building a virtual learning environment

7/28/2019 Building a Virtual Learning Environment

1/5

BuildingaVirtualLearningEnvironmentParticipantswillunderstand:

1.Theimportanceofdiscussingandsharingpracticallearningstrategieswith

colleagues.

2.Sharinginterpretationsofconceptsandorprocesseswithothersoftenhelpstoclarifyanddeepenunderstanding.

3.Avirtualclassroomcanbeusefulforprovidingavisualrepresentation(similarto

astoryboard)ofcoursecontentandexpectationsforstudenttostudent,

studenttoinstructor,andstudenttocontentinteractions.

4.Avirtualclassroomprovidesanalternativeplatformforpresentingcourse

contentthatcanbeutilizedasasupplementtofacetofaceinstruction.

RelatedMisconceptions:1. Onlinelearningenvironmentscannoteffectivelyfacilitatelearning.2. Studentsandteacherscannoteffectivelycommunicateinavirtuallearningenvironment.3. Issuessurroundingtechnologymanagementtendtomakeitsusemoredistractingthan

beneficial.

EssentialQuestions

OverarchingQuestions:1.Howcantheincreaseduseof

socialnetworksbeusedby

educatorstobuildvirtual

learningcommunities?

TopicalQuestions:1.Howcanavirtuallearning

environmentbeusedtosupplement

thefacetofacelearningexperience?2.Howcandesigningandorganizinga

virtuallearningenvironmentfacilitate

instructionaldesign?


2/5

PerformanceTaskCreateaVirtualLearningEnvironment(individual/pairedactivity)

DesigningPerformanceAssessmentsGRASPSModelGoal:Participantswillrecognizethevaluetobothstudentsandteachersofcollectingresourcesinavirtualclassroomforgreateraccessibilitybystudents.

Role:Theparticipantsroleistoobservethelearningenvironmentfromboththestudentandteacherperspective.

Audience:Thetargetaudiencewillbethestudentsassignedtoanactiveclasssection.Situation:Thechallengeistocreateaneffectivevirtuallearningenvironment.ProductPerformanceandPurpose:Theproductwillbethelearningenvironmentbuiltbytheparticipantsduringtheworkshop.Focuswillbeondeterminingessential

elementsandalistoflearningobjectstobeaddedinongoingdevelopment.

StandardsandCriteriaforSuccess:Theenvironmentshouldbeuserfriendly(easytonavigate,freeofcarelesserrors(i.e.dates));providealternativeaccessibilityto

classroomresourcesgenerallyprovidedduringfacetofaceinteraction.

Theperformancetasksaddressthefollowingstandard(s):CommunicationandCollaboration

Useofdigitalmediaandenvironmentstocommunicateandworkcollaboratively,

includingatadistance,tosupportindividuallearningandcontributetothelearning

ofothers.a.Studentsinteract,collaborate,andpublishwithpeers,experts,orothers

employingavarietyofdigitalenvironmentsandmedia.

SixFacetsofUnderstandingTheperformancetasksaddressthefollowingfacet(s)ofunderstanding:ApplicationuseLMStoolstobuildaneffectivevirtuallearningenvironment

Interpretationconsiderthedesignelementsrequiredforaneffectivelearning

environment

Perspectiveevaluatethelearningenvironmentfrombothstudentandinstructor

viewpoints

Empathygivecarefulconsiderationtomeetingthestudentsneeds.

Selfknowledgereflectonthevirtuallearningexperience


3/5

Therubricincludedwillbeusedtoassessthefollowingperformancetasks:Managing Course Content

Performance Task:

1. Based upon the content generally made accessible to students in your face-to-face

class section, develop a list of essential course content that you would like to make

accessible in a corresponding online classroom section.

2. Using the designer tools provided in the Learning Management System (LMS),

select the tools that are best suited for displaying or presenting each of your content

items.

3. Submit your list in a simple 2-column format displaying a brief description of the

content item to be posted and the selected tool required to make it accessible in youronline section. Submit your list to the instructor as an email attachment.

Creating & Posting Discussion Questions

Performance Task:

Set up a discussion area in the LMS section of your personal class section. Include at least 1

discussion question that is similar to what you would typically use in face-to-face discussion.

Creating & Posting Assignments

Performance Task:

1. Based upon the assignments generally assigned to students in your face-to-face class

section, create an assignment and post it in your online class section.

2. Include the name and a brief description of the assignment.

3. If necessary, attach a file containing the details of the assignment using the attachmentoption in the LMS.


4/5

Creating a Unit Overview Page

Use the LMS to create an HTML/web page

Performance Task Create a Unit Overview Page:

1. In your personal class section, create a unit overview page (an html/webpage) which brieflyoutlines the unit content, goals, objectives, and directions to the students. In other words, imagine

that you are the student and present the information in a way that you think your students will be

able to easily follow.

2. In the header area, it is best practice to always include class/section specific information (i.e. coursename, section number or class time, and instructors name.

3. Add links to any instructional resources.4. In the footer area, you may want to always include contact information (i.e. office location, office

hours, classroom, email, and/or phone)

(Discussion icon) Journal Activity (Self-Reflection) In the workshop section, post your response to thediscussion board topic "Do the benefits offered by providing online resources to support face-to-face

instruction make it worth the time investment?

*Participants have the option of working individually or in pairs.

Review the assignment rubric to ensure that all criteria are met.


5/5

0 1 Score

Overall

Unwillingto

experiment

usinganonline

communicationplatform.

Exhibitsawillingnessto

tryusingavirtual

learningenvironmentas

analternativeplatformforpresenting/sharing

ideas.

0 1 2 Score

Gramma

r/Spelling

Numerouserrorsfound

ingrammar,spellingor

usagethatdistractthe

reader.

Afewerrorsfoundin

grammar,spellingor


reader.

No errorsfoundin

grammar,spellingor


reader.

/12

Presentation

CreatingaVirtualLearningEnvironment

0 1 2 3 Score

TechnologySkills

Thefinal

product

demonstratesa

lackofeffortto

effectivelyusea

LMStool.

Thefinalproduct

demonstrates an ability

toeffectivelyuse1 LMS

tool.

Thefinalproduct

demonstratesanabilitytoeffectivelyuse2LMStools.

Thefinalproduct

demonstratesanability

toeffectivelyuse3or

moreLMStools.

1 2 3 Score

Content

Participant

included

elementsbut

withnoclear

instructional

objectives.

Participant

demonstratedcritical

thinkingindetermining

essentialelementstobe

includedinthelearning

environment.

Participant demonstrated critical thinkingin

determiningessentialelementstobeincludedinthe

learningenvironment.Elementsareincludedthat

intentionallyaddressmultiplelearningstyles.

1 2 3 Score

Effective

Participantdoes

notrecognize

thevalueof

evaluatinguser

experience.

Participant

demonstratesanability

toevaluateuser

experiencefromthe

instructorperspective.

Participantdemonstrates an abilitytoevaluateuser

experiencefromboththestudentandinstructor

perspectives.

Total

Score

building a virtual learning environment

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