EDLD 531 Assignment 1

Edgell, Kelsi

Link to your LMS:

https://canvas.instructure.com/courses/2532506

Link to your ePortfolio:

https://missedgellsclassroom.weebly.com/edld-531 .html

Enter your Introduction, Learning Goals, Desired Results, Audience, and

Outline for your online course using your previously developed UbD plan or 3
column table for your learning environment below using the space you need:

Introduction:

The course presented below is an online course designed to help learners access
technology application tools that can truly enhance learning as we know it today.
Learners will have the opportunity to become the dictator of their learning
process. Students will find themselves working well with others, becoming a
critical thinker, maintaining their confidence, as well as managing their time and
work effectively. Students will see a substantial amount of growth within
themselves with the idea of “learning by doing”. Students will be creating an
ePortfolio that is unique to them by using the COVA approach. This will be the
first step in introducing them to Project-Based Learning.

Learning Goals:

1. Learners will acquire academic​ content knowledge and skills, and develop deeper
understanding.

2. Learners will ​become aware of their own academic, personal and social
development.

3. ​Learners will gain confidence for meeting new challenges in school and in life.

4. Learners will collaborate with classmates for feedback and reflection through discussions.

5. Learners will begin developing their ePortfolios b choosing a platform of their choice.

Desired Results:
Learners will be required to follow grade TEKs English I standards. The district's
expectations are to provide the highest level quality of instruction and learning
opportunities that produce motivated and successful learners; promote excellence,
teamwork, and a commitment to continuous improvement.

Learners will be able to:

● ​design a unique ePortfolio.
● ​make reflections based on their own learning.
● ​become more confident in their own work.
● ​provide feedback on their classmates ePortfolios.

A​udience:

Administrators and colleagues in my organization will be my primary audience.

They will design and create their own unique ePortfolio that will be used to aid
them in introducing ePortfolios to their own students. Teachers will have the
opportunity to use the Chromebooks that were provided by the district to
complete the course requirements.

Outline:

BHAG (Big Hairy Audacious Goal) – Overarching Course Goal

All English I learners will work with teachers to create an ePortfolio that they
will continue to self regulate and add onto throughout their entire high school
career.

Learning Goals Learning Activities Assessment

Activities

Foundational: Learners will Learners will

research other high complete an
Learners will deFine what an school level ePortfolio planning
ePortfolio is and what it means to ePortfolios and write form​.
them personally. down all of their
ideas.
Learners will choose a platform in
which they want to complete their
ePortfolio.
Application: Learners will discuss Learners will
the use of continue to work on
Learners will use prior knowledge implementation their ​ePortfolio
to make an outline of everything strategies through planning form ​and
they are wanting to include in their critical thinking outline.
ePortfolio. ( They will use the skills.
ePortfolio planning form to help
guide them) Learners will have a
discussion with their
Learners will use critical thinking teachers about
skills to apply online resources opportunities
within their ePortfolio and provide presented within
additional their ePortfolio.

Integration: Learners will have an "in Learners will be

Learners will analyze
opportunities to communicate
with students and teachers
about projects, daily work and
classroom expectations within
their ePortfolio.
class” discussion in small given a
groups and update their “group-reFlection”
“Blogs” within their rubric as well as
ePortfolio. “self-reFlection”
rubric.

Human Dimension: Learners will work with Learners will

students from other complete a project
Learners will be able to explore English I classes and as reFlection and add it
how their ePortfolio can have a well as other English I onto their ePortfolio.
positive impact on their daily teachers to get their
lives. feedback.
Learners will engage self Students will update
awarenesses when working their “blog” within their
with teachers and other ePortfolio.
students during this process.

Caring: Learners will complete a Learners will create

Learners will develop a better
understanding of who they are
as a learner and develop self
conFidence in their voice and
survey on Google Forms a 1-2 minute video
to Find out if their explaining their
learning style is learning style.
Constructivist,
Behaviorist, Cognitivist.
 learning style.

Learning How to Learn: Learners will have an “spider

Learners will analyze the positive
impact of critical thinking skills on
creating their very own space for
learning and documentation.
Learners will be able to utilize
technology to seek out creative and
useful solutions.
web” discussion as a whole
class and we will document
everything everyone says on
the white board.
Learners will document what
their classmates said as a
whole and compare it to their
own thoughts and beliefs.

List and briefly describe in your assignment document the materials you will
enter into your chosen LMS below using the space you need:

Multiple Weeks:

- I will present my ePortfolio with learners to review the learning goal of the
course. Learners will have the opportunity to ask questions regarding the
ePortfolio.
- Learners will use the discussion board for feedback and collaboration
with other peers/colleagues.
- Learners will submit a final - min presentation of their experience and
feedback regarding their ePortfolios.

Week 1:

- Learners will be introduced to what an ePortfolio is.

- Learners will also use Dr. Harapnuik’s site for beneficial resources

- Learners will use the discussion board to interact and have meaningful
conversations.

- Learners will be introduced to meaningful resources to help them

understand what an ePortfolio is.
Week 2:

- Learners will begin creating their own ePortfolio. They will first choose a platform
of their choice.

- Learners will have the opportunity to collaborate in groups.

- Learners may choose to meet with their groups to discuss progress on

their ePortfolios as well as provide/receive feedback.

Week 3:

- Learners will begin to introduce professional learning networks(PLN) to aid in

collaboration.
- Learners may use any technology application tools to better assist them in
their work.

Week 4:

- Learners will begin to visit other ePortfolios. During this time they
will be promoted to use the discussion board.
- Learners will begin working on their final - min presentation of
their experience and feedback regarding their ePortfolios.

Week 5:

- Learners will provide self-reflection surveys for learners to analyze the impact
of ePortfolios.
- Learners will present the digital tools that they felt best fit their learning
process.
- Learners will share their - min presentation.
Assignment Value: ​ 0 points

Instr ctions
From the assigned readings, the weekly discussions, and from your supporting
research you will create separate but related resources as listed below: ​● ​Create
an account in Schoology or other Learning Management System with access for
professor and Instructional Associate. ​Make sure your name is displayed in the
name of your course (Last name, first initial, course name).
● ​Submit your Introduction, Learning Goals, Desired Results, Audience, and
Outline for your online course using your previously developed UbD plan or
column table for your learning environment.
● ​List and briefly describe in your assignment document the materials you will
enter into your chosen LMS.
● ​Submit documents with links to LMS and ePortfolio into Blackboard.
● ​Download Planning Questions document and answer questions - .
Submission Details:

This assignment is unique to you, your circumstances, and your organization so you
need to determine who your audience is, why and how they will use this
information, and what impact you are looking to make. Since you own this
assignment, and more importantly the ideas within the assignment, you need to
choose how you will format and present this information. Refer to ​Who Owns the
Eportfolio ​- http://www.harapnuik.org/?page_id 0 0 ​for a more detailed
explanation of idea ownership.
Even though your evidence of learning for this assignment may take the form of a
Google document, video, presentation, blog post or other digital format you will be
required to use the provided this document template to submit the assignment
URL.
● ​Paste the correct and accessible URL into the space at the top of the
document template,
● ​Add your name to the document,
● ​Rename the file with your name and assignment identifier,
● ​And upload the file to Blackboard by or before the deadline.
If your evidence of learning does take the form of a Word document then you can
simply paste the content into the document template and complete the
assignment submission as outlined above.
The School of Education is using this submission process in its online courses for
two reasons:
. We wish to provide you an offline copy of the assignment instructions that
you can refer to.
. We want to ensure there is a consistent and permanent record of assignment
 submissions that can efficiently be converted to hard copy.
Formats:
● ​Use the APA format to cite your sources.
● ​Use the assignment name, your last name and first initial (assignment name
last name first initial) to label your assignment submission.
Add to eportfolio:
Since this assignment is part of the course outcome of developing an online
course, you will also need to add this to your eportfolio. In the final module you
will be required to consolidate all the course assignments into a cohesive section
on your eportfolio, so we recommend that you add this to your eportfolio as you
go along rather then wait until the end.