Online learning provides 
a flexible learning environment that result in multiple defined product s or performances. In “Getting Students Hands-on with Technology, No Matter What” Molly Valdez states that “everything the kids need is right there for them. Kids can work at their own pace and aren’t slowed down by others. Others that need more direction-those kids, we can work with them slowly, to make sure they really get the material” (Valdez, 2010). By designing effective online learning experiences for all students no students have to be left behind or kept back. An online learning environment coupled with lessons designed for understanding will ensure that all students experience growth. Designing an online course requires the creator to unpack the standards and think like an assessor to determine the desired results or proof. This change will “…put students in a position to learn far more, on their own, than they can ever learn from us” (Wiggins, 2000).
The course I created helped me to see that I can design an online learning environment to help teachers and student learn. I have a lot to learn about designing lessons that are 100% online. After I completed the assignment I realized that I left out information and instructions. Creating the course has given me a good foundation to build upon. I intend to use the course that I created to explore the different features that are available in Schoology. My biggest challenge is to learn how to create an online course that ensures that slower students learn all that they need to learn within the specified time frame while not maker faster students feel they are being punished with more work.
I have already started talks with my department about implementing online learning next year for Technology Applications. As a Technology Facilitator I will use online learning to help teachers learn how to integrate technology. Requiring teachers to complete professional development online will increase their hands-on technology time while providing engaging, authentic, and effective experiences. If teachers are to teach digital natives they need to spend more time using technology. Teachers need hands – on staff development with support and follow-up before they can be expected to implement effective online learning. In “Strategies to Put Instruction Ahead of Technology”, Eric Jones states that “rather than simply learning the basics of how to use a technology tool, teachers must learn how to use the tool to improve teaching and learning in their classrooms. [The Training must] be embedded instruction, not isolated from it, and is driven by the skills that teachers need to use the technology in the classroom, not by the technology itself” (2007). Professional Development must allow teachers to develop an understanding of the pedagogy required to meet the needs of all students. Communicating with students and designing content are also areas of importance for teacher professional development. (Watson, 2007)
The challenge is designing “professional development [that will] focus on helping teachers understand how to motivate individual learners, enhance student interaction and understanding without visual cues, tailor instruction to particular learning styles, and develop or modify interactive lessons to meet student needs” (Watson, 2007). How are educators to continuously design courses geared towards understanding and still have time to communicate with students? How are K-12 students to learn the time management skills required to complete a self-paced online course?
Understanding By Design, by Wiggins and McTighe, has caused me to rethink my entire planning process. I plan to continue reading the remainder of the book and to utilize the backward design process on the lessons I design. I will start the 2010 – 2011 school year off with a hybrid offline and online learning environment.
References
Watson, J. (2007). A national primer on k-12 online learning. North American Council for Online Learning. Retrieved April 26, 2010 from http://www.inacol.org/research/docs/national_report.pdf
Wiggins, G. & McTighe, J. (2000). Understanding by Design. Upper Saddle River, NJ: Prentice Hall.
Valdez, M. (2010). Getting Students Hands-on with Technology, No Matter What. Tech Edge, 290, 20-21.