This online course is to prepare my ePortfolio team as a part of my Innovation Plan to guide them on creating and developing their ePortfolios to model this practice with their students. Moving from the design to the implementation, my first dilemma was deciding on the Learning Management System (LMS). I chose Google Classroom since it is free,  and the audience for this course is familiar with this tool. I did my best to make my course functional and align the learning outcomes, learning activities, and assessments. However, I need to remember that the course may need to be continually adjusted.

 

One element that is very important when designing instructional courses is to provide our learners with opportunities for reflection. We live in a digital era where technology is everywhere, and it is essential to include it in today's curriculum. However, the focus should always be on learning, and technology should be used as a catalyst to enhance learning. My course includes experiential learning through the creation of the ePortfolio; the students learn by doing from the moment they explore the different platforms to set up their ePortfolio, as well as opportunities for reflection and discussion. The ePortfolio course is connected to real-world situations since the learners will create content related to their curriculums.

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DESCRIPTION OF THIS ONLINE COURSE

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The Start Here is the first section of my online course. Here is where the learner has all the information to be successful in the course. In this section, I included the Welcome page where, as an instructor, I introduce myself. I also had the Introduction page with a video introducing the course and the to-do task to complete before our first Zoom meeting.

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I introduced the course with a short video about the importance of ePortfolios for deeper learning. The introduce yourself section is a start to helping build the learning community. Through the course, the opportunities to learn in a community are with the weekly discussion forums, by providing and receiving feedback as part of the assignments, and during our web conference.

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This course is entirely online, with a weekly synchronous meeting; 20% synchronous and 80% asynchronous; attendance at a web conference once per week is required.  My instructional approach is student-centered with COVA elements and backward design, where learning outcomes, activities, and assessments are aligned. I am using Fink’s 3-column table. When I designed this course, I started with a big goal and carefully included the learning activities and assessments to help the learner reach the learning outcomes. This course includes experiential learning or learning by doing. Learners will have the opportunity to explore and play with different digital tools. The learners have a choice in the design and platform of their ePortfolio. Learners also will be able to develop a voice because of the freedom to present their learning pieces of evidence. They can organize the artifacts in a way that makes sense. 

 

The main course goal is shared in the Syllabus, Introduction Video, Course Guidelines, and at the beginning of each module. Each module also shows its own learning outcome so the learner can see what will be accomplished at the end of that specific module. Learners also will be able to see the connection between the learning activities and assessments.

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In my online course, the activities and assessments directly mirror what is stated in the learning outcomes. Each activity and assignment will help the learner achieve the outcome for each module and the course.

 

My instructional design approach for the modules is student-centered. Learners can work at their own pace.  Although the organization of the course is one module per week, students can work at their own pace. For example, Module 1 is duo until week 2, and Module 2 can start in week 1. This course uses media to enhance learning. Students can access the resources anytime and watch the videos as often as they wish. There are enough resources if the learner wants to explore the subject. 

 

The role of the teacher is a facilitator or coach. The learners control their learning (do the readings, watch videos, post on the discussion forum, and meet the deadlines for the assignments). To support the needs and issues the learner may face, office hours are offered by appointment and questions can be addressed during webinars.

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The following video explains how I implemented my instructional course design. I included a detailed slide show showcasing the course and PDF files with supportive documents.

 

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