Create 4.1.3 – Aggregating Lesson Material Quest

Aggregating Lesson Materials 

1. LiveBinders
I use Livebinders to organize materials for all of my courses as well as add additional resources for enrichment or review for students. Livebinders are easy to link to another website or learning community. Students find Livebinders easy to navigate. I have also had students create their own Livebinders as a project.

2. Blendspace
I like to use Blendspace to organize and aggregate videos for students to view from YouTube, whether they are teacher created videos or found videos from other sources. I like that I can order the videos using Blendspace to set up a specific sequence for students to use.

3. Symbaloo
This is a great site for organizing and bookmarking websites, but it can also be used to organize portable learning objects for specific topics. As students and teachers create portable learning objects for a certain topic, they can easily be linked here for easy access. If students are creating their own learning objects, they can share them here so that all students can access for review and enrichment.

Create 4.1.2 – Principles of Building Portable Learning Objects Quest

Portable Learning Objects

Object 1: EMaze: Into the Wild

http://app.emaze.com/281259/into-the-wild#1

I would use this introduce the book, Into the Wild, and the Synthesis Essay for AP Language. Into the Wild would serve as the base text for Into the Wild. 

Object 2: Powtoon: 5 Facts 

https://www.powtoon.com/online-presentation/bKKq8ukoDYQ/5-facts/

I would use this in conjunction with the Emaze presentation to introduce the Synthesis Essay for AP Language. This is also a good review before the AP exam for the synthesis question. 

Create 4.1.1 – Define and Explain Learning Object Authoring Tools Quest

Free Learning Object Authoring Tools

1. Fakebook
This can be used as a review tool, especially in history and science. I would have students select a historical figure and create a Fakebook for the historical figure. This would be a great way to review characters from novels as well.

2. Breaking News Generator
This tool can be used to announce the assignments and activities for the day. This would be a great tool to use as a billboard for an online classroom as well.

3. SMS Generator
Students can create a chat between historical or literary characters. These chats can be saved and embedded as links. This would be a great way to engage students in reader's theater to generate a conversation from the point of view of characters or figures.

Fee/Subscription Based Learning Object Authoring Tools
4. Articulate
Articulate helps an instructor build an interactive online course that is streamlined. There are several products that can be purchased as a package or individually based on the needs, but the products interact well together. The benefit of this product is the ease of use.

5. Digital Chalk: The Test Element
This provides the opportunity for teachers to create quizzes and tests, and Digital Chalk gives the opportunity for specific feedback for each test item. That feature makes this tool unique because of the feedback feature.

https://www.openteachertraining.org/blog/quest/create-4-1-1/ 

Create 3.1.3 – Locating Resources Quest

Locating Resources: The Awakening and Feminism Unit 

Image: "The Gilded Cage" by Evelyn DeMorgan 

"De Morgan - Guilded Cage" by Evelyn De Morgan. (30 August 1855 – 2 May 1919) - from: http://www.mezzo-mondo.com/arts/mm/preraphaelites/demorgan/MOE029.html. Licensed under Public Domain via Commons - https://commons.wikimedia.org/wiki/File:De_Morgan_-_Guilded_Cage.jpg#/media/File:De_Morgan_-_Guilded_Cage.jpg


Applicable Text: "Duality in Kate Chopin's The Awakening" by Evan Luzi

http://www.theblackandblue.com/2008/04/01/duality-in-kate-chopins-the-awakening/


Multimedia Object: The Awakening, Audio Book (Youtube)
https://youtu.be/9BgMpTn5J60

https://www.openteachertraining.org/blog/quest/create-3-1-3/

Create 3.1.2 – Fair Use and the TEACH Act Quest

Fair Use and TEACH Act 

• How does an understanding of Fair Use affect one’s role as an online instructor?

In an online teaching environment, the instructor will be distributing materials online, usually to a large group of individuals. In doing so, they must be diligent to employ the four prong test for Fair Use, perhaps even more so than a more traditional, face-to-face instructor that will usually have access to textbooks and other tangible resources. When considering the materials for an online course, the instructor must first look at the materials that align to curricular goals, then how to legally obtain those materials under Fair Use. Controls have to be in place in the course itself as well, governing how students share and disseminate materials. 

• How do Fair Use and the TEACH Act correlate to the delivery of reliable content?

Although Fair Use applies to anyone, TEACH relates specifically to how teachers can access and utilize materials. For the TEACH Act, teachers have several other criteria that must be met to properly use materials. TEACH allows online instructors to bring in materials for their students, in that specific class, for one time use. The TEACH Act, opens up more opportunities for students to engage with more diverse content. Ultimately though, if Fair Use standards are met, teachers do not have to concern themselves with moving into the standards for TEACH. These standards combined allows teachers to use the most up to date and engaging materials with their students in an online teaching environment. 

https://www.openteachertraining.org/blog/quest/create-3-1-2/

Create 3.1.1. – Open Educational Resources and Creative Commons Quest

 Open Educational Resources and Creative Commons Licenses 

Open Educational Resources are teaching and learning resources that open to anyone who wants to use them, be it a teacher at a public/private school or a student at home wishing to learn more about a particular topic. 

Creative Commons Licenses: 
1. Attribution: Other can distribute, edit, built-upon and generally use your materials as long as they give the original creator credit. This is best for mass distribution of content and materials. 

2. Attribution-Share-Alike: This license, used by groups such as Wikipedia, has the same allowances as Attribution, except they must license their creations identical to the attributing license. 

3. Attribution- Non Commercial: This is similar to Share-Alive, but they do not have to license under the same identical terms. 

4. Attribution-No Dervis: This can be distributed but not can not be changed. It must be whole and attributed. 

5.  Attribution-Non Commercial- Share Alike: Unlike the one's above, this is not for distribution. It can be remixed and built upon for non-commercial uses as long as the creator is attributed. 

6.  Attribution-Non Commercial - No Dervis: This is the most restrictive. Users can download and share for non commercial purposes, but they can't change the work in any way. 

Source: https://creativecommons.org/licenses/


https://www.openteachertraining.org/blog/quest/create-3-1-1/

Create 2.1.3 – Using Web 2.0 Tools to Differentiate Student Assessment Quest

Google Docs

Start with Minute 3

Students, you will use Google Docs to submit all of your work in AP Literature. Please watch the video above and follow the easy steps below to utilize Google Docs. Using Google Docs will allow me to give you feedback, for you to edit easily, and to collaborate with fellow students in the course for projects. 

1. Log-In to Gmail 

2. Go to Google Drive 

3. Click Create: Doc

Create 2.1.2 – Using Web 2.0 Tools to Differentiate Teacher Instruction Quest

Tools to Differentiate Teacher Instruction

Although Web 2.0 tools are important, teachers must not rely on Web 2.0 tools to teach the students, just as teachers shouldn't rely on the textbook to do so either. The teacher is responsible for choosing tools or creating an environment where students can choose tools to help them understand the content and concepts. The tools are just that, tools that assist teachers and students to differentiate the material.

I used Wordl to create this Word Map to introduce the concept I discussed on the Content Map. I could use this to begin a unit and ask students to choose words they didn't know or understand to research. Students that were familiar with all of the terms could take a specific term and create their own Wordle, including more in-depth information.

Create 2.1.1 – Web Tools Quest

 Web Tools

https://www.openteachertraining.org/blog/quest/create-2-1-1/

Teachers

Tool	Use	Cost	Implementation
NoRedInk	Teaching Grammar	Free	Students need access to computer labs to complete assignments.
Ted Ed	Ideas and Lessons	Free	Students are engaged easily with Ted talks because they are far reaching in topic and are presented in an interesting way.
DropBox	Share and Collaborate	Free	Teachers just have to register to use this tool. Then, they can share lessons and ideas easily.

Students

Tool	Use	Cost	Implementation
Popplet	Brainstorming and Collaboration	Free	Introduce students to the site through a group project.
Prezi	Creating Presentations	Free	Students need some instruction on how to use the tool. They can watch the video provided by Prezi.
Khan Academy	Remedial / Review / Enrichment	Free	Students can use this site as a tutor or as a way to explore a concept further.

Parents

Tool	Use	Cost	Implementation
GoogleCalendar	Course Information / Deadlines / Assignments	Free	Parents and students need to have a Gmail account.
Remind101	Course Information / Deadlines / Assignments	Free	Parents need access to a cell phone to receive reminders.
ClassDojo	Behaviour Management	Free	Parent Buy-In

Create 1.1.3 – Appearance Quest

Sound Design Ideals

1. Mountain Heights Academy: http://www.mountainheightsacademy.org/
I like how they utilize free space and have a floating icon that follows you down the page for sharing on social media. 

2. CK-12: http://www.ck12.org/student/
I like how they use images with words. This makes the site more accessible to students of all grade-levels and reading levels. 

3. GA Virtual School: http://www.gavirtuallearning.org/Resources/SharedLandingPage.aspx
This site is streamlined and easy to navigate because the sidebar always contains menus and drop down to navigate as a teacher. I have used this site to pull resources for my students. 

4. Floyd Board of Education: http://www.floydboe.net/
This site is nicely organized and fits the needs of all of stakeholders. It is easy to navigate and access the information sought. It also sets the tone for the mission and vision of the system and shows how we focus on our students and their success. 

5. Curious World: https://www.curiousworld.com/
This site is visual for those early learners, includes informational graphics for parents and is easy to navigate based on the demographic, early education students. 

Unsound Design Ideals

1. Cool Math Games: http://www.coolmath-games.com/
The visuals here are a bit distracting and there are so many choices that students may spend too much time choosing a game. 

2. Kid Stories: http://www.netrover.com/~kingskid/108b.html
This is an outdated format with too many things that draw the viewers eyes away. This is supposed to appeal to students and get them interested in reading, but this would be a better site to teach how not to design a website. 

3. Kids Dinos: http://www.kidsdinos.com/dinosaurs-for-children.php
It is difficult to see where to go and how the website is organized. The graphics are cheesy. They do not use the space of the site effectively. 

4. Introduction to Reading Music: http://datadragon.com/education/reading/
The site is hard to navigate. You can only see one page at a time without being able to navigate to the other screens. Plus, the tone is condescending and not didactic in nature at all. 

5. Washington University in St. Louis: http://wustl.edu/
It doesn't represent the mission of the university at all. It appears outdated. Plus, it's difficult to access on a mobile app, which is how most college students would access it. It doesn't seem appropriate for their audience. 

https://www.openteachertraining.org/blog/quest/create-1-1-3/

Create 1.1.2. – Creating a Content Map Quest

Creating a Content Map

What should be included in the Content Map? 
I like the idea of over-planning for Content Map because it allows the teacher to see connections to other curricular areas and also allows for differentiation for students that may want to extend their knowledge regarding a particular topic or concept. Content maps should have all associated ideas with the concept, including texts, websites, and other resources the teacher and student can use. 


What aspects of online learning are essential to integrate in the process? 
Content mapping can be used to preview a concept or also as starter for an online discussion. It could also be used to pre-assess as students begin to generate questions about the topics presented or allow students to build on prior knowledge. 

Create 1.1.1 – Time Management Quest

Time Management Tools

1. Google Calendar 

Everything I need to do is there. I can attached files. Google Calendar helps me coordinate my course and communicate with students and parents. It helps students who are absent as well. I use Google Calendar both personally and professionally. 

2. Google Keep 

Google Keep helps me capture ideas in visual or list form. I can check off things as I complete them, and it works nicely with Google Calendar. I can also share lists and work collaborative with peers. This tool helps me stay focused in both my personal and professional life. 

3. Stay Focused

It's easy to get distracted, especially when my list of tasks is overwhelming. An App like Stay Focused helps me to block the things that draw my attention away the most. I think this would a great professional tool to introduce to students to use as well. 

4. Silence Notifications 

Notifications of social media are a time kill, especially if I am using my personal phone for work. Something as easy as turning off the notifications helps productivity. It's also nice to take a break personally for always staring at my device. 

5. List.ly

I love making lists. I always feel more productive when I can mark off tasks I have completed. It helps to set realistic goals as well. Instead of thinking, I'm going to do everything today; I'm able to be more realistic and prioritize the things I will complete that day. List.ly again is an application that works well, both professionally and personally. 

Communicate 4.3.1 - Synchronous Sessions

Synchronous Sessions

Reflect upon the importance of utilizing a synchronous session to “create a true classroom culture” online. How does integrating synchronous learning sessions within the online environment assist in developing a learning community for students? 

In an online learning environment, synchronous sessions are key to maintaining the exchange between instructor to student and student to student. 

First, synchronous ensure that all students are engaging in the material and engage with their fellow learners. In a synchronous session, students must be active participants in their learning and show evidence that they have been engaging with the material. 

Second, synchronous sessions allow students to collaborate in an online learning environment. Although students may share ideas and provide peer feedback, synchronous sessions allow students to ask those pressing questions in real-time and collaborate on projects and ideas without meeting face-to-face. 

Thirdly, students have a chance in synchronous sessions to follow their own pacing and guide those that may need more assistance in certain areas. Students may be able to move through the course at their own pace; whereas as others may wait on instructor and peer feedback before progressing. Students who excel in one area can help those who may require assistance in other. 

Lastly, synchronous learning sets the tone for the course. The students and the instructors interactions during a synchronous learning session can directly impact the enthusiasm and engagement with the course and the content.  

https://www.openteachertraining.org/blog/quest/communicate-4-3-1/

Communicate 4.2.3 – Discussions Quest

Discussions Quest

• What role or purpose do discussion forums serve in the online classroom and are they effective?

Discussion forums serve several roles and purposes in the online classroom. First, they are flexible and not limited by time or space. Often in the classroom, discussions have to be cut short due to time limitations, but online allows for an open forum for discussion. Second, students can use online discussions to give and receive feedback on their work or ask questions of each other. Students that may be introverted can use the online discussion to reflect and respond to ideas as well. 

• How do discussion forums function as a teaching tool?

As a teaching tool, it allows me to integrate the communication standards for AP in a way that allows all students to interact and express themselves. It also allows students to create their own study groups in a way. I have students post on Blogger before reading quizzes to help guide their reading and focus in on a particular aspect of the texts. Students can use these posts to 'mine' for textual evidence and ideas when writing papers as well. 

• How could they be used effectively and ineffectively? Furthermore, what are some best practices for facilitating forums online?

Effective: 

-Allows more students to participate. 

-Less time restrictions. 

-Fosters collaboration and feedback. 

Ineffective: 

-Too teacher centered. 

-Not focused on learning objectives. 

-Too many discussions, less focus on content. 

Some best practices include: 

1. The teacher must set the tone for the discussion. 

2. The discussion must be aligned to learning objectives. 

3. The discussion must be beneficial to the students, not just 'busy' work. 

4. All students must be encouraged to participate. 

5. There should be closure or summary from the instructor and/or students at the end of the discussion. 

https://www.openteachertraining.org/blog/quest/communicate-4-2-3/

Communicate 4.2.2 – Digital Feedback Quest

Digital Feedback

1. Link to a Website for Further Assistance
http://www.chompchomp.com/
Often, I will send students links to Grammar Bytes to help with specific grammar skills.

2.  Images for Excellent Job

3. Sound Feedback

http://soundbible.com/1377-Woop-Woop.html

https://www.openteachertraining.org/blog/quest/communicate-4-2-2/

Communicate 4.2.1 – Feedback Quest

Link to Assignment, Rubric, Student Sample with Feedback

https://docs.google.com/document/d/1eOtiNPAWjQJlsxTAhYpqQtXr_zAsStNXyo69JsWk0fI/edit?usp=sharing

https://www.openteachertraining.org/blog/quest/communicate-4-2-1/

Communicate 4.1.2 – Rubrics Quest

Rubric for A Product 

https://docs.google.com/document/d/1bB2wUZWDNwCjeRvtGISKi2JhPHi5yq-3nwZ26Hy0iTY/edit?usp=sharing

https://www.openteachertraining.org/blog/quest/communicate-4-1-2/

Communicate 4.1.1 – Evaluation Methods and Communication Practices Quest

• How do communication practices in the online environment correlate to effective feedback?

First, the feedback can be as immediate at the teacher can accommodate. Immediate feedback allows for a richer interaction between teacher and student. I have found by communicating online with students, they are more likely to ask questions and respond to feedback because the intimidation factor isn't there as much as face to face interactions. 

 

• Why is authentic feedback important for online learners?

Online learning requires the same interaction and attention, if not more, from the instructor than face-to-face learning. Learning itself is an interaction and authentic feedback allows students to understand what they did well, what they need to improve, and how to go about making those improvements. Teaching writing in particular is well suited to providing authentic feedback in an online learning environment, such as Google Classroom. 

• In what ways might an instructor enrich a student’s online experience through feedback?

In the online format, more than face-to-face, the feedback is tailored to the student's particular needs, rather than whole group feedback. It also allows me, as the instructor, to tailor the needs for re-teaching and review. If I find myself making the same comment, on a large percentage of the assignments, then I can upload documents to assist students in making changes. 

Also, the feedback can be more focused on the particular skill. If students are having an issue with comma usage for example, I can post a link to No Red Link/ Comma Usage for them to practice. This is a great benefit to online learning. 

https://www.openteachertraining.org/blog/quest/communicate-4-1-1/ 

Communicate 3.2.2 – Differentiation Quest

Differentiated Unit

Into the Wild and Synthesis Essay 

1. Emaze Presentation

http://app.emaze.com/281259/into-the-wild#slidenum=1

2. LiveBinder

http://www.livebinders.com/play/play?id=1311528

3. Videos and Supplemental Materials on Blendspace 

https://www.blendspace.com/lessons/EaMQiWe7n3rJQQ/into-the-wild-by-jon-krakauer

https://www.openteachertraining.org/blog/quest/communicate-3-2-2/

Communicate 3.2.1 – The Newsletter Quest

 Highly Effective Methods of Communicating with Stakeholders 

1. Technology Night 

https://www.smore.com/5hbu4

2. Newsletters / Blog 

http://mhselaparentblog.blogspot.com/

3. Calendars and Websites

http://floydmodelhigh.sharpschool.net/directory/english/mrs__jones/a_p_literature___composition/

https://www.openteachertraining.org/blog/quest/communicate-3-2-1/

Communicate 3.1.2 – News Quest

As an online instructor, how do you plan to incorporate news items and announcements? 
I have already used Smore several times to advertise information for students in regards to AP testing. Although I have done most of them online, I have also used printable flyers. 

What resources would you reference to format news items?
Other releases, especially from College Board, for AP testing information. I would also look at news outlets students use on a regular basis to make the formatting interesting and engaging for them.  

https://www.openteachertraining.org/blog/quest/communicate-3-1-2/

Communicate 3.1.1 – Homepages Quest

https://www.openteachertraining.org/blog/quest/communicate-3-1-1/

Communicate 2.1.3 – Ongoing Communication Quest

Discuss reasons why effective communication remains an essential part of online instruction. In the blog post, create an example of an ongoing communication that could be sent to all stakeholders. Ensure the product is creative, informative, and adheres to FERPA guidelines.

1. Students have to know their expectations to complete the course and be successful.

2. All stakeholders need to know where to find the information and tools necessary to be successful.

3. We have to consider access and generational expectations, many parents and students still require paper reminders or do have consistent access to technology.

4.Although the learning is online, we all need reminders and engagement in any learning situation.

5. The teacher and the student still have to do the "work," online learning just provides a platform.

Below is a link to the parent blog I maintain for all of my classes. It reiterates the information on the course calendar and reminds parents of what students should be working on at home. Parents and students can subscribe to this blog. It is done through my school email account and not my personal account. It is posted to the school website as well. 

http://mhselaparentblog.blogspot.com/

https://www.openteachertraining.org/blog/quest/communicate-2-1-3/

Communicate 2.1.2 – Communication Guidelines Quest

• Welcome email (generic for all courses)

1. General Information
2. Welcoming and Pleasant Tone
3. Informative for All
4. Identifies where to locate more specific information

• Personal notes versus mass communication to stakeholders (appropriate times)

1. Specific Information for Purpose

2. Professional Tone

3. Directive (What to Do / Where to Find It) 

• Stakeholders

1. Meets the Goal of Communication (Informative, Update, Brag Sheet) 

2. Forward Thinking / Motivational 

3. Established Relationship Between Groups 

• School Policies regarding Communication

1. Meets the Needs of All Stakeholders

2. Maintains Privacy and Copyright Laws 

3. Remains Professional and Approrpiate

4. Uses School Communication (email and websites) and No 3rd Party Websites to Communicate 

• Tools available for effective Communicating

1. School Email 

2. School Calls

3. Brag Notecards (sent home via mail) 

4. Blogs 

5. Google Classroom 

6. Remind 101

https://www.openteachertraining.org/blog/quest/communicate-2-1-2/

Communicate 2.1.1 – Identify Stakeholders Quest

• Do the descriptions correlate to your perception?

The Instructor: I think it's important to note the role of the instructor because the role isn't just to create the course, but continue the communication process through the course, ensuring that students are receiving constructive feedback continuously. 

The Student: I like that the definition places the responsibility on the student to keep the communication process going, in an almost continuous loop. If students would do this, I think they would be able to receive more of the individualized attention that differentiation try to create.  

The Parent: I love the definition of the parent as the "coach" helping the student along the process and monitoring progress. 

School Administration: I think their role relies often on the teacher's ability to ask questions and to ask for what they may need for their students to be successful in the online learning environment. 

• How can they be expanded upon or described further?

The Instructor: I think the creativity of the course has to be with the instructor also. Not only that communication is happening, but how is it happening and how can the instructor build rapport with students while keeping the tone academic and professional. 

The Student: I think the student can be responsible for creating and sharing class content as well. 

The Parent: I think the parent has to take an active role and choose to be proactive instead of reactive. 

School Administration: They must be willing to provide resources and also encouragement when needed when initiating a new online learning community. 

• Are there other stakeholders within an online environment not considered above?

The Community: Although teachers won't be communicating confidential information with the community (FERPA) there are way to encourage community environment, through social media and other means of group communication, such as email blasts and blogs. 

https://www.openteachertraining.org/blog/quest/communicate-2-1-1/

Communicate 1.1.2 – Laws of Communication Quest

• How can one refrain from violating FERPA guidelines in online communication?

Online communication should be used to request verbal communication if a grade or other confidential information is going to be shared. Teachers should not email students regarding their grades but instead email students to set up a meeting to discuss grades or other confidential information. Also, as teachers learn to use online tools, such as Google Classroom, they must be very careful regarding what they choose to share with the entire class, in regards to blog posts, questions and assignments. 

• What methods could be employed to verify that copyright is not being violated?

1. Purchase licenses to use educational materials. 

2. Make sure the document says, "Can Be Reproduced for Classroom Use" 

3. Email another teacher and ask to use their intellectual property for one time classroom use and attribute it to them. 

4. Make your own lessons and handouts. 

5. Use pre-copyright materials. 

• Does copyright require that all work, images, words, and graphics must be original?

No. Fair Use Laws dictate how you can use copyrighted materials. In the classroom, the four factors apply most of the time because we are not deriving any monetary gain from teaching certain documents or creative works. 

https://www.openteachertraining.org/blog/quest/communicate-1-1-2/