EDLD 5318 Assignment 5

Name (Last, First): Malin, Elizabeth

Link to your LMS: https://app.schoology.com/course/2647725453

Username: ebbymalin@gmail.com Password: baby2013
Access Code: HFS6-RX44-GG3HC

Link to your ePortfolio: https://elizabethmalin.weebly.com/week-5-assignment-reflection-and-analysis-

of-online-learning.html

Part 1: Enter your Week 5 Reflection. The template is in the Student Lounge.
You may attach it to this document or upload it separately.

Final Reflection

EDLD 5318

by

Elizabeth Fuentes Malin

 INTRODUCTION

Most people utilize technology and software on an everyday basis. Most are

oblivious to it access it without knowing it. Living in the 21st Century in an ever-

changing technological age, our lives are transformed and heavily impacted by

technology. Programming is an essential part of that transforming technology. Today’s

computer programming languages are geared towards the learner. Making it simpler for

anyone to learn how to program. The University of Berkeley created a block-oriented

graphical computer programming language, similar to MIT’s Scratch called SNAP! This

course will show you how to start building your programs using SNAP! Students can

explore, create interactive animations, games, stories, and more while learning about

mathematically computational principles. SNAP! is a blend of design, coding, art, and

science. This course is a “hands-on” learning approach in which you will learn through

discovery, collaboration, experimentation, and application.

Instructional Design Theories

Blended learning and constructivism lend themselves to the development of

online learning environments. During online environments, most learners receive both

asynchronous and synchronous instruction. In an online setting, the learner is very much

responsible for their learning, their journey. This course exhibits a combination of

cognitivism that allows students to recall their programming sequences and

constructivism. Students understand their learning and in the student-centered learning

environment, they can examine their learning, reflect on it, and experience the content in

a hands-on approach as I facilitate their learning. This course was developed with the end

in mind.
 Students see the big picture of their learning. The backward design process was

implemented in the design of my coding course. Working backward helps my students

think whole to part. This mindset also allows students to practice the design process and

coding process. Considering programming code takes planning, debugging, a lot of trial

and error, understanding the constructivism and reflection process of their work allows

my learners to take control of their learning process.

UbD Plan Implementation

Creating learning opportunities for students through the UbD process involved the

desired outcome for students to be able to excel at coding through SNAP!, establishing

learning targets and understandings that increased student's critical thinking skills. The

UbD process considered how I would evaluate my learner’s performances through

discussion questions, quizzes, and other modalities of formative assessment such as quick

checks of coding. The final stage of the UbD plan included the learning plan which

breaks down the contents of my course by units.

Some of my learning goals for this course include learners being able to define

and identify “blocks,” “scripts,” “sprites,” and the stage” in SNAP!, while learning the

fundamentals of the SNAP! Interface, SNAP! resources, and coding examples. Leaners

will be able to identify computer programming principles through codings such as

algorithms, loops, and conditional statements. Learners will apply SNAP! programming

fundamentals to design, code, and execute simple projects in cross-content areas that

apply to real-world settings. Students will identify computer programming principles

through codings such as algorithms, loops, and conditional statements.

 The desired results my leaners will expect to gain are to design and code personal

ideas that express their creativity using coding, and various multimedia platforms, to

engage in high-level critical and creative thinking skills with an emphasis in

mathematical programming concepts, and to create meaningful software applications that

apply to real-world settings.

Leaners will problem-solve, troubleshoot, and review their code for it to successfully

execute, by inputting mathematical codes through the block-oriented interface and

understand programming as a life-skill. Students will collaborate with other programming

learners in an online setting, learn, and refine their project management process of

designing, planning, researching, and developing a project.

The design of my course is presented in Figure 1 below from Assignment 1.

Figure 1. Outline.
 Fink’s 3 Column Table (Figure 2) was a tool assessed to further develop learning

goals, learning activities, and assessment activities.

Figure 2. Fink’s Column Table.

Learning Goals Learning Activities Assessment Activities

Building a Foundation -Lab activities that introduce -Students collaborate and reflect
-Learners will define and SNAP fundamentals, and coding over answers to the questions
identify “blocks,” “scripts,” practices. The “Welcome to from the parts of the lab.
“sprites,” and the stage” in SNAP” activity introduces
SNAP, while learning the students to the SNAP! Interface. -Discussions over
fundamentals of the SNAP! Students will understand understanding of SNAP! basics
Interface, SNAP! resources, and  block shapes and color- and concepts. These questions
coding examples. coding of categories. can include:
 simply draw attention to  Naming the parts of
the different shapes; the SNAP window.
their meanings will be  Defining "block,"
covered as each block "reporter," "script,"
type is introduced. etc.
 the "drag-and-drop"
nature of the language. -Reviewing student’s
  running blocks/scripts slideshows
by clicking on them.
-Reviewing student’s
-Students explore and evaluate screencasts
existing SNAP! programs.
Example:
https://tinyurl.com/SNAPKale

- Create a slideshow presentation

that identify parts of the SNAP!
Interface on Google Slides.

-Create a screencast video

identifying parts of SNAP! or
reviewing the kaleidoscope
SNAP! sample.

Applying Knowledge -Students will research and -Build applications using Snap
-Learners will apply SNAP! identify real-world problems, and Design procedures to draw,
programming fundamentals to develop, design, and code make music, animate, and
design, code, and execute programs that provide solutions to interact with the user.
simple projects in cross-content real-world problems.
areas that apply to real-world -Use loops to repeat similar
settings. -Students will code various steps of code.
projects that include animation,
-Learners will identify video game design, and integrate -Create procedures inside
computer programming their skills into cross-content areas procedures and loops within
principles through coding such such as science, math, or ELAR. loops.
as algorithms, loops, and
conditional statements. -Explore mathematics of
computer science: random,
modulo, and logical operators.

-Analyze the impact of

technology on our culture and
safety.
Integration -Students will compare Scratch - Through creating various
-Learners will identify the and SNAP to identify similarities projects on both platforms.
differences and similarities of and differences
existing object-oriented - Students will create programs
languages such as Scratch. -Students will integrate their in SNAP! and interchange
SNAP! in Web 2.0 Tools properties, images, and code
-Learners will make into such as programs as
connections between SNAP! Photoshop for editing,
programming and Web 2.0 uploading animations to
Tools. YouTube, and creating GIFS.
Human Dimension/Caring -Students will work in partners -Create programs that actively
-Learners will learn about throughout various projects engage both programmers to
paired programming and its fulfilling the role of the “driver” collaborate on a group project.
benefit to sharing knowledge in (the programmer) and the
a collaborative manner. “navigator” (focusing on the task). -Students will see their
(Others). programs made from nothing to
fully functioning programs such
-Learners will build a sense of -Students will troubleshoot, test, as animations, video games, and
 accomplishment when and run code to see if it short stories.
executing successful programs. successfully executes.
(Self).

Learning How to Learn -Students will learn, practice, and -Students will design and code
-Learners will develop a growth apply critical thinking, problem- programs that follow the
mindset through the experience solving, and design processes
of programming. through programming programs in
SNAP!
-Learners will reflect on their
design, coding, and learning
process in a constructivist
model.
Culminating Project Students enrolled in Fundamentals of Computer Science Pre-AP will
Description learn an object-oriented programming language though SNAP!,
which allows students to think creatively and solve systematically.
Students will gain skills that enable them to be life-long programmers
and leaners in the 21st Century through creativity, collaboration,
critical-thinking, and communication.

Importance of Online Learning

The importance of providing online learning for students gives them a choice of their

education. Online learning provides flexibility for students to access their courses on their own

time. They are able to complete the course at their own pace. Often students are busy with work

and their domestic lives. Online learning provides opportunities to students who cannot due face-

to-face learning at a brick-and-motor setting. An online course organizes and archives student's

work in a setting that is digital, and accessible to students at any time. Considering the global

pandemic educational institutions are forced to provide distance learning opportunities to

learners. Distance learning often mimics the online learning process where the entire course is

online. Because of the forced transition, students who have taken an online learning course are

more prepared and equipped for success. This aligns with professors and teachers who have taken

or given any online course.

Enduring Understanding

Enduring the understanding of instructional design consists of knowing its worth,

understanding the lasting importance, and unpacking conceptual foundations such as the
educational theories behind it” (Guthrie, 2020). The worth of this course is relevant in this

changing learning environment to meet the needs of distance learners during this pandemic

crisis.  

            The lasting importance lies under the skillset that learners of this course will take with

them to equip them with the toolbox needed to design their own distance learning courses. Many

teachers in the K-12 setting are becoming instructional designers of their own courses. This

course has allowed me to understand the pedagogy and instructional learning theories behind

designing a course. Besides being able to integrate the SNAP! Coding course I developed online

in my distance learning course for my middle school students who are taking Fundamentals of

Computer Science. Given the content Week 4’s Discussion question that prompted us to identify

two other courses in our school we could redesign, I have been given the learning and

instructional design opportunity to actively design the Algebra I and 8th Grade ELAR course for

some of our teachers at my course. The worth [of] being familiar with instructional design is

essential to being successful during the distance learning process.

            Redesigning the Algebra I course, I would incorporate Nearpod, Pear Deck, or

even Flipgrids for students to share their discussion questions. I would also redesign any 6th-8th

ELAR course that would integrate multimedia for their compositions, storytelling. To

successfully design these courses I will utilize any scope and sequences, past ideas of

assignments, syllabuses, and the instructor/teacher’s input of what their vision would like to be.

With my multimedia background and knowledge of digital learning, I will provide platforms the

teacher can approve that would be engaging and increase student achievement and success. Anne

Meyer’s Universal Design for Learners (UDL) is the framework for allowing all learners access

to information, materials, and their education on an equal playing field for all learners. I will

utilize these principles to design the course that meets the learning needs and goals of all learners.

Unpacking the conceptual foundations of course design such as backwards design, blended

learning, cognitivism, constructivism, and connectivism. Blended learning and cognitivism

function better in an online learning course because students get a mix of asynchronous and

synchronous learning which allows them to analyze their own work, take ownership of their

educational journey, and allows them to find their own voice in their artifacts of learning. 

 
 

References

Guthrie, O. (2020). What are enduring understandings. iTeachU.

https://iteachu.uaf.edu/enduring-understandings/

Meyer, A., Rose, D.H., Gordon, D. (2014). Universal design for learning – theory and

practice. CAST. http://udltheorypractice.cast.org/login.

Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-

quality units. Alexandria, VA: ASCD.

https://www.ascd.org/ASCD/pdf/siteASCD/publications/

UbD_WhitePaper0312.pdf
Assignment Value: 100 points

Part 2: Instructions

Download and assess the course you designed using the OSCQR Scorecard found in the Student
Lounge. Create a brief action plan regarding any changes to your plan as learned from the Score Card.

Upload the scorecard with your results and action plan in Blackboard along with your final Reflection.
 EDLD 5318 Assignment 5 Action Plan

The OSCQR Course Review is an imperative tool that helps the instructional

designer review key course information, elements, and features of a course design. It

allows one to measure the fidelity of the course and the course design to meet the needs

of all learners. An action plan is needed to fully implement academic goals, campus

policies, copyright policies, and accessibility for all learners.

A course needs to “include links to relevant campus policies on plagiarism,

computer use, filing grievances, and accommodating disabilities” (The State University

of New York, 2020). It is easy for students to click, search, and get instant access to

information. A great majority of the time ideas are influenced, borrowed, and rarely
formulated. When they are formulated, designs, essays, research papers are stand-alone

works of art. Often sources are needed to enhance or back up ideas. It is important to

provide my students with the proper information on plagiarism and privacy policies. My

LMS will also need to be updated to provide information to students regarding filing

grievances and their options for accommodations and modifications. This includes

updating the LMS to include tutoring options, learning resources to give them

opportunities to be successful.

I will update the SNAP! Course to include the skillset needed to function well in

the course. A basic understanding of computers is essential to complete the outcomes and

goals of the course. Although Schoology is simple to navigate, I need to update the

course to provide a rich contrast in fonts and bold, caps character for my learners to

segment sections of the course. This will provide an easier outlet for them to quickly

navigate through the website. I will update the course to include rubrics. They help to

improve student performance by giving my learners an exact expectation of how their

work will be evaluated. I hope by updating my LMS I will be able to provide a robust,

interactive, and academically challenging course that my learners will greatly benefit

from by increasing their problem-solving, and design skills through the Coding through

SNAP!: Computer Science Course.

References

The State University of New York. (2020). The OSCQR course review.
Online Learning Consortium, Inc.

https://onlinelearningconsortium.org/consult/oscqr-

course-design-review/.
Submit completed assignment document with links to LMS and ePortfolio into Blackboard.

Submission Details:

This assignment is unique to you, your circumstances, and your organization so you need to
determine who your audience is, why and how they will use this information, and what impact you
are looking to make. Since you own this assignment, and more importantly the ideas within the
assignment, you need to choose how you will format and present this information. Refer to Who
Owns the Eportfolio - http://www.harapnuik.org/?page_id=6050 for a more detailed explanation of
idea ownership.

Even though your evidence of learning for this assignment may take the form of a Google document,
video, presentation, blog post or other digital format you will be required to use the provided this
document template to submit the assignment URL.

 Paste the correct and accessible URL into the space at the top of the document template,

 Add your name to the document,

 Rename the file with your name and assignment identifier,

 And upload the file to Blackboard by or before the deadline.

If your evidence of learning does take the form of a Word document then you can simply paste the
content into the document template and complete the assignment submission as outlined above.

The School of Education is using this submission process in its online courses for two reasons:

1. We wish to provide you an offline copy of the assignment instructions that you can refer to.

2. We want to ensure there is a consistent and permanent record of assignment submissions

that can efficiently be converted to hard copy.

Formats:

 Use the APA format to cite your sources.

 Use the assignment name, your last name and first initial (assignment name + last name +
first initial) to label your assignment submission.

Add to eportfolio:

Since this assignment is part of the course outcome of developing an online course, you will also need
to add this to your eportfolio. In the final module you will be required to consolidate all the course
assignments into a cohesive section on your eportfolio, so we recommend that you add this to your
eportfolio as you go along rather then wait until the end.