Gray, R.

Reflection
3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital
content, and learning networks to support and extend student learning and expand
opportunities and choices for professional learning for teachers and administrators.
During the ITEC 7445 Multimedia and Web Design course, I created a WebQuest that
demonstrates my ability to develop, model and facilitate the use of online and blended learning.
The Multimedia Design Project artifact is a blended learning project that includes face-to-face
instruction as well as web-based online learning. In my ITEC 7460 Professional Learning &
Technology Innovation course, I was able to develop, model, and facilitate a professional
development in which I was able to train teachers on how to implement Socrative.
The Multimedia Design Project artifact is a blended learning project that demonstrates
my ability to develop, model, and facilitate the use of online and blended learning. By being a
blended learning project, this artifact gives students the best of both worlds by allowing them to
experience both online learning and in-person instruction. This Multimedia Design
Project/Webquest has all the online materials students will need to complete the project.
Throughout the WebQuest, there are videos, interactive Vokis, Prezis, and other digital resources
that assist students in conducting research and applying that research to create multimedia
presentations. In this blended environment, I served as a guide and a facilitator as students used
digital tools to facilitate their own learning.
I was also able to develop, model, and facilitate the use of learning networks to support
and extend student learning by creating a Delicious account to organize and store the links used
to create the Multimedia Design Project/WebQuest resources. For my students, I was able to
model, and facilitate the use of Delicious by demonstrating how students could utilize this

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Reflection
learning network to aid them in collecting and organizing links they found throughout their
research. Students were also encouraged to share these links with their peers.
The Technology workshop in my ITEC 7460 Professional Learning & Technology
Innovation course demonstrates my ability to develop, model, and facilitate professional
development. Using a Weebly website that I created entitled, R. Gray's Socrative Technology
Workshop, I was able to aid my peers in measuring student learning by modeling the effective
use of Socrative. During the workshop, this website was used to communicate the benefits of
using Socrative, which include accessibility, free access, and student engagement. Teachers can
use Socrative to ask questions, conduct space races, implement exit tickets, and generate data
reports. Using a lesson plan, I was able to facilitate the effective use of diagnostic, formative,
and summative assessments by assisting my peers in creating and importing test and quizzes. As
a result, my peers were able to collect formative data that helped them identify levels of
understanding, address student needs, and differentiate learning.
I have learned that unlike traditional classroom activities, WebQuests are blended
learning projects that give students the opportunity to receive face-to-face instruction, while
learning online. WebQuest also allows me the option to differentiate instruction. When
implementing WebQuest, I am able to preserve class time by providing individualized help to
students who need it. If I could change this artifact, I would implement questioning throughout
the different stages of the WebQuest to assess students understanding of the content.
This artifact will make an impact on student learning because blended learning deepens
student comprehension of the content and prepares 21st-century learners for the workforce. This
artifact will also make an impact on faculty development because blended learning will allow
teachers more time to help students who may need individual assistance. To assess the impact

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this artifact has on student learning, teachers can use data from assessments, student selfreflections, and exit tickets. Using pre and post surveys, teachers can determine if the project
was meaningful.