Artifact(s):  Discussion Board / Podcast / Rubric

​

​OVERVIEW:  In my work with Idaho Digital Learning Academy (IDLA) courses, I utilize many different student-centered tools to develop assignments that are engaging.  These authentic assignments involve small group work (wikis & blogs) and peer coaching (discussion boards) to keep engagement high. Sometimes I use podcasts for additional instructions or to model expectations and to add additional modification for gifted and talented students who want to learn more.



This life lessons podcast was created using "digital age media" to demonstrate how music and text can be brought together to make a persuasive argument for change.  Students were to create a radio broadcast promoting social change. For teacher discussions (students must verbally defend their findings), I utilize a grading rubric which makes my expectations more accessible.



​Performance Indicator #1:  The online teacher knows how adaptive/ assistive technologies are used to help people who have disabilities gain access to information that might otherwise be inaccessible.

 

Performance Indicator #2: The online teacher uses student-centered instructional strategies to engage students learning.  (e.g., Peer-based learning, peer coaching, authentic learning experiences, inquire-based activities, structured but flexible learning environment, collaborative learning, discussion groups, self-directed learning, case studies, small group work, collaborative learning, and guided design.)



​Performance Indicator #3:  The online teacher uses a variety of instructional tools and resources to enhance learning (e.g., LMS/CMS, computer directed and computer assisted software, digital age media.)