OLE+Module+(online+endrsmnt+students)

Getting Started
This Wiki module will help you begin designing your own K-12 online learning experiences. You will begin the module by choosing one chapter related to a content area of your choice (Cavanaugh & Blomeyer, Chapters 3-7). Other assigned readings will help you create learning outcomes, activities, and assessments for online learning (Vai & Sosluski, Chapters 8-10). Finally, you will begin creating your own online learning experience using a template we will call the OLE Grid. This grid will help you begin thinking about the standards you need to address, the specific learning outcomes you want to see, what activities would help students reach those outcomes, and how to assess student progress. The OLE grid will serve as a key foundation piece for your course syllabus and mini-module assignments.

1) When designing instruction, its important that you can write a learning objective effectively. Effective learning objectives have 4 parts: Audience, Behavior, Condition, and Degree. Learn more about writing a learning objective by taking the tutorial:

@http://teachonline.asu.edu/objectives-builder/

2)Bloom's taxonomy of objectives helps teachers to organize and plan for instruction. Bloom's original taxonomy consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Read more here:  @http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

3) Activities include any resources and accompanying instructions that provide learners with the information, knowledge, or practice to achieve the learning objective. A learning object is a resource, usually digital or online, that can be used and reused to support learning. A learning object repository is a place where a teacher, instructor, or instructional designer can go to search for instructional resources. Visit this list of repositories to browse for learning objects: @http://www4.uwm.edu/cie/learning_objects.cfm?gid=37

4) Since you now write your objectives with all 4 parts (Audience, Behavior, Condition, and Degree), your assessments have already been implied. For example, if your objective stated the following: The learner will score 80% or higher on an essay test about Shakespeare's key themes. You need to ask yourself: "How will I know a student mastered this objective, and how might I assign a grade?" To answer this question, you will naturally develop the assessments. In the example given, the assessment would require an essay test and a grading rubric for the essays. These two items are a well-aligned assessment to the example objective. To learn more about aligning objectives and assessments, read here: @http://teachonline.asu.edu/2012/10/aligning-assessments-with-learning-objectives/