Standard 3.

3
The Online Learning Experience (OLE) was an experience that spanned three required
elective courses to earn my Online Teaching Endorsement in the Instructional
Technology Program. The OLE was an individual course assignment. In order to
complete the experience, I was required to design and implement a 4-6 week online or
blended learning experience to give my students a technology-enhanced learning
experience. The OLE occurred with my 10th grade World Literature students on the topic
of Shakespeare. Candidates are required to present artifacts on the OLE and the first
artifact is a video tour of the Online Course Implementation. The second artifact is the
Online Course Assessment Template that was completed throughout three courses.
The template was created to show completed coursework required for ITEC 7481 while
designing my online experience.
These artifacts demonstrate my mastery of PSC 3.3 because they show my ability to
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. The artifact also
shows that I made appropriate use of differentiation, including adjusting content,
process, product, and learning environment based upon an analysis of learner
characteristics, including readiness levels, interests, and personal goals. The focus on
learner characteristics allowed me to extend student learning. The Online Course
Assessment Template required detailed planning and the OCAT shows the amount of
work and considerations that I put into developing it. The artifact demonstrates that in
the blended unit classroom environment, students were offered multiple ways to learn
by learning through the teacher, online programs and learning networks which
included peer collaboration. Students were offered multiple options to work on and
present their work, and the different ways to present appealed to all learning styles and
preferences. These options were modeled by me and then facilitated throughout the
project. Students were able to work on and present through a form that interested them
and appealed to their strengths the best.
I learned through this experience how to develop components of classroom and my
teaching to improve the quality of my students learning experience. I learned that the
quality of my teaching and the number of ways to differentiate increase by using
technology. This unit allowed opportunities for me to access prior knowledge from my
ITEC courses to model, guide students, and troubleshoot basic technology issues that
were presented. I used what I learned about technology and modeling/facilitating in the
classroom to constantly assess and adjust teaching and learning throughout the unit. If I
had to make changes, I would have done more research to add more options for
students to use in their presentations and research and found a way to help students
that needed it during the actual project.

The work in this experience impacted school improvement by allowing me to share what
I learned with the technology and teaching strategies to faculty members in the school.
The tools and strategies(specifically the blended learning model) used could be
implemented in any content area so I wanted to help other teachers in their practice by
sharing what worked, what didnt, and what I took away from the experience. The
experience helped me learn what I could use in the future and what I could change to
help improve my students learning experience. The impact can be assessed through
observation by the teacher that uses the same process and during evaluations by other
teachers or administrators.