“Innovation is a process, not a product.” –George Couros

Creating my online course did not happen overnight, it has a been a journey over the last few months learning new and innovative technologies, figuring out what I should focus on, and trying to make this online course usable for 6 year-olds.

The importance of creating smaller learning cohorts within the larger classroom environment is critical to a balanced literacy program. By creating smaller learning communities, the teacher is able to customize and personalize instruction for individual students or small groups. A first grade classroom brings a wide range of abilities, especially when it comes to literacy. Using blended learning and specifically the station rotation model, an educator is better able to accommodate and engage the individual learners as you are able to customize the lessons to the individual students. This course is a blended course using a station rotation model, which includes online instruction, teacher-lead instruction, and collaborative activities and stations. There will be a set time for face-to-face instruction, followed by online work. Students will be divided into groups based upon their reading level.

Below you will find my journey as I worked towards the product for my major project for EC&I 834. To see the final product , which is still a work in progress (I will continue to chip away at the remaining modules over the next few months), please download a copy of the online course. Please click the links below to see the process of completing my final project in more detail.

  1. I started this journey to creating my online course after reading the Bates chapter on The continuum of technology-based learning. I was excited to attempt an online course for grade 1’s after reading and reflecting on this chapter because my online course could be a blended course and I could use a station rotation model (the perfect model for balanced literacy).
  2. The next task was to create a course profile, which included an overview and description of the course.
  3. The next task was to check out some online courses. This was crucial to my development of this course as I was able to identify what I needed to include and how I needed to structure my online course for grade 1 students to be successful.
  4. Then it was time to complete my first course module. I am so glad this module was due early on in the course as it took WAY more time than I had imagined. I really struggled through this process and I believe it is evident in what I produced as it wasn’t my best work.
  5. We then received VALUABLE feedback from our peers on our online course. This feedback was really a game changer in my online course and if you look at my first submission to my final submission, you will notice that A LOT has changed. Some of the notable changes are:
    • My YouTube video review lessons were completed reformatted and re-recorded to be more aesthetically pleasing and to better align with the student activities.
    • All of the student activities in seesaw were re-created to create a more uniform feel and be more engaging for the students to complete.
    • Activities were sorted into categories, folders, and identify the skill being learned.
    • The assessment process was better described and thoroughly laid out.
    • The overall feel and look of the online course was changed. An e-book was created in place of the document.
    • The course was more thoroughly described.
  6.  Lastly, the final submission was completed!

Please watch the screencast below for an inside view of my online course.