Artifact 1 British Literature: A Blended Learning Experience

Program Description
In the summer of 2012, I created a hybrid course as a project for Distance Learning which used Blackboard as a shell In spring, 201!, students enrolled in my British Literature electi"e course at #ea$au %igh on the Big Island of %awaii used &ourse 'ites as a platform for this blended learning course (he course blends both face)to)face meetings as scheduled by the school registrar, with online supplemental resources and re*uired interacti"e assignments + new half)credit electi"e class is paired with ,-pository .riting completed in the fall semester (he te-tbook is a comprehensi"e British Literature te-t published by %olt, /inehart and .inston, (he Language of Literature0 British Literature (he essential content for this course

is the uni*ue messages of the literature and informational writings from pre)1100$s Britain 'ome of the selected readings were 2Beowulf3, 2(he 4rigins of the ,nglish Language3 and selected 11th century poems +dditional readings and web resources, some affiliated with the te-ts, were used to e-amine these pieces 4ther than scheduled computer lab time, access to the school$s computers with internet was a"ailable to students between classes, during recesses and after school for two hours (he learning objecti"es were predetermined by the &ommon &ore and %awaii &ontent and 5erformance 'tandards, but as instructor arrangement and combinations were determinable (he te-tbook was assigned but readings and acti"ities to meet the standards were designed by the instructor

4ne other objecti"e that is beneficial for these rural students is the de"elopment of web 2 0 skills in research, communication and collaboration Integrating wiki research and collaboration and discussion board formats to the instructional e-periences established the confidence these students need to participate in distance learning at the higher education le"el I chose this project to represent proficiency in the majority of the ,(,& standards for multiple reasons I had concei"ed of a plan to de"elop an online course which I could actually use with my students in 2006 when I first began working toward this 7asters It became a goal in closer focus once I had de"eloped competency in instructional design with multiple technology options I narrowed that focus once I saw my teaching assignment included two sections of seniors in the spring 201! for British Literature Bringing the plan into action brought considerable personal and professional satisfaction ,-citement e-panded as fle-ibility with the Blackboard tools for distance courses increased, but the implementation semester was one of the highlights of my last few years as a teacher 'tudent success was not e"en, but the feedback recei"ed from all students and parents was positi"e and appreciati"e (he recognition of the rare opportunity to e-periment with online courseware inspired many students to e-pand their course options in their fall course registration at the state uni"ersity, In this project, I used multiple media and multiple internet links to pro"ide as much support for my learners as possible so that our class discussions were deeper due to better preparation of the majority of students Implementing re*uired more fle-ibility than I had anticipated, and schedules were fre*uently adjusted, but the learning e-perience for me was as e-hilarating as it was for my students +t first, students kept me on my toes with usability and

access issues, but sol"ing those felt like peeling a pomegranate0 little seeds of sweetness appeared as students went beyond e-ploring and began creating information 8or me this project is an e-hibition of my competence as an educational technologist, specifically the capability to independently create curriculum which is high)interest and engaging as well as designed to meet the criteria for depth of knowledge and comple-ity of ideas e-pected for college)bound students (he confidence built during this learning e-perience is my foundation for a new aspect of my career

Program Identification
(hroughout the de"elopment of this online segment of the electi"e class, I was able to meet many standards and sub)standards due to the "olume of materials needed and the stability of a course cartridge to transfer all files to a user friendly platform for high school students

Design Sub-standards Met

1.2 Demonstrate ability to integrate into practice multiple instructional strategies. (he strategies used to instruct and guide students were reading while annotating, *uestioning "alues and moti"es, comparing and contrasting using a ( chart, 5ower 5oint slides as models and as products, team responses and presentations, group discussions in class and online, written responses both formal essay and informal reporting 'tudent products ranged from short essays and reports, interactions on the discussion board, a personal achie"ement power point presentation and a group no"el presentation which e-amined the cultural significance and impact

of a no"el on literature and British society 'tudent groups were also responsible for creating and re"ising wiki content on the origins of ,nglish words and analysis of selected poems (he blended format allowed for students to prepare for class more indi"idually0 students needing more background knowledge were encouraged to access the web resources prior to class +ll students made use of the &ourse 'ites tutorials and te-tbook supplemental resources to support their learning +ll si- le"els of Bloom$s ta-onomy were addressed in different aspects of the student course work Integrating the practice of sharing and modeling, paired practice and then both independent and group opportunities to e-hibit their creations or compositions as these lessons are designed demonstrated the abilities implied in design sub)standard 1 1 1.3 Demonstrate ability to identify and create instruction for various learning styles. In designing this course, certain information about my group of learners was utili9ed at different points in the design process 7y senior students had the e-perience and consciousness of their own learning strengths as well as their uni*ue skills and talents which could benefit any small group project /e*uired to use a learning styles in"entory in grade nine for guidance toward personal awareness, #ea$au %igh students are taught to manage learning tasks through reliance on personal style strengths In the introductory session of this school year, students submitted their personal essay and current resume for re"iew I created a spreadsheet which included fields such as student$s combination:s; of percei"ed learning style, academic strengths and weaknesses, sports and e-tracurricular in"ol"ements, college major or goals and contact information I referred to this document when forming small groups for projects and for writing (o address the different learning styles of my students, I employed a "ariety of options for student access to the resources and materials 8or e-ample, the 2Beowulf3 te-t was presented in audio and "isual formats0 students could use e)readers, audio recordings a"ailable with a

cassette player and personal headphones as well as online through "arious websites and the printed words in the te-tbook 5ro"iding these "arious formats assures me as the instructor that auditory learners ha"e stimulating access to the epic poem as well as the "isual learners ha"ing *uiet access 'low readers can a"oid the struggle of decoding new words and adjusting to the unusual rhythm which could impair comprehension through the audio supports which ha"e pauses and intonations to create broader accessibility Images of ships, swords and armor from the te-tbook as well as from the mo"ie accessed through &ourse 'ites are used to connect the students to the artistic aesthetic of the time period (he "ideo clip of the poem being recited in 4ld ,nglish in the 2Beowulf3 folder also pro"ides the "isual and kinesthetic learner a contact point to stimulate interest Benjamin Bagby accompanies himself on an +nglo)'a-on stringed instrument, but is alone on stage (he "iewer hears the 4ld ,nglish but sees the modern ,nglish translation as subtitles while watching a dynamic and dramatic reading /epeated or e-tended "iewings allow for study of his mo"ements while comprehending the oratory techni*ues rooted in the te-t itself 8ull sensory stimulation commonly engages students on multiple le"els 'pecific directions and rubrics for most assignments were pro"ided orally in class for the auditory learners while always being a"ailable in print on the whiteboard and online for the "isual and kinesthetic learner + paper copy of the rubric or assessment criteria, also a"ailable online, would be offered to "isual learners upon re*uest (hese options allow students to use their own judgment in deciding how to meet their own learning style needs responsibly #inesthetic learners and students with attention deficit rely on the multiple sources to refresh focus throughout the unit independently

'eniors had four years or more with the same group of classmates in"iting confidence to allow small groups to make the wise choices in assigning roles 7y design responsibilities were to assure an e"en mi- of talents within each group and to define the responsibilities of each role to fit the o"erall objecti"es /eferring to my student identifier spreadsheet, I formed groups which had a balanced mi- of talents I pro"ided each group a checklist for determining task priorities and parameters In a whole class discussion we parsed the terms and differentiated criteria le"els so the e-pectations were clear and consistent 'tudent groups managed member responsibilities and timelines using the checklists (he high le"el of industrious engagement was e"ident in e"ery group as e-pected for the top students of this school (he artistic students were enthusiastically assumed the role of lay) out designer for the groups$ slide shows0 the more musical students accepted the responsibility to find appropriate music to accompany slides and e-press the appropriate tone, and the kinesthetic learners became either the maestro of the presentation by controlling the slide progression and transitions or the researcher and fact)checker, while the student with strong speaking skills became the script)writer and main presenter /esearch for content was chosen based on interest of prior knowledge /ole)switching and supporting roles occurred spontaneously 7ost groups consisted of only four members so the balance of work and the opportunities to manage one area were e*ual .hether it was the cultural and historical influences on morality found in group no"els presented in slides or "ideo, or the wikis created to show influences on the ,nglish language students engaged in learning and demonstrated proficiency by relying on personal style "ariations and team "alues to create *uality products and performances +ll students felt "alued and integral to the success of the group project +ll students in each group were responsible for e*ual input of the content and answers to audience *uestions

<roup grades reflected group cohesion and product *ualities In support of &ommon &ore 'tandards for teamwork and *uality e"aluation, groups self)e"aluate the production process and reflect on ways they could ha"e impro"ed the product and the process In this debriefing, members acknowledged each others$ contributions and the strategies learned from one another Di"ersity was embraced +nother way which di"erse learning styles were acknowledged in this blended course was the access to multiple resources for communicating with fellow students 'tudents were engaging in online discussion board forums without being monitored by 2the teacher30 they were engaged in pre)class and in)class peer)to)peer discussions and trainings without teacher input In =class large group discussions increased in depth and participation following a discussion board forum 'tudents who hesitated to engage orally in class engaged in online chatting 'tudents who got hung)up on taking the first step proceeded after oral or online discussion "erified direction 'tudents had more confidence and were more prepared after interacting with fellow learners on the common themes and topics of the course (he blended format for the course is a design feature that accented the "iability of multiple communication streams for rural learners 'tudents had a group email list which included students from both sections0 <oogle > hangouts were used to manage time and facilitate progress through weekends 'tudents were thrilled to be enabled to use technology for academic communications along with social connections 'ome reported feeling more mature when online for leaning instead of gossiping /esources, specific small group forming factors and communication accommodations for the student$s self)identified academic strengths as well as learning style were factors in design decisions for this course thus demonstrating my abilities in design sub)standard 1 ! 1.4 Demonstrate the ability to use appropriate delivery methods for instruction.

Instruction was deli"ered in class, but most often the class time was spent in discussions, drafting compositions, peer re"iews or formal assessments (he &ourse 'ites instructions were deli"ered synchronously during computer lab "isits or through projecting the site onto a screen for full class "iewing (his was deemed necessary after results of the internet access sur"ey showed a disparity within the group + majority had internet access only through their smart phone which does not meet the criteria for acti"e online participation (o ensure all students had the time to access course files uniformly in order for the curriculum to mo"e steadily, the deli"ery of online curriculum was managed on special lab days 7aking these accommodations to the balance of online and face)to)face instruction is one aspect of my demonstrated abilities to use appropriate deli"ery methods for student success as referred to in design sub)standard 1 ? (he dual method for deli"ering the instructions online and in class remained "iable until the middle of +pril +t this point the demands for testing eliminated our computer lab time so that all subse*uent lessons could not be initiated or completed online (herefore, the &ourse 'ites instructions were minimi9ed or used "ia projection for whole class access #nowing what the status of computers and their mandated uses in late +pril and 7ay, prepared me to change the deli"ery methods before it impacted student success :grades ;

Development Sub-standards Met

2.1 Demonstrate the appropriate use of print materials to enhance the learning process. (he te-t book, (he Language of Literature0 British Literature, was the main source of print materials but there were also graphic organi9ers reproduced from the teacher resource book and *ui99es from the teacher$s formal assessment library and te-tbook resources of %olt, /hinehart and .inston 'ome of the mini)read assignments, designed for lower le"el readers, were employed to increase the knowledge base of my ,nglish Language Learners In addition,

the e-tension acti"ities for further research options were created for the ad"anced learner .ith so much thematic and skill)related materials a"ailable through the te-t$s publisher, teacher made materials for this content were negligible 'tudent engagement with different handouts was determined by analysis of student written responses or general misconceptions e-pressed in discussions Implementing *uick remediation through grammar and usage worksheets or mini)reads pro"ided immediate supports to those who are at risk of falling behind as well as pro"ides practice for the more skilled <raphic organi9ers assisted students in organi9ing their thoughts, responses and essays <roup notes, "ocabulary lists and concept maps were reproduced for study when there was an obstacle to a student$s learning process 'tudents were re*uired to include one print source for their wiki entries in order to pro"ide authentic library search acti"ities (he unabridged dictionary was the most fre*uent choice for students as that is the most appropriate source for word origins and history (his enhanced the process of applying root and affi- knowledge for decoding new words 'earching from the assigned origin culture created a synthesis challenge0 students must consider multiple factors when searching for words to trace (he timelines discussed and assigned were specific for each wiki, crossing into another period in"alidates that entry (hese considerations e-panded the comple-ity of the task and subse*uently the learning e-perience Library time was used for independent research and group research depending on the assignment 'tudents were encouraged to use the non)fiction and reference materials to de"elop their understanding prior to composing ,-tensi"e research, both print and internet, into the assigned cultures and their impact on the British people, as well as language, was performed by some students who had emerged as group leaders (hese students used this opportunity to

enhance their own learning which in turn enhanced the final group product and both sections$ o"er all learning about the Danish <eats, &elts, /omans, @ormans and scientific re"olution of the 1A00$s 5rint materials include the final set of wiki pages created by the two classes Indi"idual students took it upon themsel"es to be editors for sections which needed additional work prior to the deadline (hese efforts produced a publishable work which was printed for the three editors to keep for their portfolios In this blended learning course, most of the materials used in the classroom were print materials which were used appropriately to meet the indi"idual needs of my struggling learners to de"elop proficiency in all students and used to enhance the learning e-perience of the ad"anced students 4nline materials were fre*uently printed, student work was submitted both in print and digitally, and the digital group)work, the wiki, also was printed 7y ability to use print materials appropriately is e"idenced by the "ariety of uses for print materials and the conscious direction to customary print resources for student research In these ways the ,(,& De"elopment sub)standard 2 1 was met throughout the British Literature course 2.2 Demonstrate ability to integrate instructional materials that utilize two or more forms of media (he home page for this course includes the @B& Learn "ideo channel which has been selected to show Language +rts$ news to broaden students$ news sources beyond the local news 'tudents are free to ignore this "ideo news source but most acti"e students had tuned in (he introductory lesson for the epic ,nglish poem, 2Beowulf3 set the tone of the study of the origins of the ,nglish language by including an audio clip of an actor reading from the 4ld ,nglish "ersion of the poem while students are looking at a piece of the original te-t (his e-perience prepared students for their readings about translators$ chore when creating a

translation of an orally preser"ed poem +nother instructional material which is integrated with this lesson including another form of media is the student made response to 2Beowulf3 "ideo clip Linked to 'chool (ube rather than Bou (ube, students were able to "iew how other students felt about the poem (hese media pieces were integrated to support answering the essential *uestions, 2.hy do we need to read and what are we supposed to get from reading 2BeowulfC3 Integrating the audio and "isual forms of media illustrated a contrast for the students between the oral tradition of sharing stories and the modern tradition of sharing stories (his also demonstrates my ability to integrate media forms as referred to in de"elopment sub) standard 2 2 for the benefit of the learner (he online course management system is in itself a form of media which has been arranged by the instructor for academic achie"ement integrating "arious other media easily 2.3 Demonstrate ability to create visual materials that enhance the learning process. 4ne of the "isual materials which I created for my students was the introduction 5ower 5oint slide show which has a "ideo I made to personali9e the greeting 8ound on the Instructor Information page, students were told they should use my slides and mo"ie as a model for their own personal)achie"ement slide show assignment (he students were able to follow my model for display and lay)out guidelines while creating their own multi)media presentation (his "isual guide enhanced the student learning process through model and demonstrated my ability to create such "ideo materials as specified in de"elopment sub)standard 2 ! +nother set of "isuals which I created to enhance students$ learning process were the course syllabus, course e-pectation .ordle and the British Literature &oncepts 7ap .ordle (hese items ser"ed to set the tone for the class as uni*ue from other classes thereby catching the seniors before they drifted away (hey enhanced the learning by pro"iding a clear set of

objecti"es with guidelines for obtaining supports, academic success and achie"ement 'tudents responded to these "isuals with surprise and curiosity Before the end of the semester one student had won a pri9e for creating a poster for a slam poetry e"ent at school by incorporating a .ordle 'tudent use of simple digital art programs was encouraged but some more ad"anced creati"e applications were also e-plored based on both teacher e-perience and student initiati"es Disual materials were implemented to engage and inspire students$ creati"e product de"elopment which displayed their learning throughout the course (hose specifically created by me were used as models to enhance students$ grasp of the &ommon &ore 5erformance standards for higher le"el ta-onomies such as create, e-plain, e"aluate, compose and illustrate (hese "isual materials could be e-amined and e"aluated against +DDI, and own style criteria to plan one$s own "isual product (hrough this process of modeling "isual literacy is demonstrated my ability to enhance my students$ learning process as described in de"elopment sub)standard 2 ! 2.4 Demonstrate ability to use Flash and/or similar types of computer based software to create interactive media presentations. .hile I did not use 8lash to create any interacti"e presentations, through the use of the computer lab$s '7+/( board, I made the 5ower 5oints which I used into interacti"e learning tools 'tudents were asked to go to the board to underline key words or to check the sentences which match or ha"e similar criteria In"ol"ing the students in the presentation kept them from being passi"e sponges0 the '7+/( pens and eraser which had been off)limits for three and a half years, now toys to fight o"er, created an energetic mood I ha"e created a series of power) 5oints on the ,arly)7odern British poets, 5agan "alues and the %istory of ,ngland which I use in class as appropriate

(he blended learning concept, a form of flipped learning, created many new and e-citing formats and process for the students (hough these were challenging steps for them to take, not a single student chose to gi"e up or cry foul (he general idea that these technology tools, skills and competencies were necessary in their world was not *uestioned0 in fact I belie"e that the online acti"ities were the most engaging acti"ities I ha"e e"er monitored in a senior spring semester ,ngagement with the online material was higher than the in class materials0 students preferred the audio and "ideo to the te-t whene"er a"ailable Interacti"e media utili9ed by students for instructional purposes demonstrated my ability to engage students with interacti"e media as implied by the de"elopment sub)standard 2 ?

Utilization Sub-standards Met

3.1 Demonstrate ability to utilize and implement various media. 8or the course introductory materials I prepared a 5ower 5oint with a self)made mo"ie I used .ordle to create a "ariety of posters and displays to stimulate thought and discussion regarding course e-pectations 7y course syllabus "isually informs students of the course basics 7y course includes "arious web links :&atalyst, <oogle>;, "ideo clips :Benjamin Bagby;, and audio clips to support comprehension of the 4ld ,nglish 2!eowulf" need for translation to modern ,nglish before we could read +ll of these "arious media were designed for implementation with this course, demonstrating the abilities to utili9e and implement "arious media of utili9ation sub)standard ! 1 3.2 Develop #eb based $ro%ect for Dissemination of &edia based 'earning &ourse 'ites is an affiliate of Blackboard, both are course management systems for web) based learning (his British Literature blended course has specific components, such as web 2 0 communication and collaboration tools, based on the web 4ther content and instruction is face)

to)face, though the dissemination of media)based learning is all done online 'tudent engagement in all projects stemmed from the inspiration and instructions from the project I had created as a course cartridge in order for my curriculum to be transferable (his demonstrated my ability referred to in utili9ation sub)standard ! 2

3.3 Demonstrate ability to develop and implement effective policies related to the utilization( application( and integration of media based learning in a specific institutional or organizational conte)t 5olicies specific to the British Literature &ourse were de"eloped based on classroom and academic beha"ior guidelines set with student input at the start of the school year 'ince this was a new course format, the new policies added to assure the media)based lesson from the internet were utili9ed 'tudents were re*uired to ha"e any course work from &ourse 'ites completed prior to missing a class day in the computer labs 'tudents who worked ahead of pace would not be penali9ed, students who got behind were offered time and access to netbooks in my classroom (he deadlines set in &ourse 'ites were somewhat fle-ible If the majority of students re*uested more time, then additional days would be granted to all students I used a critical mass formula for deadlines 4nce EFG or 2A students had completed the assignment, I would grant two more days for the rest to finish without conse*uence +n important policy for web)based assignments refers to plagiarism .hile citations are always part of my rubrics, students often ignore these details of integrity It was not an issue for the group projects, but I reali9e more instruction is necessary before I can penali9e for some types of plagiarism such as 2borrowed photos3 and 2screen shots3 (he more flagrant copy and paste without credit to source "iolations were dealt with se"erely in the first semester, so there were no incidents testing that policy in second semester

+ll images within the &ourse 'ites curriculum were prepared for "isually impaired by adding descripti"e te-t0 the "ideo and audio clips were chosen because they had closed captions or there was a te-t a"ailable in print for the hearing impaired 'ection F01 guidelines were used and criteria met for the site artifacts self)created or linked whene"er possible +lter)abled access was a consideration in design and de"elopment of this course In addressing the issues of organi9ational conte-t :our high school; for policies related to web)based and media)based learning, there was little need to de"elop policies as I had the support of administration and the technology coordinator to pilot this system with students 8or the students of these two classes of seniors the policies we agreed upon were simple to implement0 these particular students wanted to learn using the new format so there were no reasons to re"isit the policies once set (his demonstrates my abilities as referred to in utili9ation standard ! ! 3.4 Demonstrate ability to identify and address barriers impacting the utilization and implementation of media based learning methods. (he course e-pectations were designed to pro"ide a summary of the policies of our school computer use along with the specific course policies for media)based learning (hese guidelines were established early on, but as the semester progressed, issues surfaced which showed either ambiguity of the two policies or an area which had not been addressed (hese problems were resol"ed through analy9ing the intent of the policy, then determining if the policy needed re"ised, rescinded or amended ,nsuring that these utili9ation and integration polices allowed for effecti"e use of the internet and web 2 0 tools re*uired some negotiation with the administrator who initially felt that the discussion board was a chat room so not permitted +s stated in a pre"ious paragraph, when the school$s computer labs were scheduled for "arious mandated testing from +pril 12 through 7ay 1F, it became my duty to acknowledge that

access to the internet for my students would be strictly limited to the few computers a"ailable in the library during school hours (his barrier to implementation was managed by projecting the resources for the whole class thereby shifting the responsibility for reading and writing assignments to independent outside of school tasks Identifying and addressing these barriers demonstrates my abilities listed in utili9ation sub)standard ! ?

Management Sub-standard Met

4.4 Demonstrate ability to implement and manage various delivery systems of instructional technology. *his includes the ability to attend to hardware and software re+uirements( technical support for both users and developers( and process issues such as guidelines for learners( instructors( and support personnel.

(he course materials were online but while in the classroom I would access &ourse 'ites to deli"er specific instructions, discuss objecti"es and rubrics and walk through access issues for students 4n these occasions I would display the computer screen through a projector onto the white board to support students$ interactions as well as to e-plain how to upload assignments 7ost often I would ha"e additional web sites ready to share or a sample student essay to e-amine to make the most of the tools which engage students most effecti"ely .hen possible, I would ha"e students scheduled for computer labs twice per month for two days in one week (his permitted me time to pro"ide indi"idual instruction and guidance for different applications and sol"ing file transfer problems 7any students had only minimal e-perience with programs like 5ower5oint and .indows 7o"ie 7aker so these class sessions were "aluable (his regular schedule pro"ided crucial online access time for students who did not ha"e internet at home 4ne facet of successful lab use and effecti"e learning in either of the abo"e situations re*uired coordinating with the technology support crew for the current upgrades to be performed

for students who want to use other more ad"anced software such as 5hotoshop and other +dobe 5roducts (hese are only a"ailable in one area of campus, so rigid guidelines about online beha"ior, time management and e*uipment and file protection were set in order to keep those independent students accountable (he digital media teacher was open to integrating our e-pectations and curriculum

Evaluation Sub-standards Met

,.1 Demonstrate ability to use both formative and summative strategies to evaluate the +uality of instruction. +s the semester progressed, students completed a "ariety of formati"e assessment assignments such as the discussion board posts, the paraphrasing practice and drafting a rough response to a prompt (hese were formati"e in that the instructor gathered information in order to determine if students were ready to mo"e on to more independent or ad"anced work (his also pro"ided the e"aluati"e information regarding the effecti"eness of the instruction and instructional strategies used (he discussion board posts formed a base for forming a thesis statement for the essay .hen there were many students who had difficulties percei"ing the differences in the "alue systems in 2Beowulf3 as e"idenced in the discussion posts, a mini)lesson e-posed the more social)based hierarchies of the +nglo)'a-ons (he summati"e e"aluation strategy was the end of course sur"ey which allowed students to criti*ue the components of the instruction (he results are still being analy9ed for clues to impro"ing the blended learning e-perience ,"aluation sub)standard F 1 e"idence for demonstrating the abilities can be found in the attitude of the instructor0 this is a pilot meant a a tool for impro"ing the course before re)implementing

,.2 Demonstrate ability to identify and implement appropriate learning measurements or assessment instruments. (he course includes many e"aluati"e strategies to ensure the content and the deli"ery will meet the objecti"es stated for each assignment I relied hea"ily on the students completed work to determine if what was learned correlated with the objecti"es .hen the majority of students rose to the challenge and met objecti"es, though at different le"els of proficiency, I knew that my instructions and deli"ery had hit their targets But when the majority of students found some other a"enue of learning which did not meet objecti"es or e-pectations, then I knew that changes must be made to either the deli"ery or the resources or e"en the content 8re*uent checks for understanding as well as careful monitoring of student use of &ourse 'ites materials allowed me time to prepare to re)teach, e"aluate projects in progress and coordinate group interactions if needed Discussion board posts were e"aluated by the *uality and depth of the responses as well as the *uantity of interactions between students (he wiki assignment was e"aluated based on a formula of word count o"er median word count ratios 'tudents who did not meet the a"erage word count were gi"en an alternate research product to deli"er within a small window +lternate assignments were also pro"ided for students who had internet access issues 'tudents were gi"en ample opportunities to e-hibit and impro"e on proficiency le"els 5rojects were designed with rubrics to be the guiding document for *uality and completion criteria 5resentation rubrics used were de"eloped by +DID for college)ready performance assessment +ssessments made by the publisher of the te-t were used when identified as appropriate for the skills and standards taught0 2!eowulf"( 2&orte D-.rthur and 2*he /reen 0night". +ll of these learning measurements and assessments, identified, chosen

and implemented in this blended course were appropriate for the learners and the objecti"es, therefore demonstrating my abilities to meet e"aluation sub)standard F 2 ,.3 Develop an .ssessment $lan to 1how 2vidence of $roblem or /rowth 5araphrasing is a skill which seems simple but becomes trickier when using the in"erted form of ,nglish found in 2!eowulf" (o assure students would be successful in this skill, I de"eloped a plan for peer assessment, then self)assessment and re"isions before sharing with the whole class +s students became more fle-ible in identifying the connections between the adjecti"es and nouns and the "erbs, the peer assessment step was eliminated, but self)e"aluation and reflection on the meta)cognition in"ol"ed were added In the third set of lines to be paraphrased, the assessment used strict criteria of all words or ideas remain the same but in shifting the lines become clear <rowth in comprehension and fle-ibility were e-pected o"er time +s the third set of lines came due, more and more students were asking for feedback (heir confidence in their interpretations was minimal though we had practiced e-tensi"ely I encouraged those students to try the paraphrase out without the conte-t of the poem to see if there was sense 'mall additions of prepositions and articles sol"ed their problems was then transferred to the realm of research with success In designing and de"eloping the course, attention to measurable growth and learning was focused Integrated with e"ery unit are multiple means of e"aluating progress and obstacles so that students could be successful, thereby building confidence (he abo"e noted paraphrasing assignment was just one e-ample of how I plan assessments which can inform my instruction to better meet the needs of my students In this process is demonstrated my abilities to meet the e"aluation sub)standard F ! (his skill

Educational Reflection
@othing breeds confidence like successH (he success of the implementation of this course, though groaning at times with all the adaptations and accommodations needed, has inspired me to use &ourse 'ites for more of my classes, to de"elop other courses which could be offered through the %awaii Dirtual Learning @etwork and to share my skills with my colleagues who want to e-pand their use of internet resources but ha"e not yet learned how I am not an e-pert, but I do feel the fle-ibility in this course de"elopment process needed to support others, as they de"elop courses in a "ariety of fields It is not the content that I concern myself but with the objecti"es being met using di"erse strategies and materials which are current, rele"ant and integrated for ma-imum learner access Integrating the "arious media formats to ma-imi9e student engagement was the most fun part of designing and de"eloping this course Learning to use so many different types of media production tools empowered my creati"ity which had been dormant for a while Inspired by the simplicity of many tasks considered only for professionals at first, has led me to belie"e that this is my professional calling Bes I am a teacher, but I am also a professional instructional designer who can use multiple media formats and processes I can create media projects as well as high *uality "isual material for students to use but I can also teach students and colleagues to create their own high *uality "isually balanced multi)media presentations (he skills de"eloped for this project built the confidence needed to disco"er new tools and take risks with new applications and programs (he dinosaur teacher is dead0 the new teacher is more rele"ant to, e-uberant about and engaged with the digital nati"es who I teach