Effective design doesn’t happen in isolation. You will have the opportunity to welcome and build a community of like-minded learners by sharing your development design ideas and your design plans and also by reviewing fellow participants’ designs. Please remember that you will be asking your fellow participants to provide feedback/feedforward, so making connections and building a community is a key factor in your effectiveness in your future learning activities.

Who Controls Learning

https://youtu.be/qyAaMF0IMuI

Outcome-based Education vs Competency-based Education https://youtu.be/ctEqxCr7ZUg

Assessment Of/For/As Learning

https://www.youtube.com/watch?v=WLmxREQLizk

Deeper Learning

https://www.youtube.com/watch?v=pYl_Ihns2P4

Using the videos and the required and supplementing readings explore with your learning community how you will purposefully plan your instruction and design an effective approach to aligning your outcomes/goals, activities, and assessment that will ensure you are able to create a significant learning environment. An effective design of a significant learning environment should take into account the following factors:

• Student-centered vs Teacher-led

• Teaching roles – Presenter, Facilitator, Coach, Mentor

• Ubiquitous Access & Social Networking

• Instructional formats – face2face, blended, online

• Instructional Design (CBE vs OBE)

• Alignment of Outcomes/Goals, Activities, and Assessment

• Academic Quality & Standards

• Support & Infrastructure

Consider the following questions/points as you explore how you will design your online or blended course:

• What professional development or quality standards must you include ensuring success for participants in your online course?

• Of all the skills required in a knowledge-based society, Tony Bates suggests that the most important is knowledge management. Explain why this is such an important skill. How do you manage the knowledge you are gathering? How will you assist learners in managing the knowledge they gather?

• Given the learning theories and epistemologies you have explored in previous courses, where are you as an instructor? What changes, if any, do you need to make to ensure the success of your online course? Does your teaching typically combine theories? What are the reasons or contexts?

If we start with a student-centered approach and purposefully assemble all the key components of effective learning into a significant learning environment, we can help our students to learn how to learn and grow into the people we all hope they will become.

Design Assignment Considerations:

In the Instructional Design Assignment you will create a design video and supporting resources that will address the following questions/points:

• What are your subject, level of instruction, and intended audience?

• What are the key institutional documents (i.e. syllabus, outline, accreditation standards, etc.) that will influence your design process?

• What design approach have chosen? Why?

• Who controls the learning?

• Are you using competency-based education (CBE) or outcome-based education (OBE)? Why?

• How will you balance assessment Or/For/As learning?

• Are you moving your learners into deeper learning? If not, why not?

• Share a fully developed design map/document (i.e. Outcome Map, 3 Column Table, etc.)

• Share an implementation outline or schedule.

Using the following videos and the required and supplementing readings explore with your learning community consider how you will implement your instructional design that will ensure you are able to create a significant online and/or blended learning environment.

Amazing method of teaching - very creative teacher

https://youtu.be/4cn4RTbNE0M

Cognitive Overload - rewire your brain in the digital age

https://youtu.be/Z0ztO86ImQg

3 Minute Teaching With Technology Tutorial - Open Educational Resources

https://youtu.be/s8K902x0CJ4

Multimedia Principle

https://youtu.be/sP98_CTjXNo

Effective implementation of your instructional design of should take into account the following factors:

• What Learning Management System (LMS) or other digital sharing platforms like Google Docs are you planning to use? Why?:

• How will you implement the Overview/Introduction/Start Here Module or section of your course including videos, documents, and related resources?

• How will you implement the first 1-2 Modules of your course including videos, documents, and related resources.

• How will you use media to support and enhance learning?

Consider the following questions/points as you explore how you will implement the Overview/Introduction/Start Here and first 1-2 modules of your online or blended course:

• Lecture in a digital age? When are lectures appropriate and how can they best be used?

• What are your thoughts regarding apprenticeships in university and online environments?

• "Cognitive overload" is discussed in one of your videos. What are your thoughts on addressing this issue?

• Will your course include experiential learning? If not, how is it different than a traditional f2f experience? Explain.

• How are you relating your teaching methods to the knowledge and skills needed by your learners in a digital age?

• If you have been working as a collaborative team, how do you feel about teaching an online or blended course independently?

• What standards for professional learning will you need to address as you develop your course?

• 
  

Implementation Assignment Considerations:

In the Implementation Assignment you will create an implementation video and supporting resources that will address the following questions/points:

• Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

• How is your instructional design approach realized in the modules?

• Where are you sharing the main course goal and outcomes with your learners?

• How does the module align outcomes activities and assessment?

• Is this student-centered or teacher-led?

• What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?

• Is the course blended or fully online?

• How are you introducing the course and yourself and how are you building the learning community?

• What is the ratio or percentage of synchronous to asynchronous collaboration?

• How will you address the infrastructure, system, and support needs and issues the learner may face?

Using the following videos and the required and supplementing readings explore with your learning community and consider how you will conduct usability testing of your course prototype to ensure you are able to create a significant online and/or blended learning environment.

Usability Test Demo by Steve Krug

https://youtu.be/1UCDUOB_aS8

Effective usability testing should take into account the following factors:

• How your stakeholders/peers are able to navigate the Introduction/Overview/Start Here section of your course and how they are able to navigate to and engage in a short activity from the first module.

• How long will your usability test last?

• What are the criteria for the activity that you want your testers to do?

• How will your testers report back (ie. screen capture tools like Screencast-O-Matic, Camtasia, etc., or direct observation or response)?

• Whom are you planning to participate in the usability testing? What are your alternate plans?

• 
  

Usability Assignment Considerations:

In the Usability Assignment you will create a Usability video and supporting resources that will address the following questions/points:

• Reflect on who you were able to have conduct the usability testing? Were you able to get the right people? Why or why not? What can you do to better improve this in the future?

• What impact did your platform (LMS, Google Docs, or other digital sharing) have on the testing and results?

• What were the lessons you learned from the usability testing feedback?

• What have you done to your design to address the usability issues revealed in the testing? What have you added or taken away?

• How has this process improved your course and your learner's experience?

• How has the testing impacted your alignment of outcomes activities and assessment?

• How will you address the infrastructure, system, and support needs and issues the learner may face?

While I feel that all of the standards for professional learning are important for ensuring success, I believe that it will be most important to really think about the outcomes of the course and then use the backward design process to design the rest. Resources will be incredibly important as well since they will be the main source of information in the course. Additionally, having some type of learning community. This new way of interacting with our peers in the collaborative discussion is weird for us after having our other EDLD classes, but I like how we potentially could have deeper conversations, and bounce ideas off each other. It reminds me of COVID times and being bounced out into the breakout rooms on Zoom. Fun times, am I right?  

For my instructional design assignment, I am playing around with creating something either for students, being a Canvas course teachers can push out to their students to aid in a blended learning model, or for supporting our districts new hires, specifically relating to understanding how to navigate and utilize our curriculum documents. The first option I am toying with would be a 6^th grade ELA elective class that is currently designed as a project-based learning class. There are very few “tests” written into the curriculum, nor does the class take benchmarks or district exams, but still use the 6^th grade ELA TEKS. Thinking through it, while there is the ability for a lot of student choice and voice in their topics they research and write about, it would still need to be CBE because there would need to rubrics and students will be measured/scored based on mastery of the TEKS. The new hire course would lean more towards being a CBE because it will be more focused on teachers understanding how the documents work, giving step-by-step instructions. I would use ADDIE and Fink’s 3 Column Table for both, as well as a backwards design approach.

I am leaning on Fink’s 3 Column Table (2013) and Universal Design for Learning (UDL) to help me intentionally align goals, learning activities, and assessments. I plan to use a competency-based model, allowing students to move through foundational reading skills (like phonemic awareness or comprehension strategies) at their own pace, while ensuring alignment to out-come based goals like TKES and student IEPs. This gives room for choice, ownership, and confidence to build naturally.  

While we use digital tools like mCLASS/DIBELS and IXL for assessment, progress monitoring, and practice, what makes them powerful is how I use them within the flow of instruction – paired with small group instruction, intentional progress monitoring, and personal reflection. For some students with more intensive needs, I may also pull in Wilson Reading strategies or programs to explicitly teach decoding.  

Since my work will be targeted and skill specific, I have been focusing on continuing to build my knowledge of structured literacy, assessment practices, and intervention frameworks. Using tools like DIBELS/mCLASS as progress monitoring requires professional learning in data analysis, goal setting, and instructional response. I’ve also found Bate’s (2019) reminder that technology alone isn’t transformative – it's the design that matters- to be especially relevant in this context.  

Creating success in online or blended settings also means thinking about access: making sure expectations are clear, technology is easy to navigate, and students feel supported and seen in the process.  

Helping students manage their own reading growth is something I plan to build into our routines. We will utilize fluency charts, goal-setting pages, and simple reflection tools during guided reading and independent work. These help students not only see how far they’ve come, but also identify what strategies worked and what they want to focus on next. When students start to take ownership – whether through tracking their own IXL scores or setting fluency goals based on their last DIBELS probe- it builds both independence and motivation. That’s where the real transformation happens (Earl, 2012). 

When looking at intervention, I find myself drawing from both constructivist and behaviorist approaches. Some skills require direct, structured instruction (Wilson phonics), while others thrive when students are encouraged to explore, make connections, and reflect. Over time as an educator, my design has shifted from “how can I cover this content?’ to “how can I help students grow as readers and thinkers?” It’s not always clear or linear, but it’s student-centered- and that’s the shift I am most proud of (Harapnuik, 2021).  

References: 

Bates, A.W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2^nd ed.). BCcampus.    https://opentextbc.ca/teachinginadigitalage/  

Earl, L.M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press. 

Fink, L.D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2^nd ed.). Jossey-Bass. 

Harapnuik, D. (2021) Assessment Of/For/As learning. https://www.harapnuik.org/?page_id=8900  

Student-centered learning environments require a thoughtful balance between student autonomy and teacher guidance. Teachers shift between roles as presenters, facilitators, coaches, and mentors depending on the learning task at hand. This flexible approach fosters both independence and support for students as they learn (Frameworks & Taxonomies of Learning, n.d.). Digital tools and online platforms have expanded opportunities for collaboration and information sharing, making online and blended learning dynamic and engaging (Bates, 2015). For this instructional design project, I will use outcome-based education (OBE) to focus on helping learners achieve specific results tied to SEL implementation. This model fits well with backward design, ensuring that instructional strategies and assessments meet academic quality and professional development standards.

Instructors and learners both benefit from ongoing professional development in online learning environments. Applying instructional quality standards such as those developed by Quality Matters (QM) can help ensure that course content is accessible, clear, and effective. Additionally, Tony Bates (2015) emphasizes the importance of developing strong knowledge management skills, including finding, evaluating, and applying information effectively. Personally, I will continue using tools like structured digital folders, note-taking applications, and reflective journaling to manage learning resources. I will also teach these strategies to my learners so that they can organize their professional development work and classroom practices more effectively.

My instructional practices tend to reflect a blend of constructivism and connectivism. This means I focus on creating active, social, and technology-supported learning environments. I am aware that a stronger balance between assessment of learning (quizzes or tests), assessment for learning (feedback-driven activities), and assessment as learning (student self-reflection and goal setting) will help provide comprehensive learning experiences (Frameworks & Taxonomies of Learning, n.d.). By intentionally designing with the learner at the center, students are encouraged to take responsibility for their learning, develop reflective habits, and grow into lifelong learners capable of adapting to a knowledge-based world.

For this project, I will focus on implementing Social Emotional Learning (SEL) as an innovation plan within a professional development course for elementary educators. This course is designed for K-5 teachers who work in both face-to-face and blended learning environments. SEL is an ideal focus because it supports student achievement, emotional well-being, and positive relationship-building. I will use my district’s SEL framework, the campus professional development syllabus, and state accreditation standards on whole-child development to align course outcomes with both district and state expectations for professional growth.

My instructional design approach will use a combination of backward design, Fink’s Taxonomy of Significant Learning, and outcome-based education. This allows me to start with the desired result—teachers effectively integrating SEL into classroom practices—and design assessments and learning activities that lead to that outcome. Teachers will share responsibility for their learning in this course. While I will provide structure and guidance, they will reflect, apply, and modify SEL strategies to fit their individual classrooms and student needs.

Assessment throughout the course will be balanced. Teachers will complete short quizzes to demonstrate their understanding of SEL foundations, write in reflective journals and participate in online discussions to process their thinking, and develop personalized SEL implementation plans that include strategies for applying SEL in their classrooms. These assessments ensure that teachers move beyond basic knowledge and start developing authentic, practical SEL practices for their students. I will use a Three Column Table to ensure all learning outcomes, assessments, and instructional activities remain aligned with both professional goals and learner needs.

The course will run for six weeks. Weeks one and two will focus on developing foundational SEL knowledge and connecting SEL to student behavior, engagement, and emotional well-being. Weeks three and four will guide teachers in designing lessons that integrate SEL practices into academic learning goals while building strong, positive classroom relationships. Weeks five and six will focus on helping teachers develop and present personalized SEL implementation plans that reflect their professional growth goals and include student feedback strategies for continuous improvement. By centering SEL in this course, the goal is to strengthen both academic achievement and emotional development for students and teachers. This intentional, learner-centered design encourages lifelong learning and helps teachers create classrooms where students become resilient, empathetic, and reflective individuals. By connecting thinking, emotional growth, and real-world teaching practices, the course is designed to have a meaningful, lasting impact on both teaching and student success.

References

Backward Course Design. (n.d.). Centre for Teaching and Learning, Western University. https://teaching.uwo.ca/curriculum/coursedesign/backward-design.html

Bates, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.

Fink’s Taxonomy & 3 Column Table Resources. (n.d.). Google Drive. https://drive.google.com/drive/folders/1gMqxX2SEtWmnQ37m4UxWUcWxy0w87rWj?usp=sharing

Frameworks & Taxonomies of Learning. (n.d.). DePaul University Teaching Commons. https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/Pages/teaching-learning-frameworks.aspx

For the students I serve, a blended approach using both competency-based education (CBE) and outcome-based education (OBE) provides the most effective framework. CBE allows students to move at their own pace and demonstrate mastery through meaningful application, which supports differentiated learning. At the same time, OBE ensures that there are clear, measurable goals guiding all instruction and assessment. By combining these two approaches, I can structure my course around clearly defined learning outcomes while giving students, especially those developing language skills, the flexibility to reach those outcomes that reflect their individual learning styles, needs, and cultural backgrounds.

Designing a significant learning environment means considering how to balance student-centered learning with appropriate teaching roles. I often find myself shifting roles based on the needs of the lesson. Sometimes leading direct instruction, other times guiding students through inquiry, offering support, or providing feedback. In a blended or online environment, this flexibility becomes even more essential. While direct instruction has its place, I find greater value in creating opportunities for students to explore, collaborate, and connect their learning to real-world applications.

Tony Bates’s emphasis on knowledge management really stood out to me. In today’s world, knowing how to find, evaluate, and apply information is more valuable than simply memorizing facts. This is especially true in a knowledge-based society where information is constantly evolving. For my own knowledge management, I rely on tools like digital note-taking platforms and bookmarked research articles. For the students, I want to model and teach these strategies, helping them develop habits for organizing their learning, using visuals and language supports, and building upon what they already know.

In terms of professional development, it’s important that I continue learning about instructional design, digital tools, and best practices for building online learning environments that are both rigorous and supportive to effectively plan and design instruction. Resources such as the National Standards for Quality Online Learning and Quality Assurance Begins with a Set of Standards offer valuable guidance for creating high-quality learning experiences. These standards help ensure that instruction remains student-centered, academically sound, and responsive to the diverse needs of all learners. They also serve as a framework for continuous improvement and reflection as I design and refine my instructional practices

As I reflect on the learning theories and epistemologies I’ve explored in past coursework, I’ve come to realize that while my core beliefs align most closely with constructivism and connectivity. My day-to-day classroom practice tends to lean more toward cognitivism. I often focus on how students process and organize information, using structured lessons that emphasize mental strategies and content mastery. While this has been an acceptable approach in the classroom, I recognize that in order to take the learning to the next level, especially for a blended and online course. I'll need to shift more intentionally toward approaches that support student agency, peer interaction, and knowledge-building through authentic, connected experiences. Blending these theories more effectively will help me create a more engaging and meaningful learning environment.

Ultimately, designing a significant learning environment comes down to planning with purpose. That means being thoughtful about the alignment between goals, instruction, and assessment, and being flexible in how we support students in reaching those goals. By implementing the tools and strategies I've explored, I am hopeful that I will be able to design instruction that is not only meaningful and engaging, but also specifically tailored to meet the unique needs of my targeted group.

For my instructional design assignment, I will create a blended learning course for 5th-grade ESL students who need extra support in reading and writing. My goal is to build their confidence and help them grow academically and linguistically in a supportive and engaging environment.

To guide the course, I will use the ELPS (English Language Proficiency Standards) and 5th-grade TEKS, especially the reading and writing standards. I will also use the station rotation model, where students will move through three stations: teacher-led instruction, independent reading or writing, and a digital task where they can practice skills or create content. This structure will allow for differentiated instruction based on student needs.

I will follow the backward design approach by identifying the end goals first and then planning lessons and assessments that lead students toward those outcomes. Throughout the course, I will use a variety of assessments. Quizzes, writing samples, and exit tickets will help track learning, while daily check-ins and feedback will guide instruction. Students will also reflect on their progress to take more ownership of their learning.

Even though these students will still be developing their English skills, I will focus on deeper learning through critical thinking, meaningful reading, and expressive writing. This blended course will provide structure, flexibility, and multiple ways for students to show what they’ve learned, helping them grow as confident readers and writers.

 References:

Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/ 

Harapnuik. D. (2021). Assessment Of/For/As learning. https://www.harapnuik.org/?page_id=8900

Harapnuik. D. (2020). Why I don’t use checklists, progress bars & other activity monitors. https://www.harapnuik.org/?p=8314

Quality Assurance Begins with a Set of Standards. (n.d.) https://www.qualitymatters.org/qa-resources/rubric-standards Select a QM Rubric that matches your learning context.

Frameworks & Taxonomies of Learning (n.d.) https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/Pages/teaching-learning-frameworks.aspx

Morrison, D. (2013, May 7). Why Online Courses [Really] Need an Instructional Design Strategy. https://onlinelearninginsights.wordpress.com/2013/05/07/why-online-courses-really-need-an-instructional-design-strategy/

National Standards for Quality Online Learning. (2019). - https://www.nsqol.org/the-standards/quality-online-courses/

Instructional Best Practices such as Blended learning, station rotation, data-informed instruction, questioning, and differentiated instruction

Diversity, Equity, and Inclusion such as equity in student interaction, de-escalation, effective use of behavior charts, and PBIS

or Technology Integration AI for teacher use, using AI in lessons, building assignments and integration of Schoology, our learning management system

While I would lean toward technology integration based on our dedicated coursework and my background, I believe my course will be an amalgamation of instructional practices and tech integration. Students (teachers) will gain much more from my course than technology integration and the growth mindset I will instill through the outcome-based education open project (Harapnuik, 2020). Addressing the K-12 music faculty, I will lead my colleagues through a blended learning experience to build skills in audio and video media creation. Through studies in my classroom, connections made with music educators across the country, and adaptations made from the online learning during the COVID-19 pandemic, I have constructed methods to create videos that target the music learning of students. My learning goals will be focused on the background knowledge of my peers and the understanding that they are also well-educated musicians. The activities will guide them to learn new skills while relying on their knowledge as a music educator and adherence to the Understanding by Design curriculum. My assessments will be educative because the teachers will look forward to fine-tuning their designs, paired with feedback from the instructor, their students, and the professional learning community (Harapnuik, 2020).

Bates (2019) shares how the vast amount of information in the world makes knowledge management a key skill as presenters and learners must find, evaluate, analyze, apply, and disseminate information. My initial idea for presenting to my peers follows Gagne's Nine Events of Instructions as described in “Top 7 Instructional Design Models to Create Effective Learning Material” by Athuraliya (2024). Here are the nine steps I have created:

Gagné's Nine Events of Instruction

Gain attention: I will present to my colleagues using an example of elementary students playing the recorder before and after I taught with my created video

Inform learner of objectives: I will share the BHAG and present milestone objectives for teachers to hit along a timeline

Stimulate recall of prior learning: Sharing stories from lesson planning during COVID-19

Present stimulus material: Share a behind the scenes of the videos I have constructed through screen capture videos of Final Cut Pro and Motion. Explain in detail and share tips to complete a test video

Provide learner guidance: Give feedback and tweak my own instruction based on the speed of the teacher’s learning process

Elicit performance: Teachers will create videos for their own students based on the current repertoire and curriculum

Provide feedback: Teachers share videos in a shared district music ePortfolio, as the instructor, I will provide timely feedback to the creator

Assess performance: Self-assessment, student trials, and sharing in our professional learning community

Enhance retention and transfer: Provide goals for teachers to build and improve their libraries past one year’s time; consider improving video quality through new technology and improving music repertoire based on student results

I will also add this map of my proposed instructional process designed with Creatley.

The proposals shared in this map support Bates’ (2019) theory about knowledge management: practicing, taking steps to learn skills, providing feedback, and intervention. I keep track of my own knowledge through spreadsheets and notes kept in the cloud. Documenting my learning through a digital footprint, accessed with a password on my devices and accounts, gives me a database to refer to when recalling a skill or piece of information. I will share my management strategy with learners of my course by creating an ePortfolio of our work and keep notes and discussions in our learning management system. I will urge learners to continue to keep these notes as they progress through their career in education.

Reflecting on my own abilities to educate professionals, I was stricken by the picture in the article “Why online courses [Really] need an instructional design Strategy” by Morrison (2014) *Attached

This infographic presents an anxious view of what is necessary to prepare an online course. I believe the words, questions, and concepts shared are all important; however, the order of organization seems somewhat chaotic. Building the three-column table that will be reflected in an engaging media presentation helped me overcome the idea that planning an online or blended course is messy.

To conclude, I will share my three-column table based on Fink’s Taxonomy referenced in Dr. Harapnuik’s (2020) video in the comments. I would love any input or feedback; I believe my course goal may be lofty for some of the members of my district’s music faculty. I am trusting that I will hone my skills as an instructional leader to prepare my colleagues for this journey.

References

Athuraliya, A. (2024, December 25). Top 7 instructional Design models to create Effective Learning Material. Creately Blog. https://creately.com/blog/diagrams/instructional-design-models-process/

Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/ 

Harapnuik. D. (2020). Why I don’t use checklists, progress bars & other activity monitors. https://www.harapnuik.org/?p=8314

Morrison, D. (2014, November 20). Why online courses [Really] need an instructional design Strategy. Online Learning Insights. https://onlinelearninginsights.wordpress.com/2013/05/07/why-online-courses-really-need-an-instructional-design-strategy/

Here are my design ideas:

I will be developing a course for new teachers to the district to learn how to navigate and use the Secondary ELA Curriculum documents. I will use Canvas for the LMS.

My Module Ideas:

(These will build on each other based on my 3 column table and Fink's)

Start Here:

• Introduction to Instructional Coaches

• Contact information

• Overview of course

• Introduce yourself

  
  

Module 1: Understanding the Curriculum Documents

• Curriculum Navigation using videos put into EdPuzzle and checkpoints

• Small Group Analysis using Padlet

• Unpacking a standard (our district uses data driven instruction with the know/show charts) - thinking this may be better suited in Module 2?

Module 2: Planning Rigorous, Standards-Based Lessons

• Reflection & Discussion

• Alignment Task: Match objectives, tasks, and assessments to an ELA standard (TEKS)

• Annotate a sample lesson plan using Kami

Bates, A.W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/

I selected Google Classroom (GC as my LMS because it is familiar and intuitive for students and teachers. It is compatible with Google Slides/Docs/Forms, which I use for lessons, templates, and checklists. It is also accessible both at school and at home for blended learning. This LMS allows me to post multimedia content, streamline assignments, and support student-paced practice and reflection.

The "Start Here" section will feature a short welcome video introducing the structure of the writing unit. It will include a visual roadmap of the narrative writing process (plan > draft > revise > publish). It will also provide a class discussion and goal-setting activity. Finally, it will introduce specific writing tools: folders, anchor charts, digital sentence stems, and student checklists. Additionally, it will include navigation tips for GC and an overview of what to expect in each weekly module. This section ensures that students know what to expect and where to find materials, while also reducing cognitive overload through the use of visual supports and chunked content.

Module 1 - Narrative Structure will include:

• Mini-Lesson Video: What is a narrative?

• Materials: Story map organizer, mentor text read-aloud, checklist

• Task: Plan a story with a beginning, middle, and end

• Assessment: Completed story map and verbal explanation, or turn and talk

Module 2 - Writing a Strong Beginnin

• Mini-Lesson: Hooking your reader

• Materials: Sentence stems, model writing examples, and an anchor chart

• Task: Students draft their beginning using visual and verbal supports

• Assessment: Writing sample + self-checklist + teacher conference

Both modules will include a printable and digital version of materials to accommodate various learning settings. Lessons follow a gradual release model: "I do, we do, you do."

Inspired by the Multimedia Principle and the 3-Minute Teaching with Technology video, I envision my media to be concise (2-4 minutes), purposeful (focused on modeling writing strategies), and visually engaging (with captions, color-coding, and clear examples). These tools will enhance instruction without overwhelming young learners and are easy for students to revisit as needed.

Traditional lectures aren't age-appropriate for 2nd graders, so instead, I'll use mini modeling videos paired with active writing tasks to maintain high engagement while also providing accessible instructions. Students can pause, rewatch, and practice with the videos at their own pace. This unit is rooted in experiential learning. Students aren't just listening, they are writing, reflecting, sharing, and revising. These experiences are more meaningful than worksheet-based instructions, facilitating deeper skill transfer and self-expression.

The Cognitive Overload video was a good reminder that less is more. This unit will be designed to ensure that each task is broken into smaller parts. The modules will include clear visuals with student-friendly directions and sentence support, and students will only have to navigate one platform for simplicity. This process will help reflect the needs of today's learning and integrate digital tools for collaboration, creation, goal setting, self-assessment routines, and opportunities for students to connect writing to personal experiences. This structure also encourages digital fluency, independence, and confidence.

I welcome any feedback, especially on helping younger students manage their own wiring goals and progress tracking in developmentally appropriate ways!

BBC Ideas. (2020, February 11). Cognitive overload: Rewire your brain in the digital age [Video]. YouTube. https://youtu.be/s8K902x0CJ4

Learning Technologist. (2017, July 31). 3-minute teaching with technology tutorial – Open Educational Resources (OER) [Video]. YouTube. https://youtu.be/sP98_CTjXNo

“Start Here” will focus on the requirements for the course, and I will introduce the overarching course goal through a video. This media may be considered a lecture, but I will pair it with examples of myself performing music as well as graphic design to keep the content relevant and engaging (UNMC E-Learning, 2015). The “Start Here” folder will also clearly identify the learning objectives and outcomes, textbooks, grading policy, and instructor contact information (Online Course Design Guide, 2017). I will also add a designed Google Drawing as an embedded clickable image. This resource will give students easy access to web-based tools to assist with their practice habits and provide resources for their OBE journey.

The first two modules of the course will lead to the first public performance for students in the winter. Each module will include:

1.     A short video overview of the module

2.     Scales and exercises to study and practice

3.     Concert literature

4.     Rhythm dictation practice and assessment

5.     Discussion boards to engage students in collaboration as they work toward the overarching course goal.

Due to the nature of scheduling instrumental lessons, the amount of time spent completing work asynchronously will be 4:1 to the in-person lessons. Students will be utilizing media throughout the learning experience. Directed to YouTube or other embedded instructional videos, which may include a metronome for time or audio recordings to address intonation, digital media resources will be intertwined in the traditional learning experience.

By design, instrumental music education requires experiential learning. Through the course and under the tutelage of a master musician, students will progress through Kolb’s stages of active experimentation, concrete experience, reflective observation, and abstract conceptualization in their learning experience (Bates, 2019). Students will play the instrument (experiment) before watching a video or meeting for a lesson, then gain a better understanding through teacher modeling, practice, rehearsal, and eventually integrate skills into performance. This course may be taught by a collaborative team but traditionally, school district resources only allow for one instrumental music teacher per school(s). As a specialist, I am accustomed to creating learning goals, outcomes, and curriculum when teaching modern and relevant concepts.

As I develop my course, I will need to focus on the learning practices, learning drivers, and learning foundations (Standards for Professional Learning, 2019). As in every course, students will not enter or complete the course with the same acquired skills, talent, or knowledge. It is the responsibility of the teacher to adjust instruction to meet the needs of the learners as to motivate and encourage them to succeed while completing their own desired outcome within the parameters of the overarching course goal. The teacher must embrace the student’s uniqueness while prioritizing their learning needs and creating structures to ensure success (Standards for Professional Learning, 2019). I will take previous instruction methods and connect them with the LMS modules to keep students motivated and engaged, as I plan to gamify the learning experience. Throughout the course, students will receive feedback in the form of digital badges. Traditionally used in Competency-Based Learning, these self-designed badges will encourage students to engage in completing practice routines to achieve goals that allow them to attempt and achieve success in the overarching course goal. This step, as well as others outlined in my post, will reach learners in the digital age.

To conclude, I believe students in my course will be allowed to grow in their own way as the teacher acts in the role of a presenter, coach, and mentor. While structured, the course provides freedom for the learner, which will create opportunities for personal growth over that of the group. Check out the landing page if you have a chance and thank you in advance for any feedback!

References

Bates, A.W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/

Online course design guide. (2017). MIT Digital learning toolkit. http://dltoolkit.mit.edu/online-course-design-guide/

Standards for Professional Learning. (2019). Retrieved from https://learningforward.org/standards/

TEDx Talks. (2014, November 6). Cognitive overload -- rewire your brain in the digital age | Darren McNelis | TEDxTallaght [Video]. YouTube. https://www.youtube.com/watch?v=Z0ztO86ImQg

UNMC E-Learning. (2015, August 10). 2 minute Teacher Multimedia Principle [Video]. YouTube. https://www.youtube.com/watch?v=sP98_CTjXNo

To reiterate, I am creating an instructional design course for 5th-grade ESL students supporting their learning through fiction. The learning management system I plan to use is Schoology, alongside the HMH curriculum. Both platforms are already used by my district, so they’re familiar to both students and teachers. That familiarity allows me to focus on deepening learning rather than spending time teaching new systems. Schoology and HMH also offer flexibility and strong support for language learners. For example, I can embed supportive videos, documents, and visuals directly into Schoology, while HMH provides bilingual reading materials and other scaffolds that support comprehension. The two platforms also work well together. I'm able to upload HMH materials directly into Schoology, which makes navigation much easier for students.

How will you implement the Overview/Introduction/Start Here Module or section of your course, including videos, documents, and related resources?

At the start of the course, students will be directed to a “Welcome Here” folder. This section includes an outline of the course schedule, learning objectives, and expectations. I’ve also included a short Schoology tour video to help students understand how to navigate the platform. In addition, students will find quick tutorials showing them how to access their reading materials and other essential resources. My goal is to keep this section clear, simple, and meaningful so students don’t feel overwhelmed, especially at the beginning.

How will you implement the first 1-2 Modules of your course including videos, documents, and related resources.

The first two modules are organized into “Week 1” and “Week 2” folders. In Week 1, titled Genre Exploration, students will explore different types of fiction. The folder includes a short, age-appropriate video introducing the main genres, followed by a discussion post where students share their favorite genre and explain why. Students will also access their reading material and complete a fiction genre sorting activity that aligns with the week’s objectives. In Week 2, titled Fantasy/ Adventure. The focus shifts to fantasy and adventure genres. I’ve included an engaging video that breaks down the key features of fantasy texts. Additional materials included in these folders are the weekly story links, a collaborative genre gallery walk using Google Docs, and a follow-up discussion post. Each module is designed to guide students through the content in a clear, consistent way.

How will you use media to support and enhance learning?

Media is integrated throughout the course to support comprehension and engagement, especially for my ESL students. In addition to the Schoology tour video, each weekly folder begins with an intro video that previews the week’s learning focus. These short videos help build background knowledge and provide context for students. I’ve also included read-alouds and short tutorial clips throughout the modules to support learners who benefit from visual and auditory input.

Lecture in a digital age? When are lectures appropriate and how can they best be used?

In my course, lectures will be used briefly at the start of class during mini-lessons to introduce the genre of the week and model how to complete key tasks. These sessions will be live and interactive to ensure that students understand the expectations and outcomes. At the end of each week, I’ll also facilitate a short reflection session, which gives students an opportunity to talk through what they’ve learned and respond to peers’ discussion posts. These lecture moments serve multiple purposes: they provide modeling, clarity, and opportunities to practice listening, speaking, reading, and writing, all of which support language development.

"Cognitive overload" is discussed in one of your videos. What are your thoughts on addressing this issue?

This topic really spoke to me. Before this video, I didn’t realize there was a name for the feelings I, others, and many of my students have experienced. Cognitive overload is very real, especially in digital learning environments. I kept this in mind while designing my course. To help with this, I’ve chunked the content into manageable parts and kept the layout of each folder consistent so students know what to expect. I’ve also built in time for quiet, offline collaboration in the classroom to give students space to process what they’re learning, and during rotations during independent learning.

Will your course include experiential learning? If not, how is it different than a traditional f2f experience? Explain.

Experiential learning is definitely included in my course. While some of it happens digitally through peer reflections, collaborative discussion posts, and interactive documents, there’s also a hands-on component. Students will engage with real texts through genre book sorts, gallery walks, and reader’s theater activities. These experiences connect learning to real-world contexts and encourage deeper understanding. I want students to not just learn about fiction, but experience it through doing, reflecting, and interacting.

How are you relating your teaching methods to the knowledge and skills needed by your learners in a digital age?

To prepare my students for success in a digital world, I’ve built my course around collaboration, differentiation, and student reflection. For example, I created a digital space called “Town Meetings,” where students can connect with peers, reflect on weekly learning, and share their thoughts. For language support, I’ve embedded sentence starters, visuals, and audio support throughout the course. I’ve also included a reading choice board to give students agency over their learning and allow them to work at their own pace. Finally, reflection is embedded both online and in person, giving students time to process, articulate, and take ownership of their growth.

References:

Bates, A.W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/

TEDx Talks. (2014, November 6). Cognitive overload -- rewire your brain in the digital age | Darren McNelis | TEDxTallaght [Video]. YouTube. https://www.youtube.com/watch?v=Z0ztO86ImQg

UNMC E-Learning. (2015, August 10). 2 minute Teacher Multimedia Principle [Video]. YouTube. https://www.youtube.com/watch?v=sP98_CTjXNo

The course will begin with an Overview/Start Here module, which introduces students to the course, the Seesaw platform, and classroom expectations. This module includes a welcome video from me, a short narrated visual explaining SEL, and an orientation activity that helps students learn how to submit responses in multiple formats. These supports align with the Multimedia Principle (Sprouts, 2017), ensuring visuals and narration are used effectively without overwhelming learners. This module also introduces the course’s goals and routines, helping to create a safe, respectful learning environment where expectations for behavior and participation are clear.

In the first two modules, students will focus on emotion recognition and self-regulation strategies. These concepts will be explored through short videos, digital emotion charts, guided practice, and role-playing scenarios. Tasks are deliberately brief and visually supported to help students process emotional content without becoming cognitively overloaded. These activities are embedded in both asynchronous and synchronous settings, allowing students to apply what they learn across digital and classroom contexts.

My role will shift between presenter (during direct instruction), facilitator (in group discussions), and coach (providing feedback on student reflection). This flexible role design supports both student independence and guided learning. Although the course is primarily blended, it includes an estimated 60% asynchronous and 40% synchronous interaction. Synchronous class meetings, partner tasks, and community circles build a sense of belonging and peer learning, while asynchronous Seesaw tasks give students time to reflect and respond at their own pace.

The course also incorporates experiential learning through hands-on SEL projects and peer interactions. These opportunities are vital for 2nd graders to build empathy and practice communication authentically. Instead of relying on traditional lecture formats, which are less effective for this age group, instruction is broken into digestible learning chunks using storytelling, modeling, and student voice. Lecture-style videos are kept short, visual, and interactive to support engagement and retention.

All course components are aligned through Fink’s Three Column Table, which maps outcomes, assessments, and activities to ensure that learning remains focused and developmentally aligned. SEL goals are clearly posted at the beginning of each module and reflected in both formative and summative assessments. This structure supports outcome-based education and addresses professional learning standards related to whole-child development, social and emotional competence, and culturally responsive teaching.

As I implement this design independently, I feel confident due to the structured support within Seesaw, alignment with district SEL standards, and ongoing collaboration with peers during the design process. Building a strong online learning community from the start—through welcome routines, digital sharing, and consistent feedback—will strengthen the effectiveness of this implementation.

In summary, this implementation plan creates a student-centered, emotionally responsive, and academically aligned learning environment. By intentionally addressing infrastructure, media design, learner needs, and instructional roles, I aim to support second graders in developing critical SEL competencies that prepare them for success in and beyond the classroom.

References

Course Hero. (2019, September 11). Amazing method of teaching - very creative teacher

[Video]. YouTube. https://www.youtube.com/watch?v=3VfSdJWm9xM

Freedom in Thought. (2021, January 18). Cognitive overload - Rewire your brain in the digital

age [Video]. YouTube. https://www.youtube.com/watch?v=MB5IX-np5fE

Open Educational Resources. (2014, August 4). 3-minute teaching with technology tutorial -

Open Educational Resources [Video] .YouTube.

https://www.youtube.com/watch?v=eIho2S0ZahI

Sprouts. (2017, July 12). The multimedia principle [Video]. YouTube.

https://www.youtube.com/watch?v=2k6gRKE4UNY

I have created a document that has the following questions for feedback:

1. Is the layout of the curriculum user-friendly, logically organized, and consistent across units or grade levels?

2. Are materials easily accessible and usable by new teachers without extensive additional preparation?

3. Is the instructional content easy to follow, with clear explanations and examples?

4. Are the learning activities authentic and meaningful, helping learners connect the documents to real-world contexts?

5. One thing this course should include is…

6. One thing this course does well is…

7. Additional feedback or opportunities to add making it more authentic:

   
   

Since the Instructional Coaches and I are back on contract next week, I am planning to set aside some time during our ELA PD planning session to have them test the usability, as well as see if we can't collaborate to finish out the remaining modules prior to our new hires showing up in August. Before making them "teachers" on the course and having the ability to make changes, I will have them log in to the course as a student so that they will get the full effect of the course like the new hires will. The idea for this course grew out of a need for was something after our initial 55 minutes curriculum overview training to help solidify the learning of our new hires in being able to navigate and use the curriculum documents.

For the teacher who still is not on contract, I will make her a contributor to the course in Canvas and email her the same criteria as above. I'll ask that she reports back using a screen capture through Screencastify so that I know exactly the points in which there are hiccups or something that needs attention. If not, I would like for her to reply to the feedback questions I am asking along with screenshots to help pinpoint the issues or needs.

The test is to last approximately thirty minutes as teachers seek to navigate through the Start Here, Modules 1 and 2, and Tips folder. I will recommend that they consider completing assessments as a fifth grader may approach the course. To report back clear and honest results, I have created a Google form that can be completed while accessing the Schoology course. This form was designed after observing Steve Krug’s (2020) Usability Test Demo. I will include instructions and questions in the Google Form asking teachers to navigate through the course, complete assignments, identify due dates, and access the resources I have designed. As indicated in the form, I will also request feedback and ask that teachers identify three issues or improvements that could be made (Krug, 2020). I will also clearly state that I will be using the results in my project for 5318 to obtain permission from my coworkers to use their responses.

I would appreciate any thoughts or recommendations on my process or the questions and content on the Google Form – I plan to share it with colleagues on July 16. Thank you!

Steve Krug. (2020, May 7). Usability Test Demo by Steve Krug [Video]. YouTube. https://www.youtube.com/watch?v=1UCDUOB_aS8

I’ve intentionally invited more than two colleagues to participate in case some are unable to provide timely feedback. My peers will access the LMS overview by joining the Schoology course using a provided code. Once inside, they’ll have full access to the course and its embedded resources.

The usability test is designed to last about 25–30 minutes, giving participants enough time to walk through the course from start to finish with a “student” perspective. I’m asking all participants to complete at least one activity from either the Week 1 or Week 2 folder and to test at least one video or game link. My goal is to ensure that all embedded resources are easy to navigate and that links lead directly to the activity without added steps or delays. In the past, I’ve seen how extra steps can interrupt student engagement and take away from valuable learning time.

After completing the test, participants will submit feedback through a Google Form, which I’ve attached to this discussion post for reference. Additionally, two tech-savvy teachers will use Screencastify to provide screen-recorded feedback.

For usability testing, I plan to invite two educators and potentially one student to participate. My first tester will be my 2nd grade partner teacher, who brings direct knowledge of our students’ needs and how they interact with Google Classroom. My second tester will be our campus STEAM teacher, who previously taught 5th-grade reading and writing and offers insight into long-term skill progression. I may also include a recent 2nd grade student to gain authentic feedback from a learner’s perspective. Additionally, I’m considering asking a special education teacher to review the course and provide input on accessibility and differentiation.

I chose these testers intentionally to provide feedback from multiple viewpoints: current grade-level teacher, future readiness, student experience, and accessibility for diverse learners.

All participants already have access to our school’s LMS platform, either as teachers or students, which helps ensure they can engage meaningfully with the modules and provide actionable feedback (Bates, 2019).

Testers will log into my Google Classroom and navigate through the modules in this order:
Our Story Begins (Start Here) — orientation, expectations, and resources
Module 1: Planning Your Narrative — brainstorm and outline using the provided tools
Module 2: Drafting Your Narrative — draft a narrative with support materials

While reviewing, testers will focus on the ease of navigation, clarity of instructions, and accessibility of resources. The adult testers will also be asked to record their session using Screencastify, if possible, to capture real-time feedback, in addition to completing a Google Form with targeted written-response questions. This usability testing is designed to take approximately 30–45 minutes per participant.

My goal with this usability testing is to ensure that the modules create a significant blended learning environment that is both intuitive and accessible for students and teachers, while identifying any areas that could disrupt engagement.

I’m interested in learning how others structure their usability testing and what tools or formats they use to gather and organize feedback. I look forward to hearing your ideas!

Reference:

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). BCcampus. https://opentextbc.ca/teachinginadigitalage/

Because our district does not assign Seesaw classes until August 6, I was unable to add testers as co-teachers directly within the platform. With approval from my principal, I provided my Classlink login credentials so that the testers could access the SEL course directly from my account. This allowed them to explore the “Start Here” section, the course overview, and the first two modules as a student would.

The usability testing is expected to take 30–45 minutes. Testers were instructed to navigate through the course as if they were 2nd grade students by clicking through all links, exploring visuals, opening journals, and completing embedded activities. I specifically asked them to evaluate the clarity of navigation, accessibility of content, and student engagement level.

To gather feedback, both testers will complete a Google Form reflecting on their experience. In addition, the music teacher volunteered to provide a voice recording as she navigates through the course, offering real-time reactions and insights. This combination of written and verbal feedback will help me refine both the content and structure of my SEL Seesaw course before broader implementation.

References

Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching

and learning. https://opentextbc.ca/teachinginadigitalage/

Krug, S. Rocket Surgery Made Easy The Do-It-Yourself Guide to Finding and

Fixing Usability Problems. https://www.sensible.com/rsme.htm