Kali Alford Capstone Reports

Kali Alford
Dr. Julia Moore

Summer 2013
Creating Online Elective Courses for District Wide Use
Creating Online Elective Course For District Use
Setting and Context

The capstone will be created alongside the instruction of my actual African Studies
Course located at Riverwood International School. The goal of the project is to create an online
resource for teachers to access information regarding the history of the African continent to
supplement current Georgia World History standards. The project can further be utilized to
ensure that future teachers instructing the African Studies course at Riverwood will have the
resources needed to offer a rich survey of the subject matter. Permission has been granted to
design this resource by the Riverwood Principal and Social Studies Coordinator of Fulton
County Schools.
Problem and Rationale

On a localized level this idea was created after I was given the opportunity to teach an
African Studies course at Riverwood International Charter School. There was not much structure
to the previous versions of the course in terms of cohesive standards or learning objectives. After
developing the course, I suggested offering the course at other high schools to build county wide
equity in Humanity courses offered to students. The idea to create an online course for students
and/or teachers to gain a better understanding of African history and culture in order to teach a
rich offering of the course at their respective schools.
In recent years there has been an increase in the amount of online courses. DaCosta
(2010) attributes this to advances in technology and an expansion of the access to different media
through the internet. The enhancements of many major course management systems on
instructional practices include collaboration and communication, content creation and delivery,
administrative tools, learning tools, and assessment tools (Online Learning, 2005). All of these
elements can aid tremendously in the instruction of the course or the creation of a stationary
medium to collect resources.
Objectives/ Deliverables
The objective of creating a program of online elective classes is to offer students more
choice to give them a more holistic understanding of the Social Science classes that they are
offered at their schools. Often in public high schools Social Studies teachers are hired to teach
US History, World History, and Economics. There is not much opportunity for or consideration
given to the idea of what other courses they can possess the capability to teach besides those that
are required by the state. It is my hope that schools can offer Social Studies elective courses to
complement required Social Studies courses. The courses would be offered through the Canvas
Learning Management System. It will consist of 10 modules comprised of online lectures,
videos, activities, quizzes, and formative assessments. The 10 units were modules will be created
from are listed below:
Unit 1
Perceptions/ Misconceptions
The student will investigate the origins of misconceptions and perceptions of the African continent and the cultures therein between the
15th century and modern day.
a.
b.
c.
d.
Unit 2
Assess modern media, movies, and textbooks for bias and Ethnocentrism.
Compare and contrast the European depictions of Africans before and after the Renaissance.
Evaluate the importance of maps and the role of cartographers in the historical inaccuracies of the African continent.
Determine the purpose behind the creation RACE and identify the effects it had on the African continent.
Empires/ Contact with Europe
The student will identify the political structures and most notable African Empires that existed prior to major European contact.
a.
b.
c.
d.
Unit 3
Explain and examine people without Empire in pre-colonial Africa.

Describe and explain the empires of Ghana, Mali, Songhai and their culture, political structure, and patterns of growth.
Investigate the remnants of Great Zimbabwe and what evaluate the validity of current theories about the empire.
Distinguish and compare the various Swahili Kingdoms.
Religion and Gender in Africa
The student will explain and examine the spread of Christianity and Islam into Africa and the lasting impacts these religions had on
African culture.
a.
b.
c.
Indentify and compare characteristics of various indigenous religions present in Africa.

Trace and tabulate the spread of Christianity and Islam throughout African from Southwest Asia.
Evaluate the effects Christianity and Islam had on indigenous African religions and the roles of women.
Unit 4
Captivity and Slave Trades
The student will analyze and examine the establishment of the Trans-Saharan, Trans-Atlantic, and Indian Ocean mass slave trade
systems and compare them to the prior institutions of servitude present in Africa.
a.
b.
c.
d.
Unit 5
Examine specific examples and practices of indigenous servitude systems present in Africa prior to mass slave systems
Describe the transition from gold and spices to humans as the main commodities in the Trans-Saharan trade system.
Examine the origins of the Trans Atlantic slave systems and evaluate the various roles that Europeans and Africans played in the
system as well as describe the practices of slave traders and the treatment of slaves in relation to the Middle Passage.
Describe the economic relations between the Swahili kingdoms of East Africa and nations in Indian Ocean and South Asia.
African Diaspora
_____
The student will examine various destinations of Africans in the slave trade, the cultural exchanges that have taken place, and the
cultures that have developed.
a.
b.
c.
d.
Unit 6
Examine the North American plantation system and the role of enslaved Africans.
Investigate various case studies of slave systems in Brazil and the Caribbean and the African response.
Examine the motivations of the various ethno-political divides that were created in Brazil and the Caribbean.
Identify and explain Africanisms present in Indian Ocean and South Asian cultures
Colonialism
The student will analyze the period of European colonization of Africa by examining the various perspectives of the colonizing powers
and the colonized peoples of Africa.
a.
b.
c.
d.
Unit 7
Describe the provisions and parameters for the partitioning of Africa during the Berlin Conference.
Examine the political, social, and economic motivations behind the European colonization of Africa.
Identify the various types of colonization practiced in African and investigate their role in the current state of various African nations.
Describe the treatment African people by colonizing powers and methods of subjugation.
Africa and the World Wars
__
The student will learn about Africas relevance in both World Wars and the impact of the wars on various regions of Africa.
a.
b.
c.
d.
Describe the methods of recruitment by the various colonial powers during World War I.
Examine the allocation of Germanys colonies following the conclusion of World War I.
Explain the significance and strategic relevance of World War II battles in Africa.
Investigate the ties of service in the World Wars to decolonization and colonization resistance movements.
Unit 8
Decolonization/ Freedom Movements
The student will explore various freedom movements throughout Africa that contributed to decolonization.
a.
b.
c.
Consider African Nationalism by examining the writings and perspectives of Kwame Nkrumah, Jomo Kenyatta, and Hastings Banda.
Compare and contrast the Pan African ideologies of the Eight African State African Conference, Casablanca Group, and the Monrovia
Group
Investigate the motivations behind, implementation, and response to the institution of apartheid in South Africa.
Unit 9
Cold War & Contemporary Issues
The student will examine the remnants of colonialism and investigate the roles of Soviet Russia and the United States in post-colonial Africa.
a.
b.
Investigate the Congo crisis (1960-1965) and United States response to Soviet involvement in the Congo.
Explore the influences and interest of Cuba, the Soviet Union, South Africa, and the United States in the Angolan Civil War
Unit 10
Africas Contribution to the Global Community
The student will consider Africas contributions to the global community and examine Africas current state in the global economy.
a.
Canvass African movements of art, music, and literature, present on the global stage and examine their continental influences.
b.
Reflect upon Africas place in World History and infer about the economic, social, and political future of the continent.
Standards
ISTE Coaching Standards
4. Professional development and program evaluation

Technology coaches conduct needs assessments, develop technology-related professional
learning programs, and evaluate the impact on instructional practice and student learning.
a. Conduct needs assessments to inform the content and delivery of technology-related
professional learning programs that result in a positive impact on student learning.
b. Design, develop, and implement technology rich professional learning programs that
model principles of adult learning and promote digital age best practices in teaching,
learning, and assessment.
c. valuate results of professional learning programs to determine the effectiveness on
deepening teacher content knowledge, improving teacher pedagogical skills and/or
increasing student learning.
5. Content knowledge and professional growth

Technology coaches demonstrate professional knowledge, skills, and dispositions in content,
pedagogical, and technological areas as well as adult learning and leadership and are
continuously deepening their knowledge and expertise.
a. Engage in continual learning to deepen content and pedagogical knowledge in
technology integration and current and emerging technologies necessary to effectively
implement the StandardsS and StandardsT
b. Engage in continuous learning to deepen professional knowledge, skills, and
dispositions in organizational change and leadership, project management, and adult
learning to improve professional practice
c. Regularly evaluate and reflect on their professional practice and dispositions to
improve and strengthen their ability to effectively model and facilitate technology
enhanced learning experiences
ISTE Teaching Standards
1. Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in both face-toface and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital
tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students conceptual
understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments
2. Design and develop digital age learning experiences and

assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students diverse learning styles,
working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with
content and technology standards, and use resulting data to inform learning and teaching
3. Model digital age work and learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and
resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning
4. Promote and model digital citizenship and responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology,
including respect for copyright, intellectual property, and the appropriate documentation of
sources
b. Address the diverse needs of all learners by using learner-centered strategies providing
equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of
technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues
and students of other cultures using digital age communication and collaboration tools
5. Engage in professional growth and leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the
effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of
technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared
decision making and community building, and developing the leadership and technology skills of
others
c. Evaluate and reflect on current research and professional practice on a regular basis to make
effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of
their school and community
Product Description
Narrative
A course consisting of ten modules will be created using Canvas Learning Management System.
Each module will be aligned to the above objectives and will include online lectures,
assignments, web links, and interactive videos. Eventually the course will be presented to the
county chair for Social Studies to be adapted to a system level for teachers to access. The course
can be used as an elective for students or a resource for teachers to add a richer telling of African
History to their World History Courses.
Time Frame
Month
NovemberDecember
Actions Taken
Development of course objectives and
familiarization with Canvas platform.
Hours
10 Hours
Demo with Canvas representative
2 Hours
Total.12 Hours
January
Re-examine course objectives and pre-created

lessons after Canvas Demo
5 hours
Collection and transfer of resources for

modules 1-3
10 Hours
Creation of module 1-3 in Canvas platform
7 Hours
Total.22 Hours
February
Collection and transfer of resource for modules 4-5
10 Hours
Creation of modules 4-5 in Canvas platform
7 Hours
Total.....17 Hours
March
10 Hours
7 Hours
Total.....17 Hours
April
10 Hours
7 Hours
Total.....17 Hours
May
Collection and transfer of resource for module 10
10 Hours
Creation of modules 10 in Canvas platform
7 Hours
10
Total.....17 Hours
June
Presentation with county Social Studies Chair
2 Hours
Total..2 Hours
Total Hours
104 Hours
Resources
Computer
Canvas Learning Management System
Teacher Subscription
Canvas LMS Tutorials
Demonstration by Canvas Representative
Course Content and Resources
Evalutation
Narrative
The objective of this project is to create equity amongst Fulton County Schools course offerings.
This can be accomplished one of several ways: first, by extending the course to other schools in
an online format for students to take; and. secondly, by using the course as a professional
development resource for teachers to expand their content knowledge. Both of which will be
decided following a meeting with the Fulton County Humanities Chair. Evaluation of the
effectiveness of the courses would be completed utilizing the module assessment for students and
teachers, or completion surveys for teachers.
11
Resources
Online Learning. (2005). Online Learning: Concepts, Strategies and Application [Electronic
Version]. Retrieved from http://www.prenhall.com/dabbagh/ollresources/resources9.html
Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison Of Instructors' And
Students' Perceptions of The Effectiveness of Online Courses. Quarterly Review of
Distance Education, 11(1), 25-36,59-60. Retrieved from
http://search.proquest.com/docview/613677591?accountid=11824
12
Description of the Capstone Experience and Results
The initial plan for this Capstone Project was to create an online course supplement
for a face-to-face African Studies course that could be expanded for county- wide use.
About Around October the goal of the project had to be augmented due to the fact that only
two schools within the district offer African Studies, and the two versions of the course are
taught from different perspectives; history and the visual and performing arts. Because of
this revelation, it was decided that instead of creating a course supplement the candidate
would instead transition course materials for the history- based African Studies into a
blended-online learning format.
The immediate obstacle presented by this shift was to select a different medium for
the end product. A wiki was first decided to be the medium, however considering the
various types of interaction that take place within an online course, a Learning
Management System (LMS) became the more appropriate platform (Papastergiou, 2006).
The candidate then began researching various LMSs to determine which best suited his
instructional need and the learning needs of his students. Initial research was conducted
online by reading product reviews and testimonials. Through this research the candidate was able
to whittle the field of LMSs to 3. All of which were represented at GaETC in November. The
candidate inquired from representatives of the various companies about the capabilities of their
program, the ease of use and learning curve, as well any varying features between them.
The candidates research at GaETC led him to meet Dr. Tamara Powell, the Director
of Distance Education for the College of Humanities and Social Sciences at Kennesaw State
University. Dr. Powell has over 20 years of experience in the field of distance and online
learning. She has had several published works on the topic and has been acknowledged by both
13
Quality Matters, and iNACOL for her work in the field. Following her session, she and the
candidate discussed the goals and objective of his project. Dr. Powel was able to offer the
candidate advice based upon her experiences with various LMSs. She mentioned that another
facet of the LMS that would need to be considered was large scale conjunction; or in other ways,
how well can a student work between different classes through the same platform. Based upon
her advice, the candidate selected Canvas, by Instructure as the most appropriate LMS for
the Capstone project.
Canvas by Instructure is a relatively new LMS when compared to programs such as
Moodle and Coursera. Canvas is an open interface program that gives developers of various skill
levels to modify Canvas to better meet their needs. Additionally, for a single teacher license
Canvas is free. However, the goal of this Capstone is to create a district wide online course
platform. When researching how well Canvas serve such a large scale demand, it became
apparent that even though Canvas offers single teacher licenses, they also service major
universities as well. After researching the experiences the universitys had had while using
Canvas it became even clearer that Canvas would be an effective medium for the this Capstone.
As much of the course material had already been compiled and converted to digital
format prior to the project shift the remaining task was to organize course materials into
modules (Achebe, 2013). Once materials were uploaded to Canvas in modules, the
candidate solicited help from several formal students for usability testing. The students
worked through 5 modules, much in the way students enrolled in the class would. As they
worked they were asked to document any directions, content, etc that was confusing of seemed
unclear (Freeman, 2013). It became apparent that the students were unfamiliar with how to
complete many tasks within the LMS and that an initial basic tasks lesson would be
14
necessary to help students become better acclimated with the learning tool. Additionally,
students offered insight into clarity of directions as there were several directives that students
misunderstood.
After using results and feedback from usability testing, the candidate went back and
made necessary changes to the course to improve functionality. Many of these changes
included things like dead links, html formatting, and lack of alternate text. I needed to insure that
following usability test there was little room left for misconceptions or misunderstanding. The
last step before completing the project was assessing the course using both Quality Matters
(Quality Matters, 2015) and iNACOL (iNACOL, 2011) standards for online course design.
By doing this, the candidate was able to ensure that all objectives and goals stated for each
module were only plainly stated and easily understood, but measurable (Quality Matters,
2015). Additionally, the candidate was able to make sure that activities and assignment
allowed students the opportunity to respond in multiple ways complementary to different
learning styles, ability levels, and cultural backgrounds (iNACOL, 2013). For example,
rather than only have students submit discussion postings via text. They also have the ability to
create what I call Social Media feeds. In these they not only can use text to respond to discussion
postings, they can submit original and relevant memes, FlipGrid selfie videos, Notegraphy
Journals, and other forms of pre-approved social media.
A group of students were then recruited to complete 3 of the 5 sample modules.
Students were able to complete the assignment modules using the resources given in each
module and all were able to score in class assessment averages above 85% on each module
assessment (Fernando, 2006). When evaluating the processes and steps leading to the
conclusion of the project, the candidate determined that this process can easily be and
15
should be duplicated with other courses. The blended format of the course makes students
more responsible for their own learning and creates self-efficacy that better prepare
students for post-secondary success (Poon, 2013).
16
References
International Association for K12 Online Learning (2011, October). The Online Learning
Definitions Project. Retrieved May 23, 2015, from http://www.inacol.org/cms/wpcontent/uploads/2012/11/iNCL_NationalPrimerv2210-web1.pdf
Papastergiou, M. (2006). Course management systems as tools for the creation of online
learning environments: Evaluation from a social constructivist perspective and implications
for their design. International Journal on ELearning, 5(4), 593-622. Retrieved from
Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning
experiences. Journal of Online Learning and Teaching, 9(2), 271. Retrieved from
Quality Matters. Standards from the QM K-12 Secondary Rubric (2nd ed.). (2015).References
Achebe, N., & Metzler, John. (2014). Proceedings from National Endowment for the
Humanities Summer Teacher Workshp: Africa in World History. East Lansing, MI.
Exploring Africa! Introduction to Curriculum Resources. (n.d.). Retrieved August 8, 2014,

from http://exploringafrica.matrix.msu.edu/teachers/curriculum/
Fernando Mortera-Gutirrez. (2006). Faculty best practices using blended learning in Elearning and face-to-face instruction.International Journal on ELearning, 5(3), 313-337.
Retrieved from http://search.proquest.com/docview/210334991?accountid=11824
Freeman, W., & Tremblay, T. (2013). Design considerations for supporting the reluctant
adoption of blended learning. Journal of Online Learning and Teaching, 9(1), 80. Retrieved
from http://search.proquest.com/docview/1500389476?accountid=11824
Gilbert, E., & Reynolds, J. (2012). Africa in world history: From prehistory to the present
(3rd ed.). Boston: Pearson.
17
Quality Matters. Standards from the QM K-12 Secondary Rubric (2nd ed.). (2015).
Students' Perceptions of The Effectiveness of Online Courses. Quarterly Review of Distance
Education, 11(1), 25-36,59-60. Retrieved from
Wong, L., Tatnall, A., & Burgess, S. (2014). A framework for investigating blended learning
effectiveness. Education & Training,56(2), 233-251. doi:http://dx.doi.org/10.1108/ET-042013-0049
Discussion and Reflection

Technology Facilitation and Leadership
As online learning becomes increasingly more integrated into education, the use of online
learning management systems to organize and present course materials will eventually become
as commonplace as the textbook or pen and paper. While completing this project I was able to
assess the different uses of learning management systems in both blended and total online
courses for a variety academic levels and content areas. Through this assessment I learned that in
these different areas and levels, a plethora of different constraints and variable that make the
facilitation of LMSs different between one another. For example, in an elementary or middle
school instructors may be more inclined to use programs such as Schoology because it has
narrow parameters for students as users. Meanwhile a high-school or university may be more
inclined to use Blackboard or Canvas because of the added freedom the programs offer both
instructors and students during the facilitation of courses. A technology integration specialist
18
needs to be able to examine all of these considerations prior to adopting and implementing a new
technology at their school and insure that it is effective (Wong, 2014).
In deciding the appropriateness of different learning managements systems, the autonomy
to make such a decision varies based upon the purpose for the LMS. In a flipped classroom the
decision may rest with a teacher as the LMS is being used in isolation from other teachers
courses. In a school-wide blended learning initiative it may rest with an administrative team,
which should include an instructional technology specialist as well as several teacher leaders.
In designing my course I became familiar with the standards or both Quality Matters and
the International Association for K12 Online Learning. I thought it was interesting that those
these two organizations are distinctly different, their standards are aligned with one another as to
minimize confusion amongst online instructors and designers and prevent them from having to
oscillate between two different sets of mandates.
Learning Related to Knowledge, Skills and DispositionsHow did this learning relate to the
knowledge, skills and dispositions required of a technology facilitator or technology leader?

(Refer to the standards you included in your proposal. Use the language of the PSC
standards in your answer and reflect on all 3knowledge, skills, and dispositions.)?
Knowledge: During my time in this program I was unable to take the online endorsement
courses that follow ITEC 7480 and I assume that it is these courses that instructional design is
covered in depth. Because I did not complete that course track, I learned much of what I know
about instructional design while completing this Capstone. I researched different journal articles
19
and books. Having never taught an online course I was curious about the types of reactions I
would receive from my students. I came across and article comparing the different types of
reactions students had to online learning as well as their perception of how effective the learning
was when compared to physical classrooms (Seok, 2010). The article was based on study by
team of researchers at the University of Washington. The observed several students and teachers
as they taught and learned in an online course. The researcher had both parties complete all
assignment and instructions in accordance with 7 best practice standards. At the conclusion of
the study the researchers noted that most students and teachers had a similar perception of the
effectiveness of the course. This taught me that in order to be successful I would need to adopt
effective best practices and engrain them in my students.
Additionally, I used my time at both ISTE and GaETC to soak up information from the
various breakout sessions and learn about different learning management systems directly from
vendors and representatives. The course materials for my course were developed while I was in
attendance at a summer workshop at Michigan State University sponsored by the National
Endowment for the Humanities. The topic of the workshop was Africa in World History. I used
the topics that were discussed and presented to inform the curriculum structure of my course.
While at the university participants were given full access to a vast array of resources on the
topic of Africa.
Skills: While at GaETC, I met Dr. Tamara Powel who served as a fountain of information
for completing my Capstone and learning the pedagogies necessary in order to do so. She
introduced me the Quality Matter Standards and processes course designers undertake when
designing courses on the collegiate level. Dr. Powel eventually gave me the opportunity to
further expand my understanding of instructional design by taking me on as the graduate
assistant for her office. In this role Ive been able to apply what I have learned from her and
while completing this Capstone and apply it to creating learning modules to assist KSU faculty
20
members within transitioning their course to the online platform and with learning web tools to
enhance instruction.
Disposition: After completing this course program I think all undergraduate education students
should be required to take a course in both instructional design and instructional technology.
While completing this project, I reflected on how different the state of education was between
the time I was in college taking education courses and beginning my teaching career. I can only
imagine that a similar trend may be taking place in some universities; students may be being
prepared for taking posts in brick and mortars schools, but when accepting such a post they find
that face-to-face instruction is only half of their instructional duties. At KSU the instructional
design courses for the Instructional Technology M.Ed. program are optional. This capstone has
taught me that this puts many candidates at a disadvantage. During my research I found it
deflating to have come across so many concepts and strategies that were brand new to me. I think
incorporating instructional design courses into the program will make for more well-rounded
candidates who are prepared to take posts requiring them to design courses online or in blended
format such as the one I created in this Captstone.
RecommendationsWhat advice or recommendations would you give to others who might
attempt to address a similar need/problem/question?

The most helpful component of completing this capstone, was having course materials
converted to digital formats prior to developing my online modules in the learning management
system. If an instructor were to seek to design an online course I would highly recommend
converting and organizing material as a first step. Depending on how resources translate through
this process someone may be able to assccess whether a course is better suited for a blended or
totally online format.,
21
Secondly, prior to attempting anything with a learning management system I would

recommend researching both Quality Matters and iNACOL standards. I found both of these sets
of standards most informative when begin my course outline, create module goals, and lesson
objectives. The standard easy to understand and even easier to apply to a course during the
design process. Quality Matters is helpful in serving as a rubric of sorts for the final version of
the course design. Because there is no physical textbook for my course, Quality Matterss
standard on Instructional Materials proved to be a great help when selecting appropriate
resources for my goals and objectives. Similarly, iNACOL Section A standards on content were
very helpful; particularly when needing to select resources in accordance with the Fair Use Act
and other copyright laws (iNACOL, 2011).
Lastly, I would recommend that an instructor developing an online course consider the
objective of their activities. Quality Matters suggests this in their 5th standard on Course
Activities and Learner Interaction (Quality Matters, 2015). In my case I was converting a
physical class to an online format. There were various activities that I employed in my
classroom, however, could not utilize in an online space. Because of this I found it helpful to
organize the objectives of those activities and assignments prior to developing my online
coursework. By creating almost a checklist I was able to make sure all objectives were met even
if I had to alter my activities.
22
References
Achebe, N., & Metzler, John. (2014). Proceedings from National Endowment for the
Humanities Summer Teacher Workshp: Africa in World History. East Lansing, MI.
Exploring Africa! Introduction to Curriculum Resources. (n.d.). Retrieved August 8, 2014,

from http://exploringafrica.matrix.msu.edu/teachers/curriculum/
Fernando Mortera-Gutirrez. (2006). Faculty best practices using blended learning in Elearning and face-to-face instruction.International Journal on ELearning, 5(3), 313-337.
Retrieved from http://search.proquest.com/docview/210334991?accountid=11824
Freeman, W., & Tremblay, T. (2013). Design considerations for supporting the reluctant
adoption of blended learning. Journal of Online Learning and Teaching, 9(1), 80. Retrieved
from http://search.proquest.com/docview/1500389476?accountid=11824
Gilbert, E., & Reynolds, J. (2012). Africa in world history: From prehistory to the present
(3rd ed.). Boston: Pearson.
Quality Matters. Standards from the QM K-12 Secondary Rubric (2nd ed.). (2015).
Students' Perceptions of The Effectiveness of Online Courses. Quarterly Review of Distance
Education, 11(1), 25-36,59-60. Retrieved from
Wong, L., Tatnall, A., & Burgess, S. (2014). A framework for investigating blended learning
effectiveness. Education & Training,56(2), 233-251. doi:http://dx.doi.org/10.1108/ET-042013-0049

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Kali Alford

Dr. Julia Moore

Creating Online Elective Course For District Use

Setting and Context

Problem and Rationale

Creating Online Elective Course For District Use

Empires/ Contact with Europe

Explain and examine people without Empire in pre-colonial Africa.

Religion and Gender in Africa

Indentify and compare characteristics of various indigenous religions present in Africa.

Creating Online Elective Course For District Use

Captivity and Slave Trades

Decolonization/ Freedom Movements

Cold War & Contemporary Issues

Africas Contribution to the Global Community

Creating Online Elective Course For District Use

4. Professional development and program evaluation

5. Content knowledge and professional growth

ISTE Teaching Standards

Creating Online Elective Course For District Use

1. Facilitate and inspire student learning and creativity

2. Design and develop digital age learning experiences and

Creating Online Elective Course For District Use

3. Model digital age work and learning

4. Promote and model digital citizenship and responsibility

Creating Online Elective Course For District Use

5. Engage in professional growth and leadership

Creating Online Elective Course For District Use

Demo with Canvas representative

Re-examine course objectives and pre-created

Collection and transfer of resources for

Creation of module 1-3 in Canvas platform

Collection and transfer of resource for modules 4-5

Creation of modules 4-5 in Canvas platform

Collection and transfer of resource for modules 6-7

Creation of modules 6-7 in Canvas platform

Collection and transfer of resource for modules 8-9

Creation of modules 8-9 in Canvas platform

Collection and transfer of resource for module 10

Creation of modules 10 in Canvas platform

Creating Online Elective Course For District Use

Presentation with county Social Studies Chair

Creating Online Elective Course For District Use

Creating Online Elective Course For District Use

Description of the Capstone Experience and Results

Creating Online Elective Course For District Use

Creating Online Elective Course For District Use

Creating Online Elective Course For District Use

Creating Online Elective Course For District Use

Exploring Africa! Introduction to Curriculum Resources. (n.d.). Retrieved August 8, 2014,

Creating Online Elective Course For District Use

Discussion and Reflection

Creating Online Elective Course For District Use

knowledge, skills and dispositions required of a technology facilitator or technology leader?

Creating Online Elective Course For District Use

Creating Online Elective Course For District Use

attempt to address a similar need/problem/question?

Creating Online Elective Course For District Use

Secondly, prior to attempting anything with a learning management system I would

Creating Online Elective Course For District Use

Exploring Africa! Introduction to Curriculum Resources. (n.d.). Retrieved August 8, 2014,

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