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I find it so helpful to see the work that my peers do. This site provides so many good ideas that I will consider as I begin to build my own online learning portals.

It sounds like the program being used is Brightspace. I’m not familiar with it but the website looks so clean, streamlined and easy to navigate. Maybe this is a product of the program but it is clear that the ‘student’ has also spent considerable time considering how her own students will interact with the site. It is also helpful to hear her reflect on what would bring calm to her as a student and apply this to the site that she is building.

One of the challenges that I anticipate is staying current with my own courses online. I know how important it can be to students and it will be my priority. From what I know, there is a lot of work that goes into this and I need to make sure to carve time out immediately after my own classes to post all relevant info and work.

Taylor Herrington

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This was a great sample.

Some things that I thought were done well: scheduling (by day), scaffolding of each lesson, student output each day (always 'doing' something), the use of pear deck. I'd never heard of pear deck and having used Brightspace before, I can see why this would be a great application to use. I've used Brightspace predominantly when ministry content shells are available. The interactive stuff isn't always great, so pear deck would be a nice alternative.

Suggestions for future improvement: Keep discussions to the discussion folder rather than the assignment folder.

How can students save/organize their work? Something I find challenging online is keeping track of all the online material. Could folders (by lesson) be set up with copies of resources?

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There are many great features in this Visual Art course: The unit is well organized and the left side bar makes the contents easy accessible. A suggestion for further development: Daily checklist for the tasks should be posted at the beginning of day tasks to guide the students and to reduce confusion as there are lot of tasks assigned to students daily and different ways to submit their work ( Exit Ticket, comments, discussions, Pear Deck,...) Further more, a guiding video to describe the daily tasks will be also helpful.I want to ask some questions:1- Do the students know the expextations and the success criteria for each task? 2- Is there any explained rubric for the assignments? 3- Does the teacher schedule group meeting or one to one meeting to give more clarifications or feedback to the students to guide them in their on line learning?
Gehane

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The presenter did several things well: the course was nicely broken up by day, so that students weren't overwhelmed with seeing the whole course at once; the information for each page was put into small packages, as opposed to a lot of dense text to wade through; and there was good use of colour and font size for emphasis of important information.

Suggestions for further development: there could be more variety for each day's lesson, like images, videos, and embedded objects. The exercise for the different styles was a bit dry, both for the students to do, and probably for her to assess! This might be more effective if assigned as an EdPuzzle.

Regarding the teaching/learning platform: are the icons for the tasks that the presenter used part of the LMS or something she did? Does the LMS have icons for different tasks/assessments/activities? I ask because this would be a good way to draw the learner's attention to something that they are trying to find. Also, in the assignment tab, do those grades go automatically into the gradebook? Can students access them in real time? Is it possible to break down the grades according to the Ontario learning categories (Knowledge, Thinking, Communication, Application).

Vanessa

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I loved the organization and clear visual layout of the content, resources and assignments! There was a side menu, as well as icons across the top of the page to help students to navigate the course.

Like some of the other comments, I wondered if there was too much content/reading to cover per day, and have also found the pacing is a new 'beast' to conquer in the online teaching world compared to in person learning. I've found that what I could cover in person is different that what I am able to cover online.

I was curious as to what program she was using?

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This is a very comprehensive unit to say the least! The glossary on the homepage is a great idea to serve as a reference for the students, and to free up time for deeper learning as the expectation is that time is not spent teaching the terminology in the glossary and students are responsible to look up unfamiliar terms. I also found the icons at the top of the screen helpful, and I suspect that if I was a student in this art course, I would use those icons a lot.

In regard to further development, the unit is lengthy, complicated and covers a lot of material. After teaching the unit online, the teacher might consider "less is more." What can be streamlined? Were her expectations met? Possibly this unit needs to be divided into some smaller units. Student feedback would be critical here to consider the course set up, layout, instructions and assessment from their point of view. Is the course sustainable? The teacher stated that she found embedding the links in the course a lot of work not to mention voiceovers for some of the Pear Deck slides.

Two questions I have are:
1. Are students shown examples of how and given practise of using language to describe and explain the principles of design?
2. This sample we watched was heavy in information not to mention the unit itself! How will students retain, organize and apply the information?
- Sandra

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Some of the day’s tasks begin with a video tutorial and an exemplar from the teacher. This frames the lesson and sets up the expectations for the day’s outcomes.

The icons used throughout the Brightspace website set up a consistent naming convention for tasks so students are aware of the activities ahead.

There are many submission requirements for students for each day, these include an assignment dropbox, AOL outcomes, comments on students’ posts and online discussion boards. My suggestion would be to streamline the submission process and/or number of artifacts students must submit each day. There could be an opportunity for a face-to-face seminar/conversation assessment instead.

The learning artifacts posted once opened create a lot of tabs for the students to move between. Is it possible to embed more artifacts into Brightspace daily posts?

Asynchronous reading - do these have to be done as a prerequisite for certain lessons in a flipped classroom model? If so, how are students made aware of this schedule?

Are there opportunities for face-to-face interaction with the teacher and/or other students?

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- anna
I was hooked in, I wanted to explore those sites and learn more about all the art concepts.  I had never heard of peardeck and I am already planning to use it with my students this week as I found it very engaging, authentic and provided continual feedback.
I liked how she organized each day on Brightspace and embedded everything the students needed.  As soon as you make students move from site to site or section to section, I find you tend to lose them somewhere.   It would be like having the students run down to room 102 to pick up a package, complete it, then deliver it to the office and then run upstairs to 206 to get the next assignment.

One of my ongoing concerns is the amount of reading required for each day.  There are many struggling readers and busy inattentive students out there, who get lost in all the words.  Normally they would be in a class listening to the instructions (well at least the beginning and end), but more importantly they would be looking at the students around them to figure out what they should be doing.  Also the teacher walking around redirects and restates the instructions.  This is an ongoing challenge.