related to being able to define, describe, and explain. Assignments at
the beginning of the lesson ask to do this based on knowledge they are coming into the course with. This
helps them remember what the learning objectives are as they go through the powerpoints and videos.

How has the author addressed these learning goals?

***Each learning goal is directly addressed in the powerpoint slides.

What tools has she/he chosen to use that seem to support these learning goals?

***Youtube videos and the linoit website for posting initial thoughts and seeing what other people think as
well.

Is the course easy to navigate? Why? How would I describe the navigational architecture of this
course?

***I felt this course was easy to navigate because there is a completely separate page for each lesson.
This makes it easier to focus in on one piece/series of content without being bom barded with all the
things that are required for the module as a whole. Everything is also in a logical order so I do not have to
jump around between pages very much.

How does this course (and the teacher) invite students to engage?

***At the beginning of each lesson, there is a brief “warm-up” exercise to get the students engaging with
the material without starting with a passive learning experience. These are also worth a small number of
points for added incentive to participate and give a full effort.

What collaborative elements are included in this course?

***The linoit and poll everywhere activities are available to aggregate everyone’s thoughts and responses
in the same place. As for collaborative elements, I don’t see many where the students are able to
collaborate with each other.

What do I wish this course module included that isn't currently there?

***If possible, I wish there was some way to keep track of what has already been completed and what still
needs to be done. This way I can quickly jump to whatever I have left to do. I also think more
opportunities for collaborative work would be a great addition, but it may be difficult considering the
content of this module.

What is one thing I feel the author could have improved?

*** Some of the youtube videos are cool and interesting, but have minimal informational quality. I think
youtube is a vast expanse of videos, and if one looks hard enough they can find a video that is both fun
and educational.

What ideas have I gained from this exemplar that I can use for my own online course module
design?

***I would like to incorporate audiovisual media in order to engage the class. I would like to also provide
activities at the beginning of each lesson so the students can practice actively engaging with the content,
rather than passively absorbing information with no expectation of applying it in some way. Commented [21]: Excellent.

Link to course #2:

*** https://canvas.instructure.com/courses/1442432#

Who is the audience?

***6-8th grade

How has this course been designed to meet the specific needs of this audience?

***There are more active learning and project-based learning parts of this class compared to the previous
one. I think this would be a good idea for middle-school-aged students. They’ll be able to use their
creativity and work socially to solve problems and create something as a product of their learning.

What were the learning goals that drove this design?

*** Many of the learning goals are more active than the previous course (words like “apply” and “identify”
are used as opposed to “understand” or “describe”).

How has the author addressed these learning goals?

*** Rather than have a lot of reading, the module has many videos and activities for active learning. This
allows the students to learn from their mistakes as they make their way through the material.

What tools has she/he chosen to use that seem to support these learning goals?
*** Padlet, which looks pretty similar to the linoit used in the previous OCM. Also, this instructor is
fortunate enough to have a field trip dedicated to this module, which only adds to the hands-on project-
based learning already involved in the OCM.

Is the course easy to navigate? Why? How would I describe the navigational architecture of this
course?

*** This course is pretty easy to navigate, but I think the previous one was easier because it was in
website format. However, I’d be curious to know how each of these platforms scales up. For instance, I
think a sixteen module course over an entire semester would not be as navigable when put into a website
format.

How does this course (and the teacher) invite students to engage?

*** The course invites students to engage by breaking it up into small groups or even partners

What collaborative elements are included in this course?

*** The students can break up into groups during the class (because this is hybrid whereas I think the
previous one was exclusively online) and work on project-based learning assignments.

What do I wish this course module included that isn't currently there?

*** I wish there were more formative assessments such as quizzes throughout the module. There are
many opportunities to create a project for the course, but I wonder if this is enough to know for sure if they
are actually understanding the content.

What is one thing I feel the author could have improved?

*** It is hard to know what needs to be improved since there may be things missing or needed that the
instructor could incorporate into face-to-face class. For instance, the formative assessments may occur
during class, which would explain why the online portion of the class is mostly project-based.

What ideas have I gained from this exemplar that I can use for my own online course module
design?

*** Because I plan to use a hybrid format, I will plan to set up group and partner projects online so that
when the students come to class they can work more collaboratively. This project-based learning could Commented [22]: It sounds like you're planning for
lead to great application skills, which is often the goal of teaching theoretical concepts. collaborative activities in both spaces--online and F2F?
What strengths/weaknesses of each space would you
consider when designing these? Have you had
successful online group activities as a student? What
made them successful?

2. Design
Which CMS are you going to use for this course? Why?

***I plan to use Google Classroom for this course. Although Moodle scored higher than Google
Classroom based on the elements I find important, the D2L page recommends not using Moodle for this
CMS because it can be difficult to use if I haven’t already been using it. Additionally, I don’t know where
I’ll be teaching after graduation, and thus don’t know which CMS that institution will be using . Google
Classroom allows me to bring a course with me and use it at whatever institution I end up working with. Commented [23]: Does your department allow the use
of Google Classroom as opposed to D2L?
Why is this CMS a good match for your course and curriculum?

*** I already keep most of my documents in Google Drive. The fact that I can have a folder for the class is
convenient and can make materials accessible for me and my students. I also do not need the CMS to be
overly flashy, since my students are expected to be self sufficient in studying and motivating themselves
to engage with the course content.

What additional tools/functionality, if any, might you need beyond the features available in the
CMS you have chosen?

*** I may want to include something like Padlet or Poll Everywhere at the beginning of the course,
because it can get the students away from the CMS while also engaging with the class material and with
each other. Commented [24]: Other instructors have had success
with Facebook and Twitter for these purposes also,
Link to online course module shell since students may already be there..but again,
something to check as far as departmental regs.
*** https://classroom.google.com/u/0/c/NDQwNDkwNzcxNzla

Or, the course code is lnr7bwn

Engage: 6/6

Design: 4/4 Please keep in touch with questions!

Chapter 3
Building a Virtual Classroom

3. Play
Link to two-minute screencast

***

Nice use of both video and screencast to welcome students to the course. I don’t know if you want to
show students somewhere how to get to Google Classroom, i.e., links to follow and sign-in process.

3. Design
Link to lesson with original multimedia material

***https://drive.google.com/file/d/1ZAj81Y4sdtqZVCNiIqlo_m7h6o7NvXmE/view
Notes on your first lesson:

I’m not currently seeing a syllabus under your syllabus tab? That’s fine if it’s not there now; it’s not
required at this point, but just wanted to let you know.

I will try to remember to include this by the end of the semester

For your discussion do you want to include a min.or max word count? Do you want to ask students to cite
the slides a particular number of times? Otherwise, a student could respond e.g., “No, because it’s
illegal.” And that could be the end of it.

I have included a word count of 150-200, and have not required the students to cite any slides or readings

Are students also reading a textbook of any kind?

All readings will be scientific journal articles available at the library website and provided in the class
google drive. Any textbook chapters will be made available in the class google drive as well.

I would suggest making the slides available as a Download or as a Google Slides presentation so that
students can easily access particular slides. I would also make use of Headings and Titles in Google
Slides so that they can easily access certain sections. Best practice in accessibility is to close caption
slides. Youtube is one avenue for this. Kaltura Mediaspace through MSU is another. Commented [25]: https://webaccess.msu.edu/Tutorial
s/caption-attaching-to-kaltura.html
This is something I seem to have trouble with. I think I have to keep changing the setting of the docume nt
so it is available to students and not just to me in the google drive. Unfortunately, I forget which
documents have this issue until I am reminded by a student. I will try to be more aware and make all
documents visible when I add them to the drive.

Another tool many students use to break up longer presentations is edpuzzle.com

This allows you to insert quiz questions within a presentation to make it more interactive.

I will try to use this, if not on this module than in my future career.

I don’t see an assessment that allows you to understand if students have achieved the three learning
objectives that you set out for them at the beginning of the slide presentation.

I’ve added a three-question quiz to the topic. Please let me know if this is not visible, and I will try to
change the setting. Commented [26]: I do see that quiz--is that sufficient
enough for you to understand that students have
Overall, you have put in a lot of work on creating that lecture material--now the work becomes about learned all you expected them to in learning
objectives?
making sure students can access the information easily; that you have an assessment for their learning;
and that you continue to put in the directions to make tasks more specific.

Design: 3/4 (Please revise by Oct. 27 to pick up those 2 Design points).(Revised: October 30)
3. Engage
We offer you a lot of material in the Learn section. In Engage for these two weeks, we'd like to
offer you a chance to engage with of those articles more in depth. Choose one of the articles and
have this "conversation" with the author(s).

Authors and Title of the reading you chose:

1. I think your main idea is this: Flipped learning is more than just putting lectures online, it is an
opportunity to maximize the student’s experience and dedicate in-class time to beyond what can be
offered through a lecture.

2. Here are my thoughts on that: I believe the flipped classroom can do the things you say, but agree
that it can only happen in certain contexts. Not only does this have to do with the content of the class
(Socratic vs. didactic), but also the accountability of the students. If all students actually watch the
lectures, everything should run smoothly. If this is not the case, a greater achievement gap could be
formed because those who did not watch the lecture will be further behind and struggle to understand in -
class material.

3. This is a passage from your article I found interesting: “Assessment under this model also
changes. Instead of taking an exam and getting a permanent grade—perhaps the student didn’t
understand key compo-nents of the unit and got a D on a major test—students are required to dem-
onstrate a minimum level of mastery before proceeding in the curriculum.”

4. This is why I found it interesting: I’m reminded of the driver’s test. Taking a paper/electronic exam
says very little about one’s ability to drive a car safely. People are allowed multiple attempts, and once
they show competence, it is possible to assume they will keep this knowledge and skillset, because
application is more difficult to “unlearn.” I’m usually against re-taking of exams, but I think this is an
instance where it would be logical.

5. This is a passage from your article I had questions about: “By implementing flipped-mastery
learning, Allison can now effectively teach all three groups at the same time, differentiating for learners
according to their level of fluency. She moves around the room visiting each group, providing students
with instruction as they need it, when they need it, and at the appropriate level.”

6. Here are my questions: Is there a “gold-standard” for who to focus on, since you can only help one
group at a time (e.g., focus on the lower group because they need the most help)? Could this potentially
lead the students to feel you are biased toward one group of students? Is there a proper duration of time
to maintain this differentiation of teaching, so that there can also be time for full-group activities?

7. This is a passage from your article I want to share with others: “To implement this flexible, self-
paced system, we adopted a mastery learning system based on Benjamin Bloom’s work (1985).
Essentially, students must demonstrate that they have mastered a particular set of objec-tives before
moving on to the next set.”
8. Here is my rationale for sharing this with colleagues or others. I think Bloom’s taxonomy comes as
second nature to many people who specialize in education, but I did not learn about this taxonomy until a
year ago. I think many people in my field could build off their current level of competence by
understanding Bloom’s taxonomy as early as possible.

and BONUS

9. This is a passage from your article that makes me think of another reading from this week:

Here are my thoughts on your ideas alongside <another author(s) from this week>

READINGS TO CHOOSE FROM

Bell, J., Sawaya, S., & Cain, W. (2014). Synchromodal classes: Designing for shared learning
experiences between face-to-face and online students.International Journal of Designs for
Learning, 5(1), 68-82. [LINK]

Christensen, C.M., Horn, M.B., & Staker, H. (2013). K-12 blended learning disruptive? An
introduction to the theory of hybrids [White paper]. Retrieved from
http://www.christenseninstitute.org/wp-content/uploads/2014/06/Is-K-12-blended-learning-
disruptive.pdf

Herreid, C.F., & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College
Science Teaching, 42(5), 62-66. [PDF]

Sams, A., & Bergmann, J. (2013). Flip your students' learning. Educational Leadership,70(6), 16-20.
[PDF]

***Sams, A., & Bergmann, J. (2013). Flip your students' learning. Educational Leadership,70(6), 16-20.
[PDF]

Engage: 6/6

Mid-Semester Check in

Self-Evaluation: External Rubric

We would like you to use the external rubric you pick and to submit (in your developer notebook) a self -
evaluation of your work to date. Choose TWO criteria and their subpoints for your self-evaluation.
So for example, if you're using the Quality Matters rubric, you might choose General Standards 1 and 3.
For each of the criteria and subpoints outlined in your rubric, give yourself a score out of 4. Then, under
“Plan(s) to meet expectation” --in words-- describe how you plan to bring your score up. Depending on
your rubric, you should have about 8 rows (i.e., 2 standards with 4 subpoints each). The point here is not
to have completed everything -- you've still got lots of time to create and revise! Rather, this is a chance
for you to check in with your progress and identify areas for continued development.
1 = I'm just getting started
2 = I'm approaching this expectation, but need to do some more work here
3 = I've met this expectation
4 = I've exceeded this expectation

Link to chosen rubric

***https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric

Criteria and Subpoints Score Plan(s) to meet expectation

***2.1 ***1 ***I have learning objectives for the first lesson,
but not the full course. I will consider the
learning objectives for the full course, then add
those.

***2.2 ***3 ***I do think these objectives are measurable,

and will easily link back to the overarching
objectives...once I write those.

2.3 2 I do believe the objectives are clear, but am

unsure what the subpoint means by writing
them “from the student’s perspective.” Does
this mean all objectives must start with “I”? Commented [27]: If that works for you..it's a style
choice.
2.4 1 In my mind it is clear, because I’m creating the
lessons and assessments. But I can see how it
may not be understood by a student because it
is not stated clearly.

2.5 3 I believe these are in line with primarily

graduate courses, since they are similar to
objectives I’ve had in my own graduate classes.
Undergraduates may find these difficult, so I
may have to figure out how to make sure they
do not fall behind

6.1 3 I certainly think the tools support the objectives,

especially as I continue to include real-life
examples from media.

6.2 2 I don’t think the students are able to engage in

active learning to the extent I would like them
to. In its current state, the course is just didactic
information. But I think I can add more active
learning opportunities now that they have a
foundation of knowledge to start applying.
 6.3 3 I’m meeting the minimum requirement for this
right now, because there are two types of
technology used thus far (youtube and
screencasting). As I grow familiar with other
resources and technology, I’ll be sure to
incorporate more variety.

6.4 1 This is actually an issue I brought up earlier in

Chapter 1. I need to learn more about
protecting privacy online so I can help my
students to do it.

Self-Evaluation: CEP 820 Rubric

Go to the “Mid-Semester Self-Eval (CEP 820 rubric)” sheet in your personal CEP 820 rubrics
Google spreadsheet and complete a self-evaluation of your work and progress to date. You don’t
have to have achieved every criterion, this will just give you an idea of what we expect you to have
completed by the end of this course. Check off those requirements you've completed and/or take
notes on what you have in mind.

https://docs.google.com/spreadsheets/d/1sI4bLY8DuV-
8GtliUsp6QnU0VIAQGjHx4hVqUE71hYY/edit#gid=14

Chapter 4
Communication and Collaboration

4. Engage
(If you'd prefer to make a video or audio recording addressing the prompts instead, please feel free to do
so and include a link.)

● Reflect on your response to the lab scenarios. Based on your review of at least one
colleague's responses in the discussion forum, would you do anything differently than
you initially thought? What aspects of your own communication style will you need to be
extra aware of in order to establish good communications for your online class? (e.g., I'm
 tone deaf...or I'm too quick to reply sometimes...or I know that I sometimes try to solve
problems myself without including all stakeholders...or...or...or...)
I am usually willing to admit that I am not tech-savvy, but in the second scenario I was
quick to assume I knew exactly what went wrong. I had come across this issue many times
in my own teaching, and assumed it was the same problem, then realized by the other
responses that there were a number of possibilities to fix the problem. I need to be more
aware of when there could be multiple solutions to a problem, and also not assume I can
fix every problem on my own.
I also recognized that many other instructors were willing to offer a way to gain the points
back in the first scenario, whereas I held strong and didn’t return any points. This may be
because I’ve given points back before and been taken advantage of later. However, I think
it depends on the age group. Teaching college students, I expect them to be highly
responsible. Younger students may require some more leeway with deadlines.
● Based on our readings (please be sure to make reference to at least two from this chapter)
and discussions of pedagogies that have received some empirical support, what
philosophical, theoretical and/or practical ideas are you drawing from to shape your online
teaching decisions? (OPTIONAL if you attend the SYNCHRONOUS MEETING)
I enjoyed the Harvard Educast, because it reminds me that education is a two-way street. I
like to think of education as collaborative, but when there are situations like the case
scenarios I start to treat it like it’s me against the student. This is not fair to the student,
and I think I need to be more empathetic toward their needs. This is also in line with the
awareness of learner. I like to think I have this awareness when things are going well, but
when things are not running smoothly my communication style worsens. If I maintain an
understanding of the student’s perspective, there will be less chance of a communication
breakdown
● Please craft a Course Communication Policy for inclusion into your online course. You
may revisit your CEP 820 Exemplar Showcase for many examples of appropriate
communication policies for different grade levels, subject areas, and non-school-based
courses.

***Communication

MSU E-mail

When contacting your instructors via e-mail, please use your MSU e-mail address and
identify yourself by full name and course number. Students are expected to place the
course number, followed by the subject of the e-mail, in the subject line, use appropriate
e-mail etiquette, and maintain reasonable expectations for instructor responses. E-mails
that adhere to e-mail etiquette will be responded to usually within 48 hours. E-mails sent
on weekends may not be responded to until the next week day.
Failure to adhere to these guidelines may result in a delayed response or no response
at all. Please do not e-mail us through the D2L message utility: instead, use MSU’s e-
mail system or an e-mail application that allows you to send e-mail from your MSU e-
mail address (e.g., Gmail, Outlook).

Electronic assignment submissions

Technology fails at the most inconvenient times. Servers go down, computers get
viruses, transfers time out, printers don’t work, and files become corrupt. The list goes
on and on. These are not considered emergencies. They are part of the normal Commented [28]: I have seen this language before...if
you took this from another syllabus, be sure to cite the
production process. An issue you may have with technology is no excuse for late work. syllabus or policy at the end of this document.
You need to protect yourself by managing your time and backing up your work.

All Filenames = “Lastname_AssignmentName.Fileformat” (e.g.,

Singh_Assignment4.docx)

Submit in Microsoft Word format (.doc or .docx) – if I can’t open it, I can’t grade it

Submit electronically into appropriate dropbox on D2L (unless stated otherwise)

12 pt. font (Calibri, Verdana, Arial, Garamond, or Times New Roman preferred), double-
spaced formatting, and 1” margins

Providing Feedback to Other Students

In this class, you may be asked to provide feedback on a classmate's discussion post or
peer-review a partner's work using the comment feature of a discussion board, Google
Doc, etc. Follow the guidelines below when reviewing classmates' work...

1) Give constructive feedback. Offer suggestions to help your partner improve his/her
work in a meaningful way.

Note: If your communication with other students or myself involves inappropriate

language or tone, you will receive one written warning. The same rule applies to
instances of plagiarism (either of another student or an outside soure). Students will be
given a warning and required to complete the plagiarized assignment again to receive
credit. After this warning, any further inappropriate communication or plagiarism will
result in a "Conduct" grade of "Unsatisfactory" for your marking period report card.

Engage: 6/6

Design: 4/4

Chapter 5
Assessing Student Learning

5. Play
1. Share the link to your Alignment Table Google Doc.

***https://docs.google.com/document/d/1bwd_eAaB3MSqbmfZFoh-
noVJtOkwgThpMVY39Al_1Nk/edit

5. Design
2. Share the link to the Google Doc you and your partner used to give and receive feedback.

https://docs.google.com/document/d/1GoaEU8VbPl3CvG4VNi93DMXEA876gYmH5WfnGgKdo7c/e
dit#

5. Engage
3. Make your thinking about assessment visible. We are interested in your thoughts on assessment and
evaluation broadly (as influenced by your readings in the lecture) and how you plan to provide feedback
in your online course module. In addition to any general thoughts you may have, please tell us about the
factors you considered as you create assessment tools.
● What went into your choices as you focused on certain aspects of your course?
● Where did you find your assessments needed to be more in line with other aspects of the
course or your pedagogical priorities and what steps did you take to address that?
● How will your assessment of your students be a tool to grow your students' learning?
● How will students be involved in the assessment and evaluation process?
● In what ways will your standards be communicated to the students?
All teachers are asked to explain to their stakeholders (parents, students, administrators) the instructional
choices they make. Think of this as a way to prepare your conversational talking points.

***When focusing on certain aspects of the course, I chose to base some of them on previous
classes I took that I enjoyed and felt were substantial in my education. Those courses often used
content to apply knowledge to a real-world situation. For this reason, I planned for many of my
assessments to be in the form of application or problem-solving. However, in doing so I realize
that I was not as strong with the multiple-choice assessments. I tended to throw questions
together without considering whether all the learning objectives were addressed in the
assessment. For this reason, I will have to rethink my quiz questions in the future and be sure that
there are enough questions with enough breadth to ensure students have reached all the learning
objectives.
For the second lesson, students will be involved in the evaluation process because they will be
able to see what other groups do for their project. Additionally, I will give feedback in-class. This
way, the students can also see how I evaluate projects and apply my feedback to their own work.
I believe I do a pretty good job of establishing learning objectives, but need to double-check that
they are explicitly stated in the course module. I typically include them at the beginning of
powerpoint slides, but not every lesson includes a powerpoint. In addition, I need to go back later
and make sure the standards I communicated at the beginning are still relevant at the end of the
lesson/course.

Engage: 6/6
Design: 4/4

Chapter 6
Online Literacies and Universal Design for Learning

6. Engage
We'd like you to consider today's learners and think about how you could make your online course
module more aligned with their needs as learners in the digital age.
As such, we want you to identify three things you could do to make your course more consistent with one
the set of UDL principles outlined in the lecture.

Write about these three things in your developer notebook and tell us:

Which three checkpoints within UDL your changes would address: Please include the Principle
and the Checkpoint for each.

***Principle: Engagment; Checkpoint 8.1 - Heighten salience of goals and objectives

Principle: Representation; Checkpoint 1.2 - Offer alternatives for auditory information

Principle: Action and Expression; Checkpoint 6.1 - Guide appropriate goal-setting

What specific changes would you make to your course to reflect those principles?

*** 8.1: I could include the objectives of each lesson on the online module, rather than just in powerpoints.
This is especially important for those lessons where a powerpoint is not the primary method of learning. Commented [29]: Good, simple correction.

1.2: Although I did my best to use youtube videos with captioning available, I did not include captions in
the youtube video when making the screencast...or for any portion of the screencast for that matter. I
could re-record the screen cast with subtitles/captioning for the youtube video, and provide a transcript for
the lecture I recorded through screencasting.

6.1: Similar to 8.1, I could not only add objectives to each lesson, but I could also include checklists along
the way to ensure each student is reflecting on their progress toward the objectives.

6. Design
Now, we'd like you to make ONE change of the three you’ve targeted in Engage and implement
something in your online course. After you've made this change, please take a screenshot of what you
implemented and upload it to your developer notebook.

The principle and checkpoint I chose is…

***8.1 - Heighten salience of goals and objectives

Screenshot of change made

***
In addition, we want you to walk us through why what you've shown us in the screenshot is in accordance
with UDL considerations.

How is this change in accordance with the principle you chose?

***Now the objectives of each lesson are made more clear for the students. Additionally, the final
objective from the final lesson also incorporates and requires material from previous lessons. This will
remind the students that the whole class is relevant and the content is all related to each other.

Engage: 6/6

Design: 4/4

Notes on final OCM:

An anti-doping campaign is a great assignment, but you’ll need a lot more here in the space to ensure
that students can be successful.

First: what is a campaign? You should define it, and provide examples. What are the deliverables of the
campaign? A slogan/PR materials in the form of advertisements, PSAs, short videos? What will you ask
students to create (for the actual presentation) and create plans for? (for the campaign)

What rubric will you use? For example: what if one group has excellent speaking skills and good ideas,
but no theory, while another group has solid theory, but weak presentation?

I may be missing something, but how are students accessing the course readings? I don’t see any
hyperlinked files?
I really like the Assessment for Chapter 3, but to me, it feels more like an assessment for the entire 3
Chapters. Where is the individual assessment for specifically Chapter 3 readings and ideas? This seems
to be missing.

Lessons Two and Three are a little thin: good ideas in both that need further development.

23/26

Chapter 7
Classroom Management

7. Engage
In a couple of paragraphs, reflect on the critical design decisions and the critical pedagogical
decisions you've made in the creation of your online course. Explain the theoretical foundations
that have grounded your online course design process. Also, tell your audience (i.e., would-be
online course designers) about the pitfalls you encountered and how to avoid making the same
mistakes. Essentially, this entry would allow a colleague to benefit from your experience.

***

My background is in sports medicine and sport psychology, not education. In teaching these
courses, I gained an appreciation for hands-on learning and application of course material to real-world
settings. Despite lacking a strong foundation of pedagogy knowledge or educational theories, I now know
these concepts are higher in Bloom’s taxonomy. I continued to use this throughout my creation of the
online course.

My course module was a hybrid course, in which case it was partially online and partially in-
person. Therefore, not all course content was in the OCM. While some may think this leads to only partial
preparation on part of the instructor, I am fully aware this takes just as much work and planning as a fully
in-person or fully online course. It is easy to mentally separate the two aspects of the course, but this
could lead to a disjointed education. I therefore used the recommendations from Sams and Bergmann
(2013) on creating a flipped classroom. Such practices included in-class discussions (Lesson 1), group
work (Lesson 2), and problem-solving (Lesson 3).

Overall, I like how the OCM came out, but it could always be improved. However, between the
numerous course management systems, online teaching resources, and directions one could take
available to online instructors, I was often overwhelmed. This could potentially be explained away by the
problem of having to create a course from nothing. I advise online course designers not to try to do
everything all at once. Adding too many new functions or focusing on the flashy side of the course could
take away from the purpose of the course: education. While this may look differently across instructors, it
is smart to walk before trying to run. If I were to teach this course, I would add and adjust in future
semesters, rather than continuously revise and get caught trying to perfect one part of the course and de -
emphasizing others.

Engage: 6/6