3.

3 Online & Blended Learning - develop, model, and facilitate the use of online and blended
learning, digital content, and learning networks to support and extend student learning and
expand opportunities and choices for professional learning for teachers and administrators.
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The ITEC 7480 Online Learning Unit Plan was created to reflect Universal Design Principles
and National Standards for Quality Online Courses (iNACOL). This learning experience consisted
of collaborative tasks that required student exploration of literary text and creation of digital
content in a blended learning environment. I outlined a six-week blended learning plan with
multiple forms of engagement, expression, and representation to extend learning and expand
opportunities for differentiation.
The ITEC 7480 Online Learning Unit Plan demonstrates my ability to develop online and
blended learning, digital content, and learning networks. The Online Plan that I developed and
cotaught with 3rd grade mirrored iNACOL and Universal Design Principles. It included content
reflecting the Georgia Performance Standards that was differentiated for all learners needs
with multiple pathways to proficiency embedded throughout. During the introductory phase of
the experience, I shared the communication plan which outlined the expectations for face-face,
synchronous and asynchronous learning opportunities with teachers, students and parents. I
primarily lead the synchronous sessions using Zoom as a virtual classroom space. Students were
expected to submit asynchronous task and weekly reflections in Google Classroom, our blended
learning management system, as assigned. The grade level teacher led the face-face classes as I
supported as a co-teacher. As a team, we strongly collaborated to create digital content for
learners to engage with during their asynchronous time. We provided digital progress reports
using Flipgrid that was shared with students and parents twice throughout the unit to review
progress and next steps. We also established office hours to provide a consistent window of
time for students and parents to communicate with us via Google Voice and Google Classroom
as needed. The blending of face-to-face and online learning allowed students to work at their
own pace and reserve face-face time for clarifying misconceptions and application of learned
content.
The ITEC7480 Online Learning Unit Plan also demonstrates my ability to model and
facilitate the use of online and blended learning, digital content, and learning networks.
Students had the benefit of audio and visual supports embedded throughout the experience as
a support as they complete self-paced tasks during asynchronous time. As a result, the
classroom teacher and myself were available to facilitate student learning at deeper levels
during implementation. Teachers observed how the audio and visual cues in the plan supported
each learner as they worked independently. Teachers were excited about implementing the
blended plan as a team but apprehensive about creating and maintaining blending learning on
their own. I shared all planning documents, hyperdocs and Google Sites that I created and used
to develop the unit. I explained that after two weeks, I was able to determine which tools were
best for students and narrowed it down to one, Hyperdocs created n Google Slides. As a team,
we collaborated to develop hyperdocs to extend learning in the future through blended tasks
provided in Google Classrooms as an initial step for incorporating blended learning into our
instructional framework.
 While creating the Online Learning Unit Plan, I applied everything that I learned about
iNACOL and Universal Design for Learning. I witnessed how the extra efforts to support
students with visual and audio cues improved the lesson and resulting in improved learning
outcomes. Using the blended learning model in a cotaught format also demonstrated the
benefits of and online learning to collaborating teachers. I heavily collaborated with teachers to
develop content, however I would improve this experience by hosting a virtual work session
where teachers can collaborate with others and myself to practice and improve their delivery of
lessons in all formats of blended learning.

The Online Learning Plan impacted staff development by demonstrating how a technology
enhanced learning experience can provided enriching self-paced lessons that supports the
needs of all learners and increase teacher availability to address misconceptions and increase
rigor of learning. The blended learning plan also impacted student learning by providing
opportunities for learners to work at their own pace and build independence.