Implementation Development

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

• The Overview/Introduction/Start Here module serves as the entry point for students into the course. It is the first module they encounter upon accessing the Google Classroom platform. This module provides essential information about the course objectives, expectations, schedule, and resources. It sets the foundation for students' understanding of the course structure and content and helps them navigate the learning environment effectively.

​

How is your instructional design approach realized in the modules?

• The instructional design approach emphasizes student-centered learning, where students take an active role in their learning process. Each module is designed to engage students in exploration, inquiry, and problem-solving activities. I incorporate a variety of instructional strategies, including readings, discussions, multimedia presentations, hands-on experiments, and collaborative projects, to cater to diverse learning styles and preferences.

​

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

• The main course goal and learning outcomes are clearly communicated to learners through the course syllabus, which is accessible in the "Start Here" module of Google Classroom. Additionally, these goals and outcomes are reiterated in the introduction of each module and discussed during the initial class session..

​

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

• Each unit/module is carefully aligned with the course goals and learning outcomes. Activities and assessments are designed to help students achieve these outcomes effectively. For example, if one of the learning outcomes is to analyze the impact of human activities on watersheds, corresponding activities may include reading articles on watershed pollution, participating in online discussions, conducting experiments, and completing a research project on local water quality issues.

​

Is this student-centered or teacher-led?

• The course is primarily student-centered, with the instructor (myself) serving as a facilitator and guide. While the I provide guidance, resources, and feedback, students are encouraged to take ownership of their learning journey and actively participate in discussions, activities, and projects.

​

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

• The instructor's role encompasses various responsibilities, including presenter, facilitator, coach, and mentor. As a presenter, the instructor delivers content through lectures, presentations, and multimedia resources. As a facilitator, I will guide discussions, encourage collaboration, and foster critical thinking. As a coach, I will be providing support, feedback, and guidance to students as they navigate through the course. As a mentor, I will offer insights, expertise, and encouragement to help students succeed academically and personally.

​

Is the course blended or fully online?

• The course is designed to be a hybrid course, incorporating both online and offline components. While students access course materials, participate in discussions, and submit assignments online through Google Classroom, they also engage in face-to-face activities, such as experiments, fieldwork, and group labs, during class sessions.

​

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

• The course introduction is delivered through the "Start Here" module, where we provide an overview of the course objectives, expectations, and structure. Additionally, I share personal background, teaching philosophy, and expectations for student participation and collaboration. Building the learning community is facilitated through collaborative activities, group discussions, and peer interactions, both online and offline.

​

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

• ​The course emphasizes a balanced approach to synchronous and asynchronous collaboration, with approximately 30% synchronous activities and 70% asynchronous activities. Synchronous activities include live class sessions, group discussions, and virtual office hours, while asynchronous activities include readings, assignments, and self-paced learning tasks.

​

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

• To address infrastructure, system, and support needs, I have provided clear instructions and guidelines for accessing and navigating the Google Classroom platform. Technical support resources are made available to students, as the instructor I'm readily accessible to address any issues or concerns that may arise. Additionally, alternative arrangements are made for students who may face challenges with internet access or technology.

​

Click the link to join my Google Classroom