 Objectives: Integrate reflection into our teaching practices to make better choices for

student learning in the digital age.

 Synthesize online research to identify important topics in digital pedagogy and apply
them to our own classrooms.
 Review and evaluate online resources suitable for the age group we teach and incorporate
them into our teaching modules.
 Discuss online learning using up-to-date research-based practices and incorporate those
principles into our course designs.
 Design an online module using a learning management system like Google Classroom.

The course is built around 5 modules. The first is hybrid. After Module 1, most of your work will
be asynchronos, with short optional synchronous meetings each week.

However, asynchronous doesn't mean, "totally on your own," or "Do the work whenever you
want to". You'll need to log in regularly, participate in asynchronous projects and discussions,
and meet deadlines during the first and last modules of the course.

Here's a brief outline of the modules.

Ready, Player One? This module is designed to give you a series of challenges that will help us
get to know each other, get used to the basic technologies that you'll use later in the course, and
get comfortable with Moodle. It moves quickly, so don't fall behind!

Look at me! I am the researcher now. This module helps you reflect on your online learning
experience, explore research, and gain experience in asynchronous collaborative learning. Like
Module 1, this is intensive.

No, that's not how you learn kung fu. Module 3 slows the pace a bit. Almost all of our
synchronous meetings will end for almost a month so that you can focus on asynchronous
collaboration.

"intelligence having fun" explains the principles of instructional design that transform digital
learning from a matter of using some cool tools to a matter of thinking differently about every
aspect of traditional educational systems. In this unit, you'll design an original module using
digital pedagogy in one of your courses, and you'll conduct peer reviews.

Unstoppable. The course ends with you presenting your course design documents and presenting
the online model of your course. When you finish, you should have a well-designed original
course module that incorporates technology in a way that enhances learning based on decades of
research. Your final product should be something you'd be proud to put on your resume.

Module One: In this module, we'll get to know each other and begin developing online social
presence as we gain experience with different types of online learning. You'll be introduced to a
lot of new technologies in the next few weeks as you complete tasks to build your asynchronous
teaching skills.

Present yourself

Present yourself professionally

Collaborate asynchronously

Make a Collaborative Presentation

Test Your Tools

Module 2

You are the researcher now.

This module begins with a face-to-face overview of the history of learning theories, but after
that, it's up to you. You will work - asynchronously - with groups to create asynchronous
learning opportunities for your colleagues, and you'll monitor those... (Yes! You guessed it!) ...
asynchronously.

I want you to focus on the method of leading asynchronous collaboration, not all of the possible
tools you could use. Because of that, I want you to design the lesson only using this Moodle site
and tools that you can easily connect to it.

Lead asynchronous online discussions

Topics

Goals

Assessment

Community

Time

Module3

Working in groups. Redesigning the basics for digital education. Redesigning the basics for
digital education

Gamification

Inclusion and Access

Low-Bandwidth Environments

Digital Microcredentials
Open Educational Resources (OER)

Digital Analytics and Learning Management Systems

Augmented and Virtual Reality (AR and VR)

Digital Literacy and Citizenship

Artificial Intelligence and Education

We did in a group Digital citizenship video presentation and Artificial Intelligence in education
using Pecha Kucha format. .

Module 4

instructional design for modules and courses." create a design documentWhen we design units of
study, instructional designers work backward: we start by focusing on what we want the result to
be. Then, we work from the goals, backward toward the learning activities. The main approach to
instructional design is commonly know as the ADDIE model: Assess, Design, Develop,
Implement, Evaluate. This .pdf file nicely summarizes the process. In this unit, we will mostly be
addressing the first three parts of the process:

Assess:

defining course/unit goals

analyzing learners and their needs

analyzing what you need to create in order to meet course/unit goals.

For most of us, much of the assessment part of design is already done by curriculum committees.
However, you (as the teacher) will be in the best position to analyze your learners and decide
how to meet their needs. Also, as you lead your communities toward STEM teaching, you need
to be able to complete the assessment process yourself.

Design: write objectives

decide how objectives will be measured (rubrics and assessments)

plan and strategize instruction

identify resources (such as textbooks, online content/video archives, existing

assessments/rubrics, etc.).

Think of this like architecture. :) The design portion decides how the overall course/unit will
look and how it will function in order to meet objectives and goals. You, as the teacher/designer,
will use your knowledge of content, tools, and your students to choose the most effective ways
for your students to meet their objectives.
Develop: creating lessons and exercises

developing instructional content (like videos, slide decks, games, discussion prompts).

This segment can be very time consuming. Fortunately, you (as a teacher) might already have a
lot of content developed that you can modify to fit into your online course design. Also, you do
not need to create all of your own materials! Use online videos, OER resources (Open
Educational Resources), and similar tools.

In this module, we want you to have time to think about the STEM module you will create, and
thoroughly design it.

In the next module, you'll implement it and evaluate it.

Implement: this is where you teach the course! And while you are teaching, you are taking notes
as to what seems to be working well and what is not.

Evaluate: this is where you get feedback from students (and from your own notes) that will be
useful to making changes in the course so that the next version can be improved. The process of
improving your courses does not end!

Module 5

Prepare a 5-7 minute "pitch" that shows us your design document and the lessons that you're
preparing on Google Classroom, Moodle, or a similar LMS.

Sign up for Screencast-o-matic or a similar tool that can make a video of your face and your
computer screen at the same time.

Use the video-maker to record your presentation. We should be able to see your face, your
design document on your computer, and your course's LMS and digital materials during the
presentation.

Upload the video to Google Drive or YouTube (upload it as an "Unlisted" video so only those
with the exact address can open it).

Share it with us in the forum below.

Create a discussion here that...

1. summarizes your module and the digital pedagogy principles used (about 350
words)
2. includes a link to your design document. Make sure that we have permission to
view it.
3. includes a link to your LMS with login instructions (e.g. If you're using Google
Classroom, add all of us as students. You can delete us immediately after the
assignment ends.)
4. Then give constructive feedback to at least 3 of your colleagues.
Hello, everyone! Welcome to my self-feedback and evaluation for the course on Digital
Pedagogy. Today, I'll share my journey and how I've learned and grown throughout this
course. The main goal of this presentation is to convince you that I've learned and
grown as a teacher, ready to implement digital pedagogy principles effectively in my
classroom. Let's dive in!

And here is the objectives of the course:

First, let's talk about what we set out to achieve in this course. By the end of it, we were
supposed to demonstrate that we can:

1. Integrate reflection into our teaching practices to make better choices for student learning
in the digital age.
2. Synthesize online research to identify important topics in digital pedagogy and apply
them to our own classrooms.
3. Review and evaluate online resources suitable for the age group we teach and incorporate
them into our teaching modules.
4. Discuss online learning using up-to-date research-based practices and incorporate those
principles into our course designs.
5. Design an online module using a learning management system like Google Classroom.

The Digital Pedagogy consisted of five modules;

Module One was all about getting started and building our online social presence. We
got to know each other and explored different online learning technologies. We learned
to present ourselves professionally, collaborate asynchronously, and even made a
collaborative presentation. It was a fast-paced module, but it helped me feel
comfortable with the tools I'll be using later.

Module Two was all about becoming a researcher in online learning. We explored
learning theories and worked on asynchronous collaborative projects. I learned how to
lead online discussions effectively and focused on using Moodle and related tools.

Module Three shifted the focus to group work and redesigning the basics for digital
education. We covered topics like gamification, inclusion, digital literacy, and more. In a
group project, we created a Digital Citizenship video presentation where we answered
for such questions as: What is it? What skills are necessary for each level of the
curriculum? What does it mean for teachers? How can you teach it? How can you assess
it? and discussed Artificial Intelligence in education using the Pecha Kucha format.

Module Four focused on instructional design for modules and courses. We worked on
defining objectives, planning instruction, and identifying suitable resources. While
designing my course I always kept in mind the essential question that Professor Randall
posed us: How could you use digital tools to design learning opportunities, materials,
and "spaces" that encourage learners to...
look forward to every new interaction; click on every link and video; see themselves as
contributors to learning; creatively express their learning in ways that address real-world
problems.

I felt like an architect, carefully designing my course to meet the student's needs and
goals.

Finally, Module Five was all about putting everything together. I prepared a design
document for my English class and will implement and evaluate it in the future. For the
presentation, I'll use Screencast-o-matic to showcase my design document and my
course materials on Google Classroom.

Also, I want to talk about how this course has changed my teaching approach. It helped
me understand the importance of using digital tools thoughtfully to create engaging
learning experiences. I now feel more confident in integrating online resources into my
lessons.

Throughout the course, I appreciated the policies and requirements that were set. Being
kind and respectful in online communication is crucial, and I understand the significance
of academic integrity in all my work.

I must say, this course was an eye-opener. It was more than just learning how to use
technology; it was about rethinking traditional teaching methods and embracing the
potential of digital pedagogy.

I want to thank our professor, Randall Gwin, for guiding us through this journey. Your
insights and support were invaluable. Also, a big shout-out to my fellow groupmates for
their engagement and thoughtful discussions.

This course has been a transformative experience for me. I've learned valuable digital
pedagogy principles and have been able to design an online module that I'm proud of. I
can confidently say that I have achieved the course objectives and feel well-prepared to
implement digital pedagogy in my teaching. Thank you all for joining me on this
journey, and I'm excited to continue growing as an educator in the digital age. Let's
keep learning and making a positive impact on our students' lives!
 In conclusion, this course has been an eye-opening experience for me.

Hello everyone! Welcome to my self-feedback and evaluation for the course on Digital
Pedagogy. Today, I'll share my journey and how I've learned and grown throughout this
course.

First, let's talk about what we set out to achieve in this course. By the end of it, we were
supposed to demonstrate that we can:

6. Integrate reflection into our teaching practices to make better choices for student
learning in the digital age.
7. Synthesize online research to identify important topics in digital pedagogy and apply
them to our own classrooms.
8. Review and evaluate online resources suitable for the age group we teach and
incorporate them into our teaching modules.
9. Discuss online learning using up-to-date research-based practices and incorporate
those principles into our course designs.
10. Design an online module using a learning management system like Google Classroom.

Now, let me tell you about the course structure. We had five modules, and the first one
was hybrid, meaning we had both in-person and online components. After that, most of
our work became asynchronous, meaning we could do the tasks on our own time, but
we had weekly optional synchronous meetings for discussions.

Throughout the course, we covered various topics, and I'd like to highlight some of my
key takeaways:

1. Getting Started: In the first module, we got familiar with the technologies we'd use and
learned to navigate Moodle, the online platform. It was fun and fast-paced!
2. Reflective Learning: The second module focused on our online learning experiences
and how we can collaborate asynchronously. It was intense, but I learned a lot about
self-reflection.
3. Instructional Design: Module three taught us about transforming digital learning using
instructional design principles. We designed our own modules and got valuable
feedback from peers.
4. Final Project: In the last module, we presented our well-designed course modules that
incorporated technology to enhance learning. It was exciting to see everyone's work.

Now, let's talk about how this course has changed my teaching approach. It helped me
understand the importance of using digital tools thoughtfully to create engaging
learning experiences. I now feel more confident in integrating online resources into my
lessons.

Throughout the course, I appreciated the policies and requirements that were set. Being
kind and respectful in online communication is crucial, and I understand the significance
of academic integrity in all my work.

Regarding the assignments, I found them challenging at times, but the rubrics provided
clear guidance. I also appreciated the timely feedback on my work, as it helped me
improve and stay on track.

In terms of grading, my overall performance will be assessed based on different

components. I understand the importance of each part and how it contributes to my
final grade.

I must say, this course was an eye-opener. It was more than just learning how to use
technology; it was about rethinking traditional teaching methods and embracing the
potential of digital pedagogy.

I want to thank our instructor, Randall Gwin, for guiding us through this journey. Your
insights and support were invaluable. Also, a big shout-out to my fellow classmates for
their engagement and thoughtful discussions.

In conclusion, this course has been a transformative experience for me. I can confidently
say that I have achieved the course objectives and feel well-prepared to implement
digital pedagogy in my teaching. Thank you all for joining me on this learning
adventure!