Navigate Reflection

Navigate Reflection

Consider the following standards:

Standard B: The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.





Standard I: The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.





Standard K: The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.

Answer in a complete paragraph response:

1. How has the Navigate module prepared you to meet each standard listed above?  Specifically address the standards listed above and link to or provide specific examples from your work in Navigate. 


1. Online teaching is different than F2F in that we are given a platform but can add to the learning in any way we please. Often, I will look at what the students are doing, what the trends are in each lesson(Standard I).
2. This is a capture of a oneNote in which I go over problems that seem to be a tough concept area in the course

1.  I will then create video,  a list of  links, a set of examples, a online graphic, learning devise (standard B). Below is my YouTube channel recorded with Snagit, using BlueJ IDE.

 Socrative

Google myMaps

Spark in announcements

1.  As online teachers we have to have many tools in our belt and know when to use them (standard K). We also need to know how. to organize this material to best serve the student. Do we embed in a lesson? Do we organize a YouTube channel, an online blog? Where do the list of links go? We must put this information in a place likely to be seen and used by the student. Below is an example of a Moodle lessons that guides students through the tools and lessons of the day

1. What strategies will you take away from the Navigate module and apply to your teaching? 
1. The differences between the LMS systems, which are robust and which have to have other systems in place to work in tandem.
2. What lessons were most beneficial for you? 
1. Course creation. As I teach Computer Science I often have to organize and create courses,

Criteria B - Navigate 1 Screen Capture: Explain how screen capture functions in the online classroom.

It is an additional way for students and teachers to show how a final product will look or different steps in a process. It is especially useful in Computer Science as there are many process that are foreign to students in these non- traditional courses. 

The following is a screen shot I would use to explain the different ways you can pick colors for websites.

Criteria B - Navigate 1 Screen Capture: Explain how in can be used to modify teaching methods.

Students who are working online often have to show me what a problem is. In Computer Science it is all about the problem solving so when the students run into a problem they have to show me what is going on. They can do this in two ways, video and screen capture. I teach my students how to use screen capture in both Mac( ctrl-shift-4) and PC (snippet tool) so they can do this. In the following example they had to take snippets and upload them in Moodle

Navigate 3 - Course Creation within LMS

Navigate 3 - Course Creation within LMS

Explore: After selecting and downloading a trial LMS, create a course shell and make note of the various tools available.
 Moodle LMS

Create: Then, select content to upload to the course shell. To assist with this process, please refer to the content material delineated below.

The content is titled Introduction to Digital Citizenship. The content is packaged as a chapter or unit of an overall course. To preview the material, please click here. The content is titled Introduction to Digital Citizenship. The zipped package that was previewed is provided as a download by clicking here. Use this content to load into the course shell that you created. Make notes of the steps you followed to do this.

I created an entire IDT course and put it on Moodle. The lessons are outlined below. Unit 1 is on Digital Citizenship.

Navigate 3 - LMS Reporting

Navigate 3 - LMS Reporting

Consider the LMS explored.

Answer in your blog: 
What are the options for grade reporting?  The grades can be within the LMS, use an outside software that syncs with the LMS or an outside reporter that the grades must be entered manually.

Are there various levels? yes, Student, teacher, administrator, course and program

Which levels remain most valuable for the online instructor in regard to student performance? student and teacher.

Navigate 3- LMS Tool Categories

Navigate 3- LMS Tool Categories

• What is the function of the assessment? To determine if a student has mastered the material
• What strategies can be used for the assessment? We can use the typical paper/pencil, online MC tests, Free response. For some students a verbal test is best, a conversation, a presentation. There can also be combinations of these.
• What tools offer the greatest quality for the measure? The tool that is best for the individual student. Some are easier to measure than others (such as online MC tests) but the best measure is determined by the student and their learning style.
• How is the learner informed of the measure and progress? Pre and posts test are a popular way of measuring progress.

Identify the major tool categories in Learning Management Systems.

Answer in your blog:
What are the most relevant features offered within an LMS?  Course content, communication and assessment methods, teacher information, grading records.

Which features directly relate to effective online instruction?  Assessment methods, feedback

How might you use these features in the online classroom environment?Students work on assignments and then based on the grade they are allow to review the material and retake. Feedback is a major portion of this as this is direct communication to the student.

Navigate 2 - LMS Trends

Navigate 2 - LMS Trends

Research trends in digital learning and select the trend that will make the most impact on digital learning over the next five years.

Which trend did you select?
Data mining

How do you foresee this trend impacting online learning?
With the use of personal learning experiences of each student, these experiences will determine what the next experience will entail.

Will this trend be a learning fad or will it become an essential part of online learning in the future? Explain.  It will be a fad at first but I think that it will morph into an essential part of learning. This happens in many fields. For instance there may be a trend of a certain genre of movie, like Woman in leadership roles in the police force, in politics in many industries. The movie genre of strong women roles has led was a fad but in all industries women have started to be in leadership roles that were typically all men, more administration,  politics, police and fire. The fad becomes the future.


Curating content - More Online learning
Mobile devices - taking a bigger role in the creation and completion of lessons. More options from all platforms.
Data - using data to determine different aspects of online learing, what course, when, how much
Personalized learning - the use of data mining will personalize each student's experience.

Navigate 2 - Tools for Deciding on an LMS

Navigate 2 - Tools for Deciding on an LMS

Which LMS is best?  Consolidate the information about open and commercial LMS presented in this lesson.  Select your favorite LMS

I have used Moodle, Blackboad, BrightSpace, BrainHoney, BUZZ and Pearson. There are pros and cons to each one. In general A LMS should be able to robustly hosts the courses offered by the institution and keep track of basic student records such as grading, communication and presentation of information.

Which LMS is best?  BUZZ

How does the selected LMS meet the needs of all stakeholders, including administrators, students, teachers and faculty, instructional technology, development, support, and parents?
BUZZ allows three types of users Administration, Teachers Students.  Teachers can with their role to student and Administrators can switch their role to teachers or students. This is a great option so you can see, when asked questions about the LMS to be able to see it as the role of the person asking the question.

How does the selected LMS align with the initiatives, growth, and technological needs of your organization?
BUZZ allows everyone to access the courses
It allows grading, communication (including announcements and emails)
It allows teachers to see who has submitted work, who is behind pace, who just passed in work. Gives stats and allows students to read feedback and redo assignments.

Navigate 2: Roles: Learning Management System and Student Information System

Navigate 2: Roles: Learning Management System and Student Information System

LMS Administration

The administrators of a learning system are responsible for the settings and roles that affect all users and data produced by those users.

Instructional Administration

Administrators over the instructional policies of an organization inform the processes for student (learner) accounts and tool use, teacher accounts and tool use, course offering schedules, course teaching assignments, and reporting of grades and other data.

Content Development

Personnel in Content Development create the content that will be utilized in each live course.

Teacher

Teachers in a learning system are responsible for the facilitation of instruction, as well as the management of the classroom and the students. Moreover, teachers have access to student lists and information in the SIS (if it is a separate component) and the LMS as well.

Organizational Data Analysis

This role may be filled by individuals within the learning organization with diverse backgrounds. If an organization is large enough, one person or department is responsible for the aggregation of data across users, courses, departments, and semesters to improve the techniques and instruction of the organization. In smaller organizations, this task may be performed by teachers or a particular person in an instructional department to relay to the school as a whole.

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