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Janessa Senns Course Site Reflections

Creating a course on the Learning Management System (LMS) CourseSites was a learning experience. Though the design and development of the course was, content-wise, not very complicated, making it happen in a presentable and effective manner was challenging. For this assignment I will reflect upon my involvement with the course that my group, the Innovative Explorers, created: Alternative Methods of Reaching Core Audiences: An Exploration of Online Media Tools; and the course in which I participated as a student: Integrating Technology into the Classroom. I found that assuming the role of both instructor and student of these courses was essential in truly reflecting on my knowledge and proficiency with LMS. My reflections will address the course overview and introduction, learning objectives, assessment and measurement, instructional materials, learner interaction and engagement, course navigation and technology, learner support, accessibility, and course administration for the course I instructed and for the course I acted as a student. Course Overview and Introduction Instructor: I believe that my course provides an adequate overview and introduction. In the syllabus, the students are clearly introduced to the purpose of the course, what their expectations are, prerequisite disciplinary and competency knowledge, and the minimum technical skills that are expected. Additionally, the students are required to introduce themselves to the class through the creation of a wikipage. My group did not clearly include detailed instructions on how to get started; rather, we provided specific instructions for each module of the course. Also, because we were not sure about our affiliation with an institution, we omitted institutional policies. A final item that we did not include, though it was brought up several times during discussions, was a self-introduction by the instructor. Student: This course was very organized and clearly provided a detailed overview and introduction. The instructors clearly stated how to get started, provided a purpose, explained their expectations, included institutional policies, as well as introductions made by the instructors and expected by the students, via the creation of wikipage. The only items that appeared to be missing were the prerequisite knowledge and minimum technical skills required to effectively participate in the course. Learning Objectives Instructor: Though my group did not offer standard-based objectives, we creatively created objectives that we felt were appropriate for our audience and aligned with what we were trying to accomplish. The objectives are clearly provided overall for the course in the syllabus, and unit-specific for each module.

Student: I feel this this course implemented clear and well thought out objectives. They measured outcomes appropriately and were written from a students perspective. Assessment and Measurement Instructor: I believe that my course provides effective means of assessment and measurement. The assessments chosen are consistent with the activities and resources. Each unit of study specifies an explanation of how credit is earned; however, our team was not able to create an overall breakdown of the grade. A grade scale was provided in the syllabus. The students were given opportunities for self-reflection about their learning through their e-journals. Student: The assessment strategies for this course were designed to evaluate student progress and measure the effectiveness of student learning in a student and project based learning process. A course grading policy is specified in the syllabus as well as descriptive and specific criteria are included for individual assignments. Instructional Materials Instructor: My course includes appropriate and sufficiently comprehensive instructional materials. They achieve course objectives and learning outcomes. In part with the unit I created, Twitter, I required that students read information on Wikipedia. Though I know that Wikipedia is not a reliable source, it offered a good, solid background for my topic that I couldnt find elsewhere. Student: The materials compiled for this course also appear to be sufficiently comprehensive in achieving the course objectives and learning outcomes. By learning about and using a technological tool, in my case SurveyMonkey, I was encouraged to learn something new and reflect on how I would use it in my classes. Learning Interaction and Engagement Instructor: I feel that my course actively promotes interaction and engagement, mostly through the discussion board. The required tools for interactivity reflected the nature of the content. None of the instructors provided the instructors plan for response time and assignment feedback. Student: I found that this course effectively offered opportunities for interaction and engagement with other students. The instructors also utilized the discussion board as the main means of student interaction. I did not find any information about instructor response time or feedback.

Course Navigation and Technology Instructor: My course effectively supports student engagement and ensures access to course components through the ease of navigation and technology. Our items were organized through the navigation tabs, and all of our assignments were located under assignments. Student: This course was easily navigated as well as the technologies used. The technologies were current and easily accessed in order to promote learning and engagement. The instructors comprehensively organized the course information and learning materials. Learner Support Instructor: This is the one area that my group did not address in our course. We did not provide any information for technical assistance. I believe that this is due to the aforementioned reason that we were uncertain as to what our institution was. Student: This course stated on its homepage a valuable list of links and persons that would offer technical support. As a student, I found this comforting that the instructors included this as one of their first pieces of information for the course. The chart that the information was documented specifically explained who/where to go for a specific problem. Accessibility Instructor: This would be another area on which my group didnt focus. Alternative instructional materials were not available for auditory and visual content. I believe that our course facilitated readability and limited distractions. We could have created a voiceover or video for each of our modules in order to adhere to the principles of UDL. Student: I feel that this course was not constructed around the UDL principles. Information was presented only as text, and there were some graphics that were distracting and unnecessary to the content. I am not sure if the course design accommodates assistive technologies. Course Administration Instructor: Our course was broken down into different units that demanded an acceptable amount of time per unit. I personally found the grade book to be difficult in navigating and setting up, but that may have been caused by not having everyone list their assignments. Student: This course was systematically designed, and therefore user-friendly. The modules were organized on a weekly basis, with an appropriate input of time.

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