Standard 2.

5
The Online Learning Experience (OLE) was an experience that spanned three required
elective courses to earn my Online Teaching Endorsement in the Instructional
Technology Program. The OLE was an individual course assignment. In order to
complete the experience, I was required to design and implement a 4-6 week online or
blended learning experience to give my students a technology-enhanced learning
experience. The OLE occurred with my 10th grade World Literature students on the topic
of Shakespeare. Candidates are required to present artifacts on the OLE and the first
artifact is a video tour of the Online Course Implementation. The second artifact is the
Online Course Assessment Template that was completed throughout three courses.
The template was created to show completed coursework required for ITEC 7481 while
designing my online experience.
These artifacts demonstrate my mastery of PSC 2.5 because they show my ability to
model and facilitate the design and implementation of technology-enhanced learning
experiences. The artifact also shows that I made appropriate use of differentiation,
including adjusting content, process, product, and learning environment based upon an
analysis of learner characteristics, including readiness levels, interests, and
personal goals. The Online Course Assessment Template required detailed planning
and the OCAT shows the amount of work and considerations that I put into creating it.
The artifact demonstrates that in the unit offered, students were offered multiple ways to
learn by learning through the teacher, online programs and peer collaboration. Students
were offered multiple options to work on and present their work, and the different ways
to present appealed to all learning styles and preferences. Students were able to
work on and present through a form that interested them and appealed to their
strengths the best. Through this unit I demonstrated differentiation in product, content
and instruction in order to engage my students and provide an authentic learning
experience. The design of the unit demonstrates my mastery of the standard as I had to
design based on analysis of learner characteristics including: student readiness
level, interests and personal goals.
I created a video tour of the project in which I discussed the purpose of the project, the
outline of the project and the different forms of differentiation for students. Presentation
options, research tools options, and working individually but in a collaborative group
setting were specifically addressed in the video. The differentiated unit allowed students
to do their best work by allowing them to use their learning style to determine how they
were going to complete the project. Students were given an assignment before the unit
began to determine prior knowledge and knowledge was assessed throughout the
project and during their presentations to see the overall progress. Based on the results,
I determined students who needed remediation and provided tutoring sessions before
and after school for them. As with every unit, the results provided allowed me to group

students for future units and projects, by mixing high and low achieving students
together.
I learned through this experience how to differentiate components of my teaching and
improve the quality of my students learning experience. I learned that the quality of my
teaching and the number of ways to differentiate increase by using technology. This unit
allowed opportunities for me to access prior knowledge from my ITEC courses to guide
students and troubleshoot basic technology issues that were presented. I used what I
learned about technology and differentiation in the classroom to constantly assess and
adjust teaching and learning throughout the unit. If I had to make changes, I would have
done more research to add more options for students to use in their presentations and
research and found a way to help students that needed it during the actual project.

The work in this experience impacted school improvement by allowing me to share what
I learned with the technology and teaching strategies to faculty members in the school.
The tools and strategies(specifically the blended learning model) used could be
implemented in any content area so I wanted to help other teachers in their practice by
sharing what worked, what didnt, and what I took away from the experience. The
experience helped me learn what I could use in the future and what I could change to
help improve my students learning experience. The impact can be assessed through
observation by the teacher that uses the same process and during evaluations by other
teachers or administrators.