3.3 Online & Blended Learning
Candidates 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. (PSC 3.3/ISTE 3c)
Artifact:lockhartushistory.com, edtechspeeddating.com
Reflection:
1. Briefly describe the artifact and the context in which it was created. What was/were your individual contribution(s)?
My evidence for this standard comes down to two different artifacts. The first is my former class website lockhartushistory.com. This site was created as a digital hub to implement both differentiated workflows and blended learning in my class. I created it around 2010, but it has had several different iterations since.
My other artifact is my education technology resource site edtechspeeddating.com. This site is meant to be a digital hub for teachers to learn outside of trainings and coaching, and it is also an extension of the work and connections I have built through presentations. It has many different resources including video, presentations, links, and more. I created the site after ISTE in 2011, but it has seen much iteration since that time
2. Explain how this artifact demonstrates mastery of the standard/element under which it is placed. See the portfolio rubric and watch the videos for more details on what to include in your reflection for this question. You must respond to each of the items on the rubric in this question! It is VERY IMPORTANT that you address ALL of the criteria on the rubric. This one question may need to be several paragraphs long in order to address all of the items on the rubric.
The two articles I have chose each represent different aspects of the standard. Lockhartushistory.com represents the student side of the standard, and edtechspeeddating represents the faculty side of the standard. Lockhartushistory meets the student side because it is the hub for a blended learning environment. I gave students the choice to get content from a direct instruction model or they could access it through video. The videos were housed on the site, and the site also housed differentiated workflows filled with creation assignments. This is the epitome of blended learning, so it definitely meets the standards
The second artifact is edtechspeeddating.com, and it meets the teacher side of the standard. This site meets the criteria of expanded professional learning opportunities for teachers. It houses all of my presentations, so teachers who see one can see them all. It has a blog for teachers to learn about edtech issues, videos, and more. Basically, it meets the standard because it is blended learning for teachers
3. What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact? Not changing anything is NOT an acceptable response.
When you talk about the learning that comes with both of these artifacts, it comes down to several years’ worth of iterations and learning I have gotten from a variety of places. Lockhartushistory.com’s main source of learning has come in both new structures and organization for students as well as new ways for students to create. The current site is what has come from finding things that work for students as well as finding assignments that actually work.
Edtechspeeddating.com basically is everything I have ever learned in the field of ed tech. I am constantly updating it whenever I learn something new that might be useful. You can even see my learning by tracing back in my blog post and seeing the difference in the new ones from the old.
4. How did the work that went into creating the artifact impact school improvement, faculty development, or student learning? How can the impact be assessed?
Both artifacts given can effect faculty development, andlockhartushistory.com can positively affect student learning. Edtechspeeddating.com effects faculty development by giving faculty members a place to go and learn about instructional technology outside of the normal school day. Faculty can also learn from lockhartushistory.com as it can become a model for blended learning for other faculty members. I also saw the direct impact lockhartushistory.com had on students, as putting together my class this way saw improved test scores for both Milestones and the IB test.
1. Briefly describe the artifact and the context in which it was created. What was/were your individual contribution(s)?
My evidence for this standard comes down to two different artifacts. The first is my former class website lockhartushistory.com. This site was created as a digital hub to implement both differentiated workflows and blended learning in my class. I created it around 2010, but it has had several different iterations since.
My other artifact is my education technology resource site edtechspeeddating.com. This site is meant to be a digital hub for teachers to learn outside of trainings and coaching, and it is also an extension of the work and connections I have built through presentations. It has many different resources including video, presentations, links, and more. I created the site after ISTE in 2011, but it has seen much iteration since that time
2. Explain how this artifact demonstrates mastery of the standard/element under which it is placed. See the portfolio rubric and watch the videos for more details on what to include in your reflection for this question. You must respond to each of the items on the rubric in this question! It is VERY IMPORTANT that you address ALL of the criteria on the rubric. This one question may need to be several paragraphs long in order to address all of the items on the rubric.
The two articles I have chose each represent different aspects of the standard. Lockhartushistory.com represents the student side of the standard, and edtechspeeddating represents the faculty side of the standard. Lockhartushistory meets the student side because it is the hub for a blended learning environment. I gave students the choice to get content from a direct instruction model or they could access it through video. The videos were housed on the site, and the site also housed differentiated workflows filled with creation assignments. This is the epitome of blended learning, so it definitely meets the standards
The second artifact is edtechspeeddating.com, and it meets the teacher side of the standard. This site meets the criteria of expanded professional learning opportunities for teachers. It houses all of my presentations, so teachers who see one can see them all. It has a blog for teachers to learn about edtech issues, videos, and more. Basically, it meets the standard because it is blended learning for teachers
3. What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact? Not changing anything is NOT an acceptable response.
When you talk about the learning that comes with both of these artifacts, it comes down to several years’ worth of iterations and learning I have gotten from a variety of places. Lockhartushistory.com’s main source of learning has come in both new structures and organization for students as well as new ways for students to create. The current site is what has come from finding things that work for students as well as finding assignments that actually work.
Edtechspeeddating.com basically is everything I have ever learned in the field of ed tech. I am constantly updating it whenever I learn something new that might be useful. You can even see my learning by tracing back in my blog post and seeing the difference in the new ones from the old.
4. How did the work that went into creating the artifact impact school improvement, faculty development, or student learning? How can the impact be assessed?
Both artifacts given can effect faculty development, andlockhartushistory.com can positively affect student learning. Edtechspeeddating.com effects faculty development by giving faculty members a place to go and learn about instructional technology outside of the normal school day. Faculty can also learn from lockhartushistory.com as it can become a model for blended learning for other faculty members. I also saw the direct impact lockhartushistory.com had on students, as putting together my class this way saw improved test scores for both Milestones and the IB test.