Running head: PHILOSOPHY & OFP

Philosophy for Online Teaching & Online Facilitation Plan

Kristen Bilney

ET 631: Transformative Online Teaching

Loyola University Maryland

July 24, 2019

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Philosophy For Online Teaching

Goals
As a teacher in the online environment, my primary goal is that all participants

genuinely enjoy being a part of my class. I believe that if learners can find joy within the

class they are attending, they will better understand the information and are more likely

apply it to their educational practices. I think my greatest strength as a teacher in the

online environment would be my ability to lead-by-example by using strategies such as

providing different ways to communicate, share personal yet appropriate information

about myself, staying organized, and modeling and providing exemplary examples of

both proper communication and assignments my students (Savery, 2005).

My expectations for participants in the online learning environment are very much

similar to those I have in a face-to-face environment. I expect all participants to

complete activities and assignments on time and independently, unless stated

otherwise, be respectful during group discussions and synchronous sessions,

communicate appropriately and respectfully on all platforms, and to be honest. With

these expectation, I hope to create a welcoming learning environment where learners

aren’t afraid to step out of their comfort zone

Online Pedagogy
I believe learning occurs best when theories are blended together; learning cannot

occur effectively or productively by just applying one specific theory to your teaching

methods. However, I feel as if online learning correlates best with the constructivist

approach and connectivist theory. Constructivist approach because much of the work is

independent and at your own time and pace so participants are expected to construct
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knowledge physically and mentally rather than being given the knowledge (Ally, 2006).

Next, the connectivist theory is a newer theory that recognizes how people learn and

work in an online environment, allowing for connections and collaboration with people

all around the world (Ally, 2006). It is important that through online discussions and your

presence in the course that there is a concept of community. Garrison, Anderson, and

Archer, (2000) discuss three elements; social presence, cognitive presence, and

teaching presence, that contribute to a successful educational experience (as cited in

Chen, deNoyelles, and Zydney, 2014). All need to be recognized and appreciated to

successfully engage participants in an online learning environment.

The instructional strategy I will use for designing and delivering information in the

online environment will be the R2D2 method—read, reflect, display, and do (Bonk &

Zhang, 2006, p. 149). I intend to incorporate independent and collaborative

assignments so participants are getting exposure with a social and cognitive presence.

Prior to organizing assignments and tasks for an online course, by using the three

stages of backward design introduced by McTighe (2013), I can identify the learner

outcomes for the course and plan sessions with “multiple means of engagement,

representation, and action and expression” (CAST, 2018) in mind.

Implementing the R2D2 method with my participants will also give me the

opportunity to introduce my students to different types of interactions. Moore (1989)

states, the first type of interaction is learner-centered interactions, which is “the process

of intellectually interacting with content that results in changes in the learner's

understanding, the learner's perspective, or the cognitive structures of the learner's

mind” (Moore, 1989). The second interaction is learner-instructor interactions which

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Moore (1989) states is the instructor’s ability to deliver help and encouragement to

learners depending on their educational level, instructor’s personality, and more. The

final interaction participants will experience is learner-learner interactions. Here,

learners are working with one another, or a group of people, with or without the

attendance of the online instructor (Moore, 1989).

Assessment of Student Learning

According to Leibold & Schwarz (2015), providing participants with “effective online

feedback is an important skill for educators to develop because it guides the learner’s

development” (p.34). Feedback will be provided to my students within 72 hours for

discussion based assignments and less than one week for projects or papers. Chen, et

al., 2014 states that “providing modest but prompt instructor feedback is one of the most

effective strategies to support social and cognitive presences” (p. 159). Communication

through e-mail will be frequent, as I will respond to my course emails within 24 hours,

except on the weekend. Office hours, online face to face meetings, and phone calls will

be offered when necessary or requested for a specific reason. I want to ensure

participants are getting the feedback they need to be successful in my course.

To check for understanding in an online learning environment, I will use both

formative and summative assessments. Formative assessments may include quizzes,

reflection journal, short answer responses, and classroom polls. Participants will be

encouraged to reflect on their most recent assignments or readings and viewings from

each session. Polls and reflections will be important to me as an instructor to gauge

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how the participants felt during that sessions learning activity. It will help me determine if

there are adjustments that need to be made for future sessions.

My Success
Teaching is important to me because if it wasn’t for the teachers I had growing up, I

would not have continued going to school for as long as I have, or be the teacher I am

today. I will know I have had a successful experience teaching in the online environment

when the participants can successfully take information they have learned and apply it

to their current teaching and/or learning environment. I will gain an understanding about

their understanding of material through formative and summative assessments and

analyzing their areas of growth from the beginning of the year. If I can end this course

knowing that my participant experienced a social presence, cognitive presence, and that

I displayed a teacher presence to the best of my ability I will be satisfied with my

experience as a teacher in the online environment.

Summary
As a teacher in the online learning environment, I believe it is imperative to stay

organized, make connections with learners as well as provide opportunities for learners

to interact and make connections, set specific expectations and learning outcomes, and

be as clear and concise about assignments and tasks. An online learning environment

can be challenging and overwhelming, it is my goal to use appropriate technology tools,

create an engaging and welcoming environment, be supportive and conscious of all the

learner differences I will. As I learn and grow as a teacher in the online learning

environment, I hope participants also grow as learners in the online environment.

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Online Facilitation Plan

Timeframe: This is a 5-week hybrid course.

Short description: This Wixie Workshops is a five-week professional development

course intended for elementary educators at Wellwood International. Participants will

meet synchronously to engage in collaborative conversations and activities, as well as

complete asynchronous activities and assignments to continue learning about Wixie.

The intended outcome of this Wixie Workshop is for educators to encourage and allow

their students to use technology tools available to better instruction. With Wixie,

educators can create, differentiate, assess, and provide opportunities for students to get

creative on an array of different assignments.

Course objectives:

1. Participants will demonstrate an understanding of the basic tools and features

provided on Wixie.

2. Participants will demonstrate an understanding of how to create, assign, and share

projects on Wixie.

3. Participants will demonstrate an understanding of providing effective feedback.

4. Participants will reflect on their understanding and application of Wixie.

5. Participants will use and implement technology as a tool with their students.

Session or Content or
Week Number Objectives Resources Needed Activities
& Topics /
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Themes
Week 1 By the end of this  PowerPoint Reading/Viewing:
Synchronous module, presentation
participants will be Wixie Introduction Video
-Introduction of able to:  Computer with
Wixie. video and audio Participants will view a PowerPoint
 Access Wixie to introduce presentation highlighting the uses of
independently. Wixie Wixie, how it can be used for students
of all ages, and more.
 Locate important  Access to
tools on Wixie. promethean or Reflecting:
smart board
 Open a blank After viewing the PowerPoint, think
template in  Premade Wixie about these questions:
Wixie. projects for 1. When would I use Wixie?
viewing 2. Would my students find this
 Identify ways engaging?
Wixie can be  Questionnaire in 3. How could I use this in different
used across all google forms subjects?
subject areas.
 YouTube Displaying:
 Engage in Introduction
collaborative video View Wixie projects created by
conversations students.
about Wixie.
Student Sample Projects

Doing:

Please access the google forms and

complete the questionnaire before
leaving today.

Wixie Questionnaire

**Any questions, comments, or

concerns can be emailed to your
instructor. You will receive a response
within 24 hours Monday-Friday.
Week 2 By the end of this  Access to Reading/Viewing:
Asynchronous module, computer and
participants will be internet Participants will view a screen share
Synchronous able to: of the instructor pointing out some
session  Access to features and tools in Wixie.
available from  Navigate through BCPSOne to use Specifically creating a template,
4:15-5:15pm if Wixie Wixie adding text, pictures, stickers, and
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needed. independently. sharing with coworkers and students.

 Access and links The screen share will be accessed
Topics:  Add text, to YouTube through Voice Thread. Participants
 Wixie pictures, stickers, Videos are encouraged to follow along on
Basics. and drawings their computers as they are
 Creating a independently. watching/listening to the video
template. recording.
 Sharing  Create and
Wixie share an If needed, review the video and
templates. independently PowerPoint from the first session.
made template.

Reflecting:
After viewing the screen share, think
about any questions you have or what
you need more clarification on. If you
think of anything, reply using text,
audio, or video on VoiceThread.

View the following videos as needed

to better your understanding:

Sharing a Template with Students and

Teachers

Painting Basics in Wixie

Wixie and Text

Team Collaboration in Wixie

Displaying:
Participants will start with a blank
template and will be required to add
the following:

o Title (centered in the top of the

page)
o 2 separate text boxes with text
written. (They may be placed
anywhere, but I should be able to
tell they are separate boxes).
o at least 1 picture
o at least 2 stickers

Doing:
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Once participants have completed

their templates with all requirements
added they will share with the
instructor. The instructor will be
looking to make sure you have all
required components and will provide
appropriate feedback.

**Any questions, comments, or

concerns can be emailed to your
instructor. You will receive a response
within 24 hours Monday-Friday.
Week 3 By the end of this  Access to Reading/Viewing:
Asynchronous module, computer and
participants will be internet Participants will view a screen share
able to: of the instructor assigning premade
Synchronous  Access to templates to students, viewing student
session  Locate premade BCPSOne to use work, and the use of assessments on
available from templates on Wixie Wixie. The screen share will be
8:30-9:00am if Wixie accessed through Voice Thread.
needed. independently.  Access and links Participants are encouraged to follow
to YouTube along on their computers as they are
Topics:  Assign templates Videos watching/listening to the video
 Assigning to students. recording.
templates
and lesson  Gain a better
plans. understanding If there is still confusion, please view
 Adding audio how to assign the videos below for extra clarification.
instructions. and use
 Overview of assessments in Assign a Template in Wixie
assessments Wixie.
in Wixie. Viewing Student Work
 Create a
template to Assessments
share with
students and/or Reflecting:
staff.
Participants will view premade ‘All
About Me’ templates in the curriculum
folder on Wixie.

Displaying:

Participants will create their own ‘All

About Me’ template from scratch. Your
template must concrete areas to
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include the following:

 Title at the top of the template
 Name
 Age
 Grade
 Favorite Color
 Favorite Food
 Favorite Animal
 One more of your choosing!

Doing:

Participants will complete their

template and assign to 2-4 students.
Reflect on their ability to complete it.
Think about these questions:
 Did my student find the
assignment easy/hard?
 Was my template accessible for all
learners?
 Was my template engaging?
 What might you do different, if
anything?

**Any questions, comments, or

concerns can be emailed to your
instructor. You will receive a response
within 24 hours Monday-Friday.
Week 4 By the end of this  Access to Reading/Viewing:
Synchronous module, computer and
participants will be internet Prior to meeting, please view the
Topics: able to: following articles and videos:
 Providing  Access to
effective  Demonstrate an BCPSOne to use Providing Student Feedback on Wixie
meaningful understanding of Wixie
feedback providing Seven Principles of Effective Teaching
 How to leave feedback.  Access and links
feedback on to YouTube The Art of Giving Online Feedback
Wixie.  Collaborate with Videos
participants to Reflecting:
define what
effective Participants will engage in a
feedback means conversation with colleagues about
and/or looks like. what effective feedback is.
Participants will focus on their specific
 Engage in grade level, and what the most
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collaborative effective way to give feedback would

conversations to be.
provide
feedback. Displaying:

Participants post a one word response

to a Padlet about what good feedback
is.

Padlet: what is good feedback?

We will use these words to create a

Wordle.

Doing:

Participants will provide feedback to

the student who completed the All
About Me Template. Participants are
encouraged to leave feedback on
Wixie, however, know your students
and what would be the most effective
way.

**Any questions, comments, or

concerns can be emailed to your
instructor. You will receive a response
within 24 hours Monday-Friday.
Week 5 By the end of this  Access to Reading/Viewing:
Asynchronous module, computer and
participants will be internet Participants are encouraged to view
Synchronous able to: the remaining videos to gain a better
session  Access to understanding of Wixie and all it has
available upon  Create and BCPSOne to use to offer.
request. implement Wixie Wixie
assignments, Wixie Teacher Showcase
Topics: projects, and  Access and links
 Extra assessments. to YouTube Measuring Student Progress
resources. Videos
 Course  Assess student Multiple Intelligences on Wixie
reflection. progress.  Accessible
Google Doc for
 Navigate through final reflection Reflecting:
Wixie and its
tools Participants are encouraged to share
independently. the information they learned about
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Wixie and the resources they were

given with their grade level team or
other members in the building.

Displaying:

Participants are encouraged to apply

the information they have learned
about Wixie to create and implement
the use of Wixie with their students.

Participants will be asked to

participate in a Google Doc to reflect
on the structure, outline, and content
learned during their sessions on
Wixie.

Doing:

Participants are encouraged to

continue to use Wixie as an online tool
for and with their students.

**Any questions, comments, or

concerns can be emailed to your
instructor. You will receive a response
within 24 hours Monday-Friday.
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References

Abernethy, D. (2016, June 17). Wixie and text. Retrieved July 24, 2019, from

https://www.youtube.com/watch?v=biSgG2c1EB4

Abernethy, D. (2017, November 17). The Team Collaboration Feature in Wixie.

Retrieved July 25, 2019, from https://www.youtube.com/watch?v=3O4Nd0uchJ0

Ally, M. (2006). Foundations of Educational Theory for Online Learning. Flexible

Learning, 1-22. Retrieved from https://ustpaul.ca/upload-

files/DistanceEducation/FOUNDATIONS_OF_EDUCATIONAL.pdf

Bonk, C.J., & Zhang, K. (2006) Introducing the R2D2 Model: Online learning for the

diverse learners of this world. Distance Education, 27:2, 249-264, DOI:

10.1080/01587910600789670

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from

http://udlguidelines.cast.org

deNoyelles, A., Chen, B., Zydney, J.M. (2014). Strategies for Creating a Community of

Inquiry through Online Asynchronous Discussions. MERLOT Journal of Online

Learning and Teaching, 10(1). 153-165. Retrieved from

http://jolt.merlot.org/vol10no1/denoyelles_0314.pdf
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Graham, C.R., & Cagiltay, K., Lim, B., Craner, J., & Duffy, T.M. (2001). Seven principles

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ive_teaching_A_practical_lens_for_evaluating_online_courses

Langevin, S. (2014, April 26). Wixie Mini- Tutorial: Painting Basics. Retrieved July 24,

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Leibold, N., Schwarz, L.M. (2015). The Art of Giving Online Feedback. The Journal of

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https://files.eric.ed.gov/fulltext/EJ1060438.pdf

McTighe, J. (2013). Understanding by Design. McGraw Hill Education. Retrieved from

https://www.mheducation.co.uk/media/wysiwyg/EMEA/NECESAF_Schools/White

_Paper_Understanding_by_Design.pdf

Moore, M. G. (1989) Editorial: Three types of interaction, American Journal of Distance

Education, 3:2,1-7, DOI: 10.1080/08923648909526659

Savery, J. R. (2005). BE VOCAL: Characteristics of Successful Online instructors.

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https://www.ncolr.org/jiol/issues/pdf/4.2.6.pdf
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Tech4Learning. (n.d.). Sample student technology projects. Retrieved from

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Tech4Learning. (2014, May 13). Address Multiple Intelligences with Wixie. Retrieved

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Tech4Learning. (2018, November 08). Measuring Student Progress in Wixie. Retrieved

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