Being members of the ILT (Innovative Teaching and Learning) module, we were asked to create our own short online course as a part of our summitive assessment. During the module conduction, there were a lot of tools and alternative learning management systems so that we could choose one of them for our further course evaluation. Among the LMS, I decided to choose Google Classroom. The classroom is aimed at creating, sharing, and assessing different materials, which leads to encouraging students to learn online or remotely. Beaumont (2018) considers Google Classroom an effective online platform for using various educational intentions, and it can be utilized by both teachers and students. The LMS assists in enhancing the learners engagement with the follow-up questionnaire and online board-based discussions. (Beaumont, 2018)
At the end of the class, when the learners complete the course:
- They will be able to utilize different and several digital tools.
- They will have the capacity to create their own activities and materials with the help of digital tools.
- They will learn how to participate in online discussions.
- At the end, they will have a chance to create their own online class.
The course objectives
The course consists of 8 lessons, and each lesson contains full information about various interactive educational digital tools. Here, in order to achieve the counted LOs, the learners are supposed to:
- follow the given instructions
- create their own work
- publish their work in their own portfolio with the help of Google Classroom.
At the beginning of the course, there is a separate introduction lesson so that the learners get a fundamental idea of the purpose of their upcoming learning.
After that, the next main part is uploaded, which contains 8 lessons that are generated within the principles of ULD (Universal Design for Learning) theory. Due to the fact that, unlike the other tools, ULD mostly focuses on the learning environment rather than learners, The ULD strategy provides a framework for each lesson, but still, the main focus is on reducing the barriers to learning and making the learners “expert learners." Practiced learners will be able to be purposeful, resourceful, and motivated; they will have specific goal-oriented learning intentions. The learning will be accessible and engaging for all students, rather than just certain students. So the main purpose of my Google Classroom is to give educators the chance to make their teaching process much more interactive. Each section provides a brief introduction and explanation of the learning tool; intentional, flexible instruction will be given to all students for further completion. The video-based and material-based sources are accessible at the beginning of each lesson. At the end, the learners create and internalize their own learning. The study by Amanda ( 2023) investigated the main advantage of the ULD model and acknowledged it as a way that includes non-similar teaching interventions that keep the learners motivated to study. (Morin, 2023)
The community of inquiry model was developed by Garission Andersoon and Aqrcher in 2001. The module includes three key elements that are also implemented into the teaching process of the generated Google Classroom. The main purpose of this model is to recognize the significance of interactions among the three presences in creating a positive and collaborative learning atmosphere.
During the investigation of this framework,David (2019) analysed the basic outcomes of this model, and he came across various pluses for learners, as if learners encourage students to think critically and react to problematic situations attentively. (Annand, 2011)
All eight lessons generated are intended to create a positive and collaborative learning atmosphere. As far as the presented discussion parts of the lessons are concerned, they are offered to enhance the learners both social and emotional skills (social presence) with the purpose of authorising them to become real people who can meditate on communication. Moreover, teaching presence is fully encouraged by instructional design and providing different methods of learning to facilitate all types of learners. The course content is engaging to motivate the learners to advance their cognitive presence. The course content involves exploration through reflection and discussion, as various online discussion boards (Padlet, Jamboard) are provided for learners to reflect on their own investigations, and they are also given a chance to alter their experiences and thoughts with the help of discussion.
Non-similar interactive digital educational tools had been discussed in each unit in my Google Classroom with the assistance of constructivism theory and its principles.
The units are generated in such a way that the learners will construct their own product with the previous fundamental knowledge they have gathered.
The followers have a chance to take advantage of the learning. The main purpose of the classroom is to teach the learners how to use the interactive online educational tools collaboratively. They will get an opportunity to enhance their technological skills.
Due to constructivism, learning is estimated to be an active process that leads to social activeness. During the accomplishment of the tasks that are generated in my classroom, the learners are supported to be autonomous and active in being involved in their own learning and development. A variety of discussion- and reflection-based social activities are constructed for further social engagement by the learners.
Ranjan (2020) outlines constructivism as a promoter of social and communicative skills, which aim to create a collaborative environment. This atmosphere allows the learners to articulate their ideas clearly and effectively.(Ranjan, 2022)
In order to personalise learning and help students visualise complex concepts, all eight lessons are formed according to the SAMR model steps.
Aside from the traditional way of teaching, the lessons are fully substituted with technology-based learning. Instead of paper-based worksheets and explanations, online interactive materials (PPT presentations, YouTube videos, etc.) are used in each lesson.
The fragment of the SAMR model, substitution, was estimated by the Nearpod Team (2023) to be beneficial for modern teaching and learning as it helps to save time and reduce natural resource consumption. providing several benefits, such as saving time and reducing paper usage. Moreover, substitution encourages the learners to access learning materials without difficulty.(Team, 2023)
In each lesson, the main explanation of interactive educational tools is given in the form of video or PowerPoint presentations. The first fundamentals students’ comprehension of these tools is checked not in a simple way but, again, interactive activities such as online quizzes, video-based questionnaires, or discussion boards are provided for the augmentation stage, which involves using technology to enhance the learning process.
After augmentation, learners are encouraged to create their own interactive activities that are intended to modify their final comprehension and capacity. Here again, the traditional method will be fully replaced by a technological one, but for a more specific purpose.
The other additional links and suggestions are also provided for external implementation for further usage. The created product can be shared with students, friends, or colleagues, or with another audience for redefinition.
During the process of investigating Google Classroom, the students are provided an opportunity to learn by doing, as long as each lesson involves clear instructions, descriptions, and tasks. All three collaborating processes are the basis for experimental theory; here, the learners first explore two stages to get acquainted with the fundamental notions about the educational tools, then they will try these tools by themselves to create a better understanding. Western Governors University (2020) indicated that experiential learning promotes teamwork so that the learners can practice and enhance teamwork skills.(Western Governors University, 2020)
Finally, as it was said, “the proof of the pudding is in the eating." So welcome to my Google Classroom for investigating an incredible experience in the field of online learning and teaching!
Reference list
Annand, D. (2011). Social presence within the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 12(5), p.40. doi:https://doi.org/10.19173/irrodl.v12i5.924.
Beaumont, K. (2018). Google Classroom: An online learning environment to support blended learning. [online] ResearchGate. Available at: https://www.researchgate.net/publication/329708862_Google_Classroom_An_online_learning_environment_to_support_blended_learning [Accessed 1 Dec. 2023].
Garrison, D.Randy., Anderson, T. and Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, [online] 2(2-3), pp.87–105. Available at: https://auspace.athabascau.ca/bitstream/handle/2149/739/?sequence=1 [Accessed 1 Dec. 2023].
Morin, A.M. (2023). Universal Design for Learning (UDL): What You Need to Know. [online] reading rockets . Available at: https://www.readingrockets.org/topics/assistive-technology/articles/universal-design-learning-udl-what-you-need-know [Accessed 1 Dec. 2023].
OFFICE TEACHING AND LEARNING . (2022). The Community of Inquiry Model. [online] Available at: https://www.mybib.com/#/projects/Z1DKdO/citations/new/webpage [Accessed 1 Dec. 2023].
Ranjan, R. (2022). Importance and Benefits of Constructivism Learning Theory in the classroom? – School Education. [online] School education . Available at: https://www.rajeevelt.com/constructivism-learning-theory-importance-and-benefits-classroom/rajeev-ranjan/ [Accessed 1 Dec. 2023].
school, sprouts (2022). Experiential Learning: How We All Learn Naturally. [online] www.youtube.com. Available at: https://youtu.be/aF63HHVbpQ8?si=6gUY04W_NsDq1HxK [Accessed 13 Dec. 2023].
Spencer, J. (2020). What is the SAMR Model and what does it look like in schools? [online] www.youtube.com. Available at: https://youtu.be/SC5ARwUkVQg?si=Fb41iGeTyaSt1Gsh [Accessed 13 Dec. 2023].
Team, N. (2023). Practical SAMR model examples to integrate education technology. [online] Nearpod Blog. Available at: https://nearpod.com/blog/samr/#:~:text=At%20the%20substitution%20stage%20of [Accessed 13 Dec. 2023].
Western Governors University (2020). Experiential Learning Theory. [online] Western Governors University. Available at: https://www.wgu.edu/blog/experiential-learning-theory2006.html [Accessed 1 Dec. 2023].
1 Comments
Wow. Robiya very beautiful and interesting explanations. I wonder how you could manage it)
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