Hello! My name is Denise-Renee Young. Welcome to my E-Portfolio regarding what I accomplished in Ashford University's Master of Arts in Teaching and Learning with Technology Program ending February 2014. The projects cited here have been used in my classroom since their creation during my learning journey this past year. My all girl classroom is a multi-grade site ranging from 7th through 12th grade so any project must meet standards in each grade level. Please feel free to leave comments.
Each of the eight program learning objectives is important in an emerging high tech school setting. With the continued support for Common Core principles, which are data driven, being able to apply the research is very important (PLO 4). But along with this, it is equally paramount to be able to make the informed decisions to support learning. It does not matter if one knows the data, it is how one designs learning to affect a change in that data which is crucial for students (PLO 8). Once this is determined, one must be able to apply the applicable technologies so all students learn (PLO 3). As students work through the learning tasks, teachers must model how to honor the work of others posted on the internet for students to follow (PLO 5).
The Program Learning Objectives in Use
Party Planner to the Rescue
Party Planner to the Rescue
The Party Planner to the Rescue project exemplifies many of the eight program learning outcomes. The project was created as part of EDU 652, as a four-part lesson. The third part was actually used to meet the requirements of an assignment. The project can be adapted to most grade levels, however it was created for 7th through 12th grade. Students go through the process of planning a party from start to finish: finding and designing the layout of a party space, sourcing the tables and chairs, deciding on menus, calculating the costs, and adjusting for the unexpected. The students then have to present their proposals to the their “clients.” This meets the Common Core requirements of having curriculum that is based on real-life situations. It also meets Ashford’s Program Learning Outcomes (PLO) 1 through 5.
PLO 1: Demonstrate knowledge and skills related to learning using technology.
Students are expected to use web resources to source items such as spaces, equipment, a menu and other things necessary to create their dream party. Some students viewed the project as planning for their own wedding others looked at it as career option. Both scenarios required students to create a proposal for a "client." They do this using a variety of presentation applications such as power point, prezi or other web based presentation programs.
PLO 2: Demonstrate knowledge and skills in current and emerging instructional technologies.
Students were able to use any technology to create their final portfolio. In the 3rd part of the project students used spreadsheets to create an adjustable financial record. This becomes invaluable for the fourth part when the inevitable problems arise. Students used their personal blogs to post website resources for other students to access and some used Twitter to bounce ideas off of each other.
PLO 3: Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners.
All lessons are shown using an interactive whiteboard. Students have access to these power points via the class Haiku page for viewing at a later time. Technology resources are provided for students to access if they wanted to advance their skills in putting together their final projects.
PLO 4: Apply research to support learning in a technology-enhanced environment.
The research component comes from the students' Measures of Academic Progress (MAP) tests students take upon entering our school program. Based on these scores and speaking with students, it was discovered that many were lacking basic math skills. The more abstract concepts, such as volume of a room, were completely lost to them. Using these factors and the ideas in Common Core of relating learning to real world situations, this project was devised.
Further research showed that students learn best when what they know (technology & social media) is applied to their studies. Although this project began slow, many students worked on this and created elaborate proposals.
PLO 5: Exemplify ethical practices of technology usage.
Throughout all parts of the project, one of the requirements was that all sources be listed, from websites, video clips, and pictures. No credit was awarded if students did not cite sources. In part 3, the image was purposely used to demonstrate how some images are copyrighted and cannot be used without permission. The image in the 4th part was used to see if the students could spot the copyright mark. Although these images appear to be used without permission, permission was granted, by the design creators, for the images to be used in this way.
Party Planner to the Rescue Links: Location! Location! Location!
Properties of Water
Properties of Water is another project that is being used to show attainment of program learning outcomes. This project, again aimed at junior high and regular high school students, is a hands on experiment project dealing with the properties of water. Students are able to click on one of several investigations with easily obtained materials. After completing these experiments, students then have to answer the Fact Check questions by clicking on the link. This project meets Ashford’s Program Learning Outcomes (PLO) 6 and 7.
PLO 6: Evaluate technology resources to facilitate effective assessment and evaluation
PLO 7: Utilize technology to collect and analyze data, interpret results, and communicate findings.
Each of the five experiments has a "Fact Check" segment written in Google forms. The students responses are then posted to a spread sheet for review. After reviewing the students' responses, I am able to ascertain which students obtained the learning outcomes and which students need to revisit the concepts.
Link: Properties of Water
Creating an e-learning Learning Environment
The last program learning outcome, is demonstrated through the power point called “Creating an e-learning Learning Environment” in EDU 655. The power point outlines the connections between Tasks, Resources and Supports. Where these three intersect is the area of student learning. It also provides a chart of the 12 reasons why collaboration promotes student success. Finally, the best practices for e-learning are outlined. In this one power point program learning outcome 8 is demonstrated .It is a great resources that I refer to whenever I work on new learning projects.
PLO 8: Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership.
Link: Learning Solutions
The last program learning outcome, is demonstrated through the power point called “Creating an e-learning Learning Environment” in EDU 655. The power point outlines the connections between Tasks, Resources and Supports. Where these three intersect is the area of student learning. It also provides a chart of the 12 reasons why collaboration promotes student success. Finally, the best practices for e-learning are outlined. In this one power point program learning outcome 8 is demonstrated .It is a great resources that I refer to whenever I work on new learning projects.
PLO 8: Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership.
Link: Learning Solutions
The Ocean Project
The finally submission shows how all eight program learning outcomes are pulled together in a single lesson plan on the ecology of the Ocean. It includes all the standards, lessons, rubrics, technological resources, and a student exemplar. It utilizes blogs, learning management systems, fun ways to monitor learning through Quia.com. Students are expected to write papers, create a presentation and then post it to YouTube with sound and captions.
Link: The Ocean Project
