Module+1+Reflection

=Module 1 - Learning Theories, Frameworks for thinking about Online Teaching and Learning=

Enter your journal entries for Module 1 below
====(Please provide your name at the beginning of your journal entry then your journal entry below it)====

Now that you have experienced learning theories, TPACK and frameworks for online learning, please reflect on the following questions:
 * 1) Share your experiences as a learner in any online learning environment you have been a part of.
 * 2) How does the TPACK model impact the way you would design an online learning activity for learners?
 * 3) What questions do you still have about learning theories, frameworks or the TPACK model as they apply to online teaching & learning?


 * All entries are due by 11 pm on Sunday, September 18th.**
 * James Bell**
 * I have had quite a bit of expeerience in the online environment. I have taken several online college level courses, mostly graduate level courses. I have been intriqued by the online format. Most people that take the courses often wonder if the quality of learning is better or the same as traditional fece-to-face classroom settings, including myself. This lead me to do a research assignment on the subject for one of the online courses. The research was centered around "No Significant Difference." The research showed that learning was as good and better in some cases with online learning.**
 * I have been amazed by the way in which colaboration bewtween classmates and instructor can be devised in asynchronous or synchronous formats. This manages to overcome some crtics concerns with socia lisolation. In my experiences, I have found that I have learned and retained information so much better in the online format.**
 * I have found that many people assumethat online courses are easier but often are stunned when they take an actual course. I admit, that I was taken aback in the beginning of my online sojourn as well. It takes a great deal of sel-f discipline and motivation to take these courses, otherwise, one can get behind in the work and miss assignments, losing points, that can't be regained. This is the warning that I offer to anyone seeking to take online courses.**
 * The TPACK Model is a fascinating framework to consider and apply to learning. The model has so much packed into it. Not only does it explain about integrating technology into learning but it also considers pedagogy. A teeacher has to be familiar with his her own instructional philosphies and methods. The teacher has to have knowledge of the learning theories before condidering technology integration. The technology is a breadth of learning in itself. Personally, I am new to teaching which proposes challeneges in of itself. Then we add technology integration and it really becomes a bit overwhelming but even moreso, exciting. I assume that noone will know about all of the instructional technologies that can be effectively utilized in a course. Assuming that I am knowledgeable and secure in teaching pedagogy, I decide on what I want to instruct and have the students learn. I can then look into instructional technology tools such as those contained in Web 2.0 and learn about tools that would be appropriate and effective in conveying learning to my students. For example: If I wanted to require collaboration between my students on a project, I could integrate a collaboration tool with something as simple as a chat room. I would imagine that in designing an online course or using a tool in a traditional classroom requires some extensive planning and trial-and- error.**
 * From the reading and discussion of Module 1, learning theories are essential in planning for teaching and learning. A question I had throughout the module, Could effective teaching and learning be accomplished by utilizing a single learning theory such as Constructivism? I posed this question to the students in the role as "Skeptic" for discussion 2. The general consensus among students was that a "blended" approach with the theories would be the best one for teaching and learning. There was an example given where one learning theory could be used successfully and the others seemed not to fit. I believe that those incidences would be isolated at best and that the blended approach addresses the varying learning styles of students in the classroom. It provides flexibility for the instructor as well when planning instruction.**
 * A question I have regarding TPACK, ..Would TPACK be easier to implememt in a totally online or virtual environment? What is the best way to choose from the plethora of instructional tools?**


 * Jerry Witmer**
 * Like James, I have also had a bit of experience in online learning, both as a student and as a teacher. I have taken several online courses, and worked with a high school online learning lab, as well as various online programs that I integrated into my science classes. I, too have had a generally positive experience, and am amazed at the potential for high-quality learning. I have found in my experiences online classes that had various levels of collaboration between teachers, the individual, and the class. It has been my experience that the more frequent the activity between learners, the more effective the class has been, just as the TPACK model stresses.**
 * I was a bit disenchanted with the curriculum in my online lab, in which the interaction was minimal. To me, it seemed that the online material was nothing more than a textbook on the computer, and students read through the material, crammed in the information, and took a unit multiple choice test. I think this example is an exception rather than the rule, and I have experienced many positive results from onine activities as well. As James mentions, synchronous and asynchronous formats can be devised to decrease social isolation.**
 * One of the problems a teacher has is in making sure the individual student understands the material before moving on.** **In the regular classroom, a teacher tries to provide the information, and then gives the class a test and moves on. Often, a percentage of the class doesn't fully understand or retain the material. The neat part about onine learning is the ability of a student to do their own work at somewhat their own pace, and the instructor can monitor each student's progress. Each student can have their own "world of learning" that they have constructed. This goes along with the constructivist theory of learning as the best way for students to learn.**
 * I feel that the best learning takes place with a good mix of traditional classroom learning along with online activities. I think the TPACK model of mixing teacher pedagogy, curriculum and technology is ideal. I have mentioned the GLOBE program in my discussion posts, and I feel that it is a great model for onine collaboration.**
 * It has been such a helpful and fascinating experience so far in reading all of your posts revealing how you are actually using the Internet and technology to more effectively instruct students. As Instructor Ted mentioned, there are many ways to integrate technology effectively into the classroom. What is important, and has been brought to bear in the module 1 reading, is that pedagogy, content knowledge, and technology (TPACK) all play pivotal roles in creating the most effective learning environment. For example, as Archambault mentions in her article, an instructor may have deep content knowledge, but lack the pedagogical and technical knowledge to effectively teach that knowledge to others. (I have often wondered whether professors in the disciplines who do research and also teach should have some pedagogical training, but that’s another subject!!) High standards must be followed in implementing technology into the curriculum.**
 * Our computer technology has matured to the point that we are able to group ourselves into online communities of practice. I think that this is a fascinating development! Check out this link for more research in communities of practice [] . So, for example, education groups with the same interests can collaborate for learning purposes. A group of seventh-graders in Ohio can team up online with a group from Brazil to compare biomes in science class. Another group whose area has undergone devastating tornadoes can team up with a group from Japan that has experienced a tsunami. The possibilities for learning are endless, and the impact upon education is great.**
 * My intent as a teacher is to focus upon not just using technology for technology’s sake, but to make sure the pedagogical foundation for using such technology is sound. I want to make sure that what the students are doing is relevant to their lives, and adheres to what they need to learn. Technology should speed up the learning process, and add life and color to education rather than add confusion and take more time. Technology should aid in forcing students to use their own cognition to solve problems on their own, yet foster communication between students. These points from Archambault’s reading (page 4) on TPACK are central to what online learning should foster:**
 * 1) **reducing students’ reliance on text,**
 * 2) **exploring and valuing students’ backgrounds,**
 * 3. developing knowledge beyond the level of transmission,**
 * 4. promoting reflective practices,**
 * 5. establishing an inclusive learning environment,**
 * 6. fostering communication among classmates as well as instructors,**
 * 7. helping students become more self-regulated and engaged, and**
 * 8. developing a group identity that connects students with their learning as well as with their social environment.**
 * My experience has been that I always have room to learn and to improve in all areas of technology, pedagogy, and content knowledge.**

I have taken quite a few online classes. My experience has been relatively good. Some learners have issues with the fact that they are not able to meet with the instructor in a face-to-face environment but that hasn’t seemed to bother me at all. I am a self-directed learner so for me, online learning is a good fit. I do like to have the instructor maintain a good online presence in lieu of “seeing” them. I like to know that they are reading the discussion posts and I also like to see them occasionally join in the conversations as well. It is also frustrating when you send an e-mail to an instructor about an issue you are having on an assignment and not hearing back for a couple of days. To a student with a deadline that can feel like an eternity. One bad experience that I had with an online class was that the instructor tried to incorporate synchronous learning through webcams at least once a month. It seemed that the entire “class time” was devoted to fixing students’ microphones or camera settings.
 * Julia L. Cutler**

Recently we studied the TPACK model in regard to designing online learning. Learning this model has helped me realize that when I begin to design online learning I need to make sure that I am blending technology, pedagogy and content in a way that reaches out to all learning types. I am currently teaching a blended course of online and f2f so I’ve added discussion boards to each module. This is a place that students can reach out to other students about anything from what we are working on, to technical issues to further explanation of coursework. I felt that this was necessary to aid in the learning process because I can’t always be there to answer all questions. When you have a class with students that have varying degrees of technology experience you have to make adjustments to provide more aid to the students that aren’t as “tech savvy” as some others. If you don’t provide that support, the technology will get in the way and become the focus of the student without a lot of experience.

One question that I would ask about the TPACK model as it applies to online teaching and learning would be how to blend other theories more into a clearly constructivist curriculum. The curriculum for the course that I teach and the way that I am to deliver it is basically given to me. For the most part, I am a facilitator to ensure that concepts are being introduced and the learning is executed. My intent is to ensure that all types of learners are being reached but I feel that some students are put into this course because it is the only way that it is offered that would benefit more from a totally face to face environment.

**Ahmad Alshahrani**

Description
We have explored a good topic about using technology during the three weeks. This topic focuses on how theories of learning and conceptual frameworks would impact your decisions about online learning and teaching. Also, I read many articles and watched videos about the TPACK concept.

Impact:
I think we spend a good amount of time with the online theories and the TPACK concept. Also, it is a good idea for all the students in this course to save all the materials for this topic to read it and review it. After reading chapter one and using TPACK article. I find that, you must to understand the TPASK concept in order to using technology in the classroom correctly. Also, I have learned new implements of the online theories.

Through the TPACK concept I learned what to teach (content), how best to teach it (pedagogy), the best tool in technology you use (technology), and how you manage your students during the lesson (classroom management). I think these questions are very important for any teacher who would like to use the technology in a classroom effectively.

From the online theories I learned how I could create a good environment for learning by combining the three theories (behaviorist, cognitivist, and constructivist). According to the information mentioned in chapter one, on page 7 “ Behaviorists’ strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that pro- motes personal meaning and situated and contextual learning)”.

Of course, there are some challenges for using the TPACK concept in the classroom. Through my experiences there are some challenges. For example, understanding the concept of TPACK. As result, the teachers working hard but the results are not satisfactory. Another challenge is the time at takes to prepare the teachers and the students to use and interact with this concept. However, I think any problem has many solutions, but how will find it?

Intent:
After reading this model, I will continue to read more and more about (TPACK) because I think when we understand how to use technology the results for the performance of students in the classroom will be better than the past. I intend to help my students’ adept to using technology in and out the classroom because there is a big gap between using the students’ technology in side and outside of the classroom. I know there are some obstacles I will face such as amount of time it will take but I will keep going in order to create a good environment for learning. Also I plan to improve my skills to crate a web site for online learning because today many people around the world prefer to use this style of learning. Last but not least, I will find some recourse to develop my knowledge about the TPACK concept and the theories of online learning. These recourses will include subscription in some journals or some websites, and using Skype communcate with other people around the world.


 * Ted Schafer – Module One Entry **


 * 1) ** Share your experiences as a learner in any online learning environment you have been a part of. **

Good day everyone, as far as my experiences as an online learner – I have had several different experiences in an online learning an environment as a student and an instructor. I have taken several classes in a completely online format while completing my Bachelors in technical education. While I liked the convenience of being able to take the courses online – I have to admit that I do enjoy going to class, meeting people in the class and hearing about their experiences etc. I also developed some good relationships when taking those classes so I will have to see how things are in these classes.

We also did some hybrid classes as well in my bachelors program – and those seemed to work out well as we met a few times during the semester but still did assignments and other work online. Again – always good meeting people in the classes.

And just to add a bit to the discussion – I have taught our online “automotive math” class several times, and I have to say. It was more work teaching online than face to face in some cases. Grading quizzes and trying to transfer all the material online was a lot of work. I think it would be easier now to transfer material as the software we have is improved (have not taught it for several years now) – but keeping up with discussions, emails and other aspects of the course was bit overwhelming at times.


 * 1) ** How does the TPACK model impact the way you would design an online learning activity for learners? **

Using the TPACK model in automotive technology would be a bit tricky, but I have some good ideas on how to design a module. One of the things I work with quite a bit in my courses is evaluation of material. Did my students understand the material in such a way they could solve a problem, and make a decision to fix a vehicle? As technology is changing so fast in the industry – they need to develop problem solving skills, and evaluate information resources so they can evaluate and repair a wide variety of systems on the vehicle effectively.

In designing an online learning activity, I would like to do something that has animations of systems we have worked with in the lab and see if I could engage them with the right type of problem solving activity so I could see what they learned, and possibly make improvements to learning activities.

I read this recently as well: []

Trying to move to more of demonstration model with technology and more discussion. You can just see these kids “die” during lecture if you do not continually engage them…


 * 1) ** What questions do you still have about learning theories, frameworks or the TPACK model as they apply to online teaching & learning? **

Well, I am still evaluating some ideas here. One thing I have observed over the past ten years in automotive training is a move (from the manufactures) to putting more training online – and closing more of their instructor led training facilities. Basic training modules, such as engine diagnosis, and electrical are now delivered to entry level technicians in the form of simulations and online learning. The student then watches some videos and can then participate in one or two day course to prove that learning has taken place. This sort of “worked” at first but I am now seeing students who participate in these online training activities lack any sort of assessable skill. Especially our incoming students from high schools who participate heavily in these activities. They figure out the course like some sort of video game, and complete it 100%, but when you put them on a car…

So – my question is: Is online learning applicable to such a cognitive process? Did companies that abandoned face-to-face instruction and are now facing increased customer dissatisfaction due to multiple repair attempts make a mistake? Especially with all the alternative fuel technology now hitting the market?

I am watching GM remedy some of this right now – stay tuned.

Marlean Ames - Module 1 Reflection Description The focus this week was on a concept called TPACK. TPACK is a concept to use technology as a means for designing the lesson plan. There was also a video that was very informative by P. Mishra and M. Koehler. Through the readings and video, the understanding of this concept was interesting and easy to understand. The readings and work for this week were something that should be in the fundamentals of teaching. Using this type of framework for larning is great for the students as well as the instructor. The focus can easily be kept on target by using the covered areas this week. Impact Having already been familiar with the TPACK concept, I was able to review and recall the concepts in designing lesson plans. Recalling this concept and the use of technology in the classroom helps to integrate the behavioral, constructivist, and congnitive theories of learning helping students to better retain knowledge and thereby gain a better understanding of the material that has been presented. The video that was watching this week by Mishra and Koehler was informative and was presented in a way that the listener/audience wanted to pay attention and learn more. They were integrating technology into the presentation independently while working together to deliver the material. Very professional. Intent My intent will be to continue to keep the TPACK and learning theories in the back of my mind while presenting to any group. I currently do not teach, however I present a lot of trainings. This concept is ideal for keeping the interest of the learner while trying to make sure they retain as much of the knowledge as possible. I will take into consideration the entire classroom and mold my presentation into different learning styles in order to reach as many of the classroom as possible, not remaining closed minded on presentations. Integrating technology when looked at in a positive manner, will always be an asset to a classroom. It is one I will continue to build on and use to every degree for my students which will enhance the content of the materials being presented. 

Melissa Tillison-Module 1 Reflection

What I learned from Module 1 was learning how to apply the relationships that work for the teachers, content, technologies, practices and tools. How I would combine the subject matter with the technological knowledge. The readings, discussions, and video was very informative to my understanding of learning TPAK, the information showed me what type of content, show how best to be able to teach the subject, and what would be the best technology, and able to learn how best to manage my learners' when learning.

I have taken many online courses but each time is a learning experience for me. I do enjoy learning in the online environment and the comfort of my home. Some online learning can be great and others can be challenging. The key is too always hold your audience attention, because you want to hold their attention at all times. Watching the video did this for me, it kept me alert at all times and was funny as well.

Just going through this module makes me realize how important it would be to hold onto the information so that I can apply it in the future. How to make sure my learners' are gaining all the information that they need. in their learning experiencs. Showing me how to design my curriculum so that pedagogy content and technology always work in participating the context., It is so easy because technology is everywhere in todays lives, you can't get around it we have facebook, blogs,skype etc.Good teachers will understand the TPAK, and that is what I want.

1.__Share your experiences as a learner in any online learning environment you have been a part of.__ I have been an online learner since Summer Session this year at UA when I began the Postsecondary Technical Education graduate program, which is entirely online. When seeking a job as a corporate trainer, I found out that employers are looking for people that have the skills to facilitate distance learning; thus that is the reason I am pursuing this degree. I have taken 3 classes in the summer, and I am taking 4 classes now in the Fall semester. My experiences with online learning have been positive for the most part. I have a knack for learning new computer technologies and applications which made it easier to adapt to the different tools that my professors used, such as using videos, PowerPoint presentations with sound bites, Google docs, and this wiki webpage. Online learning is highly self-directed, so it requires a great deal of self-discipline and planning to get all the readings and assignments done on time. The discussion boards in all my classes are where I learn the most, with people sharing their different experiences and their views and opinions on the assigned topics. While online learning is more convenient than the traditional classroom learning in that I can choose the time to conduct my studies rather than attending scheduled classes, the lack of face-to-face interaction does not allow for much practice with my verbal skills. Other than a few sessions on Elluminate Live, I have had little opportunity to speak with my classmates in a real-time forum. I rely heavily on the discussion boards for expressing my thoughts and ideas. Regardless of the challenges, I believe that online learning is a teaching method that is quickly becoming more and more widespread in the academic and the corporate worlds. Online learning saves time and money. Learning to master this kind of teaching method and learning different online strategies will greatly assist an instructor in exploiting new technologies and relating to a younger generation that has grown up in the technological age of smart phones and iPads.
 * Gerald Cabacungan Module 1 Reflection**

__2. How does the TPACK model impact the way you would design an online learning activity for learners?__ The TPACK model will guide me in designing online learning activities by combining technology, pedagogy, and knowledge. Any one of these strategies alone will not be as effective as incorporating all three strategies into a course and the different lesson plans within that course. Without technology, an instructor is bound by traditional methods of instruction, such as lecturing, which the younger generation does not relate to as well as the adults that grew up in a non-technological world. Without pedagogy, an instructor would not know how to identify and adapt to the best way that his/her learners learn. Without knowledge, there is no substance to what the learners should be learning. Therefore, an instructor (me) must use all three strategies to impart meaningful and value-added instruction.

__3. What questions do you still have about learning theories, frameworks or the TPACK model as they apply to online teaching & learning?__ I am still open to learning different online tools available to present different topics. There are so many available, I would like to know what has been some of the most effective tools in terms of the ease of use, the likeability by learners, and low cost.

Hussin Alkhlifa

Description: In module I read articles and watched videos about two objectives. First objective is the concept of (TPACK) Technological Pedagogical Content Knowledge. The second objective is the concept of learning theories and conceptual frameworks that support foundation for online teaching and learning.

Impact: I really had not have any experiences in online learning until I began Instructional Technology program. In my country (Saudi Arabia) just started teaching some online courses. I was very confused at the first course; I did not know how or where should I start. But then, most issues became clear due to the perfect organization for the courses. I learned very important step to be successful as online learner or online instructor that is you MUST to be organize. I found online learning help learners a lot because learners almost seek the information by themself and this way help learners keep the information for long time. Also, I found online learning has many benefits such au I feel I became more responsibility about my learning. Over all, I gain positive experience for being online learner Now, I am learning a new concept, which is (TPACK) Technological Pedagogical Content Knowledge. When I was a student in school, I noticed that many teachers are good, either in technology or content. However, I discovered that technology, pedagogy, concept and knowledge should be together to help the students to gain the goals of the courses. I am learning that teachers should be knowledgeable of the content and how they can integrate the technology onto the pedagogical in effect way. Question I am considering about TPACK, there are a lot of tools technology that can be used in education. Are there guides for using a correct tools or how can educators know that they are using the correct tool for? Intent: After I read about TPACK, I learned how important to choose the correct technology and how to use it effectively and perfectly. In the future, I will make sure to integrate the newest tools of technology in the classrooms. Also, I will learn more about TPACK and learning theories to help me reach all types of learning especially when I start designing online courses in the future.

Ben Dulin
====I have only been a part of the online learning environment at The University of Akron. Akron has been using the online platform of SpringBoard for the duration of the time. I am currently pursuing a Master’s degree in Instructional Technology so the online environment is one that I am comfortable. Some of my classes have been blended (part online part face-to-face) and some have been all online. I preferred the blended format for the core classes as I could not imagine the intensity of some of the classes solely online. The technology standards for third grade are to explain how technology can make life easier. I honestly think that perspective needs to be evaluated when considering this aspect. For example, most of my classes are suitable online but when they become more work it defeats the purpose. I have enjoyed many aspects of learning online like the flexible time frame, differentiated learning through multiple modalities of information, and the collaborative aspect of the discussion board. Dr. Ward explained her learning contents for her course to me as read or view as much as necessary to learn the concepts and then stop. I assumed previous to this discussion that I needed to read all of the assigned material and watch all of the assigned videos as that is how it has been before in classes but her rational made perfect sense to me and was definitely an “Ah-ha” moment for me both as a student and as a teacher.==== ====TPACK is a wonderful way to format a lesson whether it is intended for a face-to-face course or online. One should consider their learning objectives or for us teachers those would be the Ohio Academic Content Standards. Then, the teacher thinks of how they want to deliver that information to the students, pedagogy. Finally, the teacher considers the two and integrates technology into the delivery, performance, or assessment of the lesson. More specifically, when talking about an online environment, I would consider what technology could be integrated successfully into the online environment. I would provide a learning opportunity similar to what I have found successful in my courses at Akron delivering the information through multiple ways, provide discussion opportunities, practice while incorporating technology, and reflection.====

Andrea Franklin

As an online learner I have taken several classes. What sticks out most of all to me are two issues I had as a learner. The first was when the information was not organized. The course was set up much like our course is now, except there were some pieces we needed to do this week in once section, while others were mixed in with stuff that needed to be done at a different time. I think the logic that was being used was, I will put all articles into one grouping (no matter when they needed to be completed) and I will put all videos into one grouping and I will put all coursecasts into one grouping. It made it difficult to see what needed to be done each week. They also put some assignments on the content page, other assignments on the discussion page and more assignments on the dropbox page. This also made it difficult to see what had to be done, and easy to forget to do something. There was a lot of time wasted flipping back and forth between pages and scrolling through lots of different information to find what I needed. I like how this course is set up as it shows you all the material you need for this week in one section. That makes it easy on the learner because they do not have to flip and search all around for what they need. Another issue I had is when there were no due dates posted for assignments. I like to work off of a schedule and I have noticed in a lot of online courses you do not see the list of what we will do on week 1, and what will be due week 1 on this particular date. A lot of times it seems that the dates are mixed in with the instructions. Having a table is more beneficial to me because it allows me to have a hard copy of due dates and everything due each week. This also helps me to figure out how much time I will need to spend on each item and when I will need more time because there is a big project coming up. Other than that I have had really great experiences with online learning. I like the discussions that take place and feel like more people speak up, even the shy ones that may not speak up in a classroom. I like being self paced as well because some weeks I will have more time to work on homework so I can use that time to get ahead, then when I have a busy week outside of classes I will know it is ok because I am a little ahead. I think this relates back to TPACK because the teacher not only needs to know the content and the pedagogy, but they need to understand the best way to set up the information to help the learners spend their time learning the content, not learning how to find the information. Archambault said “online instructor is to not only have a strong command of their subject matter, but also the design and deliver materials and activities in an electronic format”. As an online teacher it is not enough to just put something online, you must put it out there where it makes the most sense for the students. I have learned that it takes time to get acclimated to each professors style and organization. Usually the first week this is what I spend my time on. If the course is set up in an easy to understand manner then the course seems to go a lot smoother for me. I knew that an online instructor had to have content knowledge (that’s a given for any instructor) as well as technology content knowledge, but what I didn’t realize was that there is a pedagogy that is weaved into this. I guess I assumed there had to be one, but never really thought about how it would be combined with content and technology, and what it should look like in an online setting. Using various methods of technology and instruction is very important to online learners as they all learn different. Some need to still see or hear instruction, so video and modules help with this. But just as important as putting the right type of instruction out there, I think it is also important to put the instruction in the proper places and help the students to know what they should be doing every step of the way. In most cases students never have a conversation with you so they have to rely on what you have set up for them to guide them through the learning process. When teaching online courses I will be sure to set up the course in an organized manner so it is easy for the students to find the information they need. I will also provide a guide for the semester telling them what we will be covering each week, what assignments will be due that week, and the due date for each assignment. I think this will help keep the learners more on task and less trying to figure out what they should be doing. While I will also be sure to use many different methods of instruction, I will also make sure students know what order to view/read that instruction in order to understand the material and allow learning to take place. At this point I cannot think of any questions that I have as far as TPACK or frameworks go, but I do have a question about learning theories. Is there ever a way to know that one theory is better than another in a certain situation, or is it always going to be what you feel best suits your particular class and instruction? Are there any set theories that are used more than others?
 * Description**
 * Impact**
 * Intent**
 * Questions**

Desiree Reeves - Mod1 Reflection

1. My undergraduate degree in Postsecondary Technical Education so I would say I have lots of different experiences in online learning environments. The unique part of online courses for me is that for a whole, they are the same (Springboard for me). The module consists of the following pages: Course Home, Content, Discussions, Dropbox, Quizzes, Grades, Class list, and Chat. One would think that once you have a taken a class or two, taking online courses would know what to expect. . . not necessary true. While the setup of each module is relatively the same, no two modules are designed the same. Every instructor uses different pages different ways, some have animation, and some do not. Some use the Dropbox and encourage the chat page. While most modules ‘flow’ and are user friendly, a few have not been. I still have this nagging fear at the start of each semester of ‘how long will it take me to figure out what the expectations of this instructor will be? One class I took, the instructor told us that it would take us about three weeks to figure everything out, so not to panic. I still panicked, but the reassuring part of all of my online classes was having the option to ask questions and contact the instructor when in doubt. My advice to any student taking an online course is to ask the instructor questions when in doubt; I have yet to have an instructor not answer questions or make you feel dumb or that you have annoyed them. Student interaction on the discussion board is great too. I have formed many friendships and met students who were more than willing to answer a question.

2. The TPACK model is a very informative guide to follow when designing and building your course module. Having limited experience in building course models, I feel more confident in know that I have a foundation to follow and know that I am doing it correctly. Knowing different parts of a model but not the correct order or places in the model to incorporate pertinent information would make for a poorly structured model. TPACK also guides the instructor by using listing the four major instructional strategies for effective online instruction. It describes in detail the importance of instructor interaction with the students and among students, providing feedback in a time manner, and making the course something that the student wants to learn and engaging.

It will be necessary for me as an instructor to have a vast array of technological expertise. Having the ability to trouble-shoot, provide online testing, and to compile a library of learning objects on hand.

3. I have selected the course I want to design and I have compiled all the steps and book instructions on ‘how’ to build a module, but the hands on part of working within the Springboard framework is still unclear. I have requested my shell to build the model, but I have yet to start ‘building’ the module. My biggest question or curiosity about the TPACK model is actually putting all the pieces together. Once I have successfully utilized all the parts of TPACK in an online course, will I have the thorough understanding it and have more questions to ask.