My course is designed for 7th and 8th grade members of the Student Technology Teams, as outlined in my innovation plan. The aim of the course is to enhance the students' understanding of technology integration in the classroom, develop their leadership skills, and create effective processes for introducing new students. These modules provide a clear outline of the onboarding process for the student technology team.

The course is founded on the objective of the student technology team to assist with the onboarding of mid-year students and expand their role using UbD and Fink's Three Column Templates. I ensured that the TATEKS and ISTE standards supported the team's objectives, and then transformed these templates into a syllabus.

Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

The Start Here: About the Course module is the first point of entry for team members in the course design. It is located at the top of the course and introduces the main goals and objectives of the course. It also outlines the knowledge, skills, and competencies that team members are expected to acquire by the end of the course. This module helps team members understand the purpose of the course and provides a roadmap for their learning journey.

How is your instructional design approach realized in the modules?

The instructional design approach, based on UbD and Fink's Three Column Templates, is realized in the modules of the course through careful alignment of goals, assessments, and learning activities.

Where are you sharing the primary course goal and outcomes with your learners?

The primary course objectives are shared with the team members at the beginning of the course, and every activity, discussion, and assessment reinforces the goal of being a student technology team member that supports the use of technology for students and teachers on our campus. It's important for team members to understand the ultimate goal of the course and how each activity and assessment relates to achieving that goal. This helps them stay motivated and engaged throughout the learning process.

How does the unit/module align outcomes/goals, activities, and assessments?

The course is designed to align outcomes, activities, and assessments in order to create a meaningful and coherent learning experience for student technology team members. Each module clearly defines its objectives, which guide the learning process. Activities, such as participating in discussions, creating graphics, conducting surveys, and developing learning aids or videos, are designed to support the achievement of these objectives and engage students in active learning. Assessments evaluate students' understanding and progress toward the goals. By aligning outcomes, activities, and assessments, the course ensures that students are able to apply their knowledge in a practical and meaningful way.

Is this student-centered or teacher-led?

The nature of the early stages of the onboarding process is to build foundational technical knowledge and shed light on knowledge gaps so that as the team moves forward, each member will have unique talents and interests but have the same foundational knowledge. Therefore, the early course interactions will be teacher-led. However, as the foundational knowledge of the team increases, student-centered activities will rise in concert.

What is the scope or range of the instructor’s role (i.e., Presenter, Facilitator, Coach, Mentor)?

As an instructor, my role is multifaceted. Initially, I serve as a presenter and facilitator to introduce new concepts and promote interaction among team members. As the team develops its knowledge and technical competence, my role transitions to that of a coach and mentor. I share my expertise, experiences, and insights related to technology integration and leadership to help team members maximize their learning potential and develop essential skills. Through this approach, student technology team members can thrive in their roles and achieve success.

Is the course blended or fully online?

This course is blended. There will be in-class sessions for activities like group work, discussions, and hands-on projects, and online platforms will be utilized for accessing resources, submitting assignments, and participating in online discussions.

How are you introducing the course and yourself, and how are you building the learning community?

To introduce myself and the course, I'll begin by sharing a brief background on my experience and passion for integrating technology into the classroom. I'll also emphasize the importance of student choice and voice in highlighting their unique talents. Then, I'll provide an overview of the student technology team's mission, the course objectives, and how the content is relevant to their future endeavors.

What is the ratio or percentage of synchronous to asynchronous collaboration?

The course mainly consists of synchronous collaboration, which makes up about 90% of the course content. The remaining 10% is asynchronous, designed to provide content support and for completion of out-of-class projects and submissions.

How will you address the infrastructure, system, and support needs and issues the learner may face?

To address any infrastructure, system, or support needs or issues that may arise, I will take several steps. Firstly, I will ensure that the Canvas LMS has clear and consistent information, as well as instructions on how to reach out for technical assistance and answers to questions. Secondly, during the first week, I will provide team members with resources or tutorials on how to set up and troubleshoot common technical issues. Thirdly, I will foster a sense of community among team members, encouraging peer support and collaboration. Peer-to-peer support can often be helpful in addressing infrastructure-related challenges. Lastly, I will provide ongoing support throughout the course by regularly checking in with team members to ensure they are not facing any persistent infrastructure or system issues. I will also communicate updates, provide additional resources, or offer further guidance as needed.

References:

Fink, L. D. (n.d.). A self-directed guide to designing courses for significant learning. Retrieved from https://luonline.blackboard.com/bbcswebdav/pid-3042999-dt-content-rid-30108308_1/courses/13583.201810/Self-Directed%20Guide%20to%20Course%20Design%20-%20Fink%20Summary.pdf

McTighe, J. (n.d.). UbD template 2.0. McTighe & Associates. Retrieved February 21, 2023, from https://jaymctighe.com/downloads/UbD_Template_2.docx