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1. Resume
2. MS course list
3. Issues of online learning, IDE 764
4. E-resources for educators, IDE 611
5. Online blogging, IDE 611
6. PM presentation, IDE 761
7. online instructional design, IDE 737
8. Final reflection

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3. Factors Contributing to Faculties’ issues of Online Learning in Higher Education through Ely’s Eight Conditions to Facilitate Implementation in Educational Technology, IDE 764    

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3. Factors Contributing to Faculties’ issues of Online Learning in Higher Education through Ely’s Eight Conditions to Facilitate Implementation in Educational Technology, IDE 764    

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One might expect the advancement in technology to have  increased the number of courses taught online in universities across the US. It may be surprising, however, to hear that faculty members often become online instructors without access to adequate programming or even established requirements. It’s understandable how this might leave faculties of higher education reluctant and perhaps even confused as to what the expectations of them are. This paper will examine these issues through Ely’s Eight Conditions in Facilitation & implementation of education technology. The conclusions here that can be drawn from our discussion emphasizes the need in strategic educational programs for faculty in higher education. In this paper I was able to apply my knowledge of online teaching issues and synthesize an idea through the topics of this course discussions.

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4. These links are my two blogs about Pinterest and resources for the Jewish classroom, IDE 611

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4. These links are my two blogs about Pinterest and resources for the Jewish classroom, IDE 611

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IDE 611- Blogging

Blogging is a tool introduced to me in the IDE-611 course. Throughout the course we had to blog weekly. I found blogging interesting and fun. I enjoyed exploring my topic and coming up with new posts; plus it was very interesting to learn about other topics from the blogs by my classmates.

My first blog was about a technological tool which I chose to be the Pinterest site. The second blog was on a topic of my choice which was: Technological Tools and Recourses for The Jewish classroom.
I continued to blog on this topic after the class was over but felt I needed more time to polish my posts, therefore, I didn’t take steps in publicizing it.

Blogging is definitely a great tool to support educators in my field. It does require time investment, and steps into making it accessible to readers. Blogging is also a wonderful tool to keep up with student’s work and correspond with them. I think I will use this tool in the future to communicate and collaborate on topics in Jewish education.

https://thejewishclassroom.blogspot.com/2017/11/
https://ide611pinterest.blogspot.com/2017/09/this-is-soooo-pinterest.html

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5. Final project on collaborative technological tool, IDE 611.

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5. Final project on collaborative technological tool, IDE 611.

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From my experience teaching Hebrew and Jewish studies in the U.S. since 1996, I can see that there is a lack of resources in English, nor is there any direction teachers can receive when teaching about the State of Israel. The topic of Modern Israel is often subjected to the knowledge and interpretation of the teacher. As a response for the immediate need for resources and direction, and after discussing this issue with my fellow teachers, I proposed this interface of Padlet to the director of The Hebrew Community School. In our meeting on December 5- 2017, we agreed that while the Subject of modern Israel is important, it is often overlooked. Every year there are new teachers that lack the experience and the knowledge to teach about Israel. The director was very excited to have me share my experience, new technology skills, resources and knowledge available to me as a native Israeli and a long-time teacher with her staff. She loved my idea of a resource website (padlet) to be available to her teachers and the Sunday schools' teachers as well. Since then I was able to share many of my recourses with my fellow teachers. I also created a Padlet for my Hebrew courses where I communicate with my students about the subject learned.

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1. LIN 421 Intro in Methods of ELT/FLT
Summer 2016
2. LIN 422 Advanced Methods of ELT/FLT
Fall 2016
3. EDU 655 Test & Measurements
Spring 2017
4. RED 607 Issues/Multicultural Literacies
Fall 2017
5. IDE 611 Technologies in Instructional Settings
Fall 2017
6. IDE 756 Design of Online Courses
Winterlude 2018
7. IDE 761 Strategies in Educational Project Management
Spring 2018
8. IDE 764 Planned Change and Innovation
Fall 2018
9. EDU 603 Intro to Qualitative Research
Spring 2019
10. IDE 737 Advanced Instructional Design
Summer 2019

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Upon my completion of this MS in Teaching & Curriculum, the CAS in IDD “Designing Digital Instruction” became the most important element that connects all the dots in my journey. In 2015, when I decided to take the opportunity to continue higher education, I was a Hebrew teacher with no plans or interest in changing what and where I was teaching. I was (and still am) teaching at SU and in private schools, and I still believe that teaching the Hebrew language in the United States is my calling.

There is a vast need for Hebrew curriculum experts, and while my experience in teaching Hebrew to all ages is valuable I was only offering it to the schools in which I was already teaching. I avoided venturing into any kind of online education because I had thought that online language courses are very challenging and I was certainly no computer or social media expert. Yet, as I started taking the classes related to the CAS in IDD, I quickly realized that I don’t need to be a computer whiz in order to learn about online teaching. In fact, this fast growing field in education is a consistent source of new opportunities available for online language learning. As I continued taking the rest of the classes required for this CAS, I was delighted to get a refresher on the latest methods and strategies for instructional design and assessment, gain online learner and instructor competence, take a class in project management planning, and be introduced to inspiring concepts in planned change and innovation.

This particular CAS was the one element that connected all the dots. At the end of this long journey into the fields of higher education including courses in second language acquisition, cultural literacies and measurement and evaluation, I can now apply Curriculum and Instructional Design to my career as a Professor of  Jewish Studies and the Hebrew Language. This is a career with no borders. With the tools and knowledge from this CAS of Digital Instructional Design will enable me to confront challenges arising out of the deterioration of Jewish education in the United States. I can apply my experience and the latest in online studies of second language acquisition to making a positive change reaching far more students and educators.

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6. Formal presentation of Project Management plan, IDE 761. 

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6. Formal presentation of Project Management plan, IDE 761. 

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Collaborating with my teammates, Dominick Anthony, and Amber Walton our final project in IDE 761 was to develop a Project Management Plan for an educational case. The plan had to include project scope, charter, work breakdown structures, schedules, deliverable checklists, and quality check points; So all the phases of the instructional design and development process are conducted and managed by the plan. We had to create input materials, write a report synthesizing the inputs, and create a 10- minute professional presentation of the project management plan. I think our presentation stated goals, objectives and deliverables in a way that clearly tied everything together in the plan and provided a clear overall plan that integrates all aspects of the project in narrative or graphic form. There was a full comprehensive organization aligning for staff, activities, deliverables and goals. Graphics added a lot of information and value to the slides. The subject of project management was new to me prior to this course. This was defiantly one of the most valuable courses I took giving me a set of skills that could be used in future career opportunities.

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7. Online Instructional design for Hebrew 

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7. Online Instructional design for Hebrew 

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In this last class, IDE 737 Advanced Instructional Design,  which was an intensive, ​fully online both ​asynchronous and synchronous capstone course, that allowed hands-on experience in designing and developing effective instruction based on learning and design theories. We interacted with peers and other professionals for the purposes of enhancing our instruction and then critiquing (and improving) the instruction using a specific rubric. I applied this acquired knowledge of instructional design into an ​instructional unit of my personal interest.  The goal was to effectively facilitate learning throughout the different components of the instruction design delivered in a detailed storyboard. I had to incorporate my knowledge of the various teaching methods I learned in language acquisition, Instructional design strategies and online competences into creating this unit to be used by other language teachers as well.