Philosophy for Online Teaching

and Online Facilitation Plan

Holly Gilmore

Loyola University

ET 631
 Philosophy for Online Teaching

Introduction
In reflecting on my own philosophy for online teaching, I have come to the conclusion that ; at the core, online

teaching and face-to-face teaching are more similar than they are different. This is also supported by the International

Association for K-12 Online Learning. From Blended Learning: The Evolution of Online and Face to Face Education from

2008 - 2015, “iNACOL has identified that good teaching at its core shares the same quality standards for effective

teaching, whether in a face-to-face, online, or blended teaching environment.” (Watson, 2008) Following this thinking;

my goals and aspirations, pedagogical beliefs, teaching and assessment style, and measurements of success in the face-

to- face classroom are closely aligned with those in the online teaching environment. My philosophy of education is

rooted in building relationships that lead to a safe, productive learning environment where all students are afforded

learning opportunities and experiences to develop skills, traits and competencies to make them well rounded citizens

that are able to contribute to their communities. While “blended teaching does require additional skills, pedagogical

approaches, and methods beyond the core of traditional high-quality teaching” (Watson, 2008) this , put simply, changes

the “how” of instruction not the “why.”

Goals and Aspirations

My main goal as a teacher in the online environment, particularly as a teacher of adult learners , is to facilitate

learning that is differentiated and practical to meet the needs of a wide range of students. I also intend to develop a

presence in the online environment that supports a strong learner-instructor relationship. I will especially aim to

provide activities and instruction that reaches learners that may be more passive or timid in the traditional classroom

but more comfortable and tend to thrive in the online environment. I seek to provide content and resources that are

relevant, current and accessible. Another significant goal of mine is to provide ongoing, effective feedback and support

to learners. I also want to be sure to communicate that I have an understanding of adult learners. I will communicate my

understanding of Knowles’ research about adult learners through the design of the course content and activities.
 I aspire for my students to reflect regularly and feel prepared to apply what they’ve learned to scenarios outside

of the online classroom environment. Most of the students’ learning goals and objectives fit an overall theme of building

independence and proficiency in the area of technology. Students will develop an understanding of what successful and

effective technology integration looks like. In addition, students will aim to increase their “toolbox” of digital content

and technology based tools to be used to enhance their instruction.

Online Pedagogy

My beliefs about online pedagogy most closely align with the constructivist and connectivist learning theories. A

key component of the constructivist theory is that the learning process is active and interactive, not passive. Learners

should also collaborate, cooperate and reflect. I believe, especially in the online environment that many learners are

successful when tasked with applying the learning and taking action. The connectivist theory is also most applicable to

the online learning environment. According to Siemens (2004), connectivist theory is for the digital age, where

individuals learn and work in a networked environment. In this online learning environment learners will practice digital

literacy, digital citizenship and other skills for 21st century learners such as collaboration, creativity, critical thinking and

communication. As I believe that reflection and application are critical to building comprehension and knowledge

transfer, I will be implementing the R2D2 model- read, reflect, display and do, as a method of delivering course

content.

Building a community of learners is critical in order to ensure success for all, especially in an online environment

where this may be more challenging. Therefore, I will be sure my instruction reflects an understanding of the

Community of Inquiry Framework which describes how learning takes place for a group of individual learners through

the educational experience that occurs when the social, cognitive and teaching presence overlap. I will establish my

teaching presence by modeling the technology tools and providing examples and rubrics for tasks throughout the

course. By selecting relevant content and designing activities that prompt higher level thinking such as evaluation and

application, I will establish a cognitive presence. Finally, the social presence will be developed through video/audio

interaction, discussion forums, personal learner-instructor interaction, etc. Through the use of this variety of models,

approaches and theories I hope to illustrate and provide examples of my pedagogical belief that online learning is a

critical tool and method for meeting the needs of diverse learners in the 21st century.
Assessment

Assessment of learner progress will be completed by creating a body of evidence. Assessment data will be both

qualitative and quantitative. Quantitative data would include tracking how often learners are integrating the tools and

information from the course into their own classrooms and instructional practice. Similarly, I would assess learner

proficiency in independent troubleshooting using a quantitative measure such as number of calls to technology support

or technology liaisons. Evidence of student achievement may also be in the form of work samples created using

technology. I would also be able to assess learners’ understanding and progress through observation. Successful learners

would have evidence of delivery of content and instruction that includes digital tools and technology as well as

differentiated instruction using adaptive technology, evidence of asynchronous learning opportunities an engagement in

discussion forums and shared products. As this is a professional learning course, the learners would likely not take

traditional assessments or earn grades but rather, demonstrate knowledge and understanding through practical

application. A key piece to learners’ success will be my providing effective feedback. I would do this by engaging and

interacting in discussion forums, through personal e-mail communication and by observing, co-teaching and

conferencing with course participants throughout the course. I also plan to have learners submit their products digitally

when ever possible in order to be able to provide video/audio feedback or utilize the comments within Google Drive or

Schoology.

Evidence of Success

Richard Riley, Secretary of Education under Clinton is credited with stating, “We are currently preparing

students for jobs that don’t yet exist . . . using technologies that haven’t yet been invented . . . in order to solve

problems we don’t even know are problems yet.” This sentiment aligns with my beliefs on why my responsibility as an

educator, particularly of 21st century learners is important. Facilitating instruction surrounding digital content and tech

tools is important to me because I want to communicate and encourage fellow educators to embrace technology and

the digital age. Our students are living it, it’s not going away! As educators it is our responsibility to stay relevant and

technologically proficient in order to meet their needs. Specifically for this course, evidence of success would be course

participants accessing “higher” levels of the ACOT model, participants future instruction will be designed to reach higher
levels of the SAMR model and/or Bloom’s taxonomy. Finally, as this is a course designed for adult learners I have the

opportunity to utilize their feedback through a course evaluation in order to determine my success as an online

facilitator.

Conclusion

I opened my personal philosophy discussion by referencing a statement from iNACOL: ”...good teaching at its

core shares the same quality standards for effective teaching, whether in a face-to-face, online, or blended teaching

environment.” In the constantly evolving world that is education today, I believe there is at least one constant standard

of good teaching, regardless of environment: strong relationships. My philosophy of online teaching has core values in

personalization, relevance and opportunities for practical application. An effective online teacher will take advantage of

the power of technology in order to provide personalized learning experiences then enable students to develop skills,

traits and competencies to make them well rounded citizens that are able to contribute to their communities.
 References
Ally, M. (2004). Foundations of educational theory for online learning. Retrieved from https://ustpaul.ca/upload-

files/DistanceEducation/FOUNDATIONS_OF_EDUCATIONAL.pdf

Curtis J. Bonk & Ke Zhang (2006) Introducing the R2D2 Model: Online learning for the diverse learners of this world,

Distance Education, 27:2, 249-264, DOI: 10.1080/01587910600789670

Pappas, C. (2018, July 30). The Adult Learning Theory - Andragogy - of Malcolm Knowles. Retrieved from

https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Riley, R. (1995). Connecting Classrooms, Computers, and Communities. Issues in Science and Technology, 12(2),

49-52. Retrieved from http://www.jstor.org/stable/43311510

Watson, J., Staley, P., Patrick, S., Horn, M., Fetzer, L., . . . Verma, S. (2015). Blending Learning: The Evolution of Online

and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series. Place of

publication not identified: Distributed by ERIC Clearinghouse.

 Online Facilitation Plan

Overview

The goal of my online facilitation plan is to deliver hybrid instruction and support to adult learners, specifically

classroom teachers, in order to improve their technology integration, proficiency and independence. This course will be

composed of a combination of face to face and asynchronous learning. The asynchronous learning will take place

through the course on Schoology where learners will participate in discussion boards, access materials, submit products,

etc. Each weekly session is intended to introduce new instructional tools or digital content which can later be integrated

at the teacher’s own pace and discretion, as they feel comfortable.

Overall Objectives:

o Learners will be able to independently use their learning to . . . .

 Regularly utilize technology tools provided by the district in instruction.

 Independently troubleshoot and work around basic technology issues.

o Learners will understand that . . . .

 Effective technology integration means tools are used to enhance the learning

experience, NOT using technology for the sake of using it.

 Instructing 21st century learners means utilizing technology effectively.

o Learners will know . . .

 Multiple mediums/ methods for students to demonstrate learning including using

technology.

 How to access many digital tools and educational technology tools.

o Learners will be skilled at . . . .

 Basic computer skills and troubleshooting.

 Locating digital content and instructional tools within Schoology.

  Integrating and providing opportunities for students to use technology to enhance

learning.

Week 1: Initial Meeting (Face to Face)

Objectives

o Introduction to course objectives and goals.

o Understand the ACOT model.

o Complete reflection and needs assessment.

o Connect to online Schoology course.

Learning Activities

o Read

 Read overall course objectives, purpose and goals.

 Read/View this chart to develop an understanding of the ACOT model.

o Reflect

 Introduce yourself to the community of learners. Share your content area and some brief

thoughts on your experience/ comfort with technology.

 Informally discuss with colleagues pros and cons, successes and challenges of our current

technology integration.

 Evaluate your current practice and use of technology, complete Google Form.

o Display

 Review the course calendar.

 Join and access the Course within Schoology. Access Code: H7GWQ-76N67

 Make sure you understand how to successfully submit assignments and participate in the

discussion board.

o Do
  Create a visual display to show where the teachers in your group currently are on the ACOT

model.

 Work with your colleagues to create a chart of “Glows and Grows” or “Successes and

Challenges” in the area of technology.

Week 2: Screencasting (Online)

Objectives:

o Understand what a screencast is.

o Understand how screencasts support learning and why they’re effective.

o Learn about and utilize screencasting tools.

o Plan for and create a screencast to be used in the classroom.

Learning Activities

o Read

 Read Screencasts: How effective are they and how do students engage with them?

 Read through the information in this PowerPoint presentation.

 Read Advantages of Screencasts.

 Watch this How To Video.

o Reflect

 Participate in the Pros and Cons of Screencasting discussion forum.

 Contribute to this Padlet by adding a description of a lesson or content you teach where you

might implement Screencasting.

o Display

 Use an infographic tool such as Canva to create a set of student directions for screencasting.

Include numbered steps and a visual to support your instructions.

o Do
  Use Screencastomatic to create a Screencast to be used with your students in a future learning

experience or colleagues in a professional learning experience.

 Submit the link to your completed screencast on Schoology.

Week 3: Nearpod and VoiceThread (Online)

Objectives:

o Successfully navigate to and access Nearpod site.

o Successfully access VoiceThread through BCPSOne.

o Utilize Nearpod and/or VoiceThread to create interactive presentations.

Learning Activities

 Read

o View What is Nearpod?

o Navigate to the BCPS ODL Wiki page and read this Overview on VoiceThread.

 Reflect

o Share on Padlet ways you could incorporate Nearpod and/or VoiceThread.

o What is still confusing to you about either of these tools? Post those questions in the appropriate

column of the Padlet.

 Display

o Interact with this Nearpod to demonstrate your understanding of this tool.

 Do

o Utilize Nearpod or VoiceThread to create an interactive presentation to be used with your students or

colleagues in a future learning experience. Submit the link on Schoology.

Week 4 : Reflection and Introduction to SAMR/TPACK models (Face to Face)

Objectives:

o Review course objectives, goals and purpose.

o Evaluate and self- assess progress towards meeting goal of moving “up” the ACOT model.

o Understand and apply SAMR and TPACK models to instructional design and planning.

o Plan for co-teaching and observation opportunities.

Learning Activities

 Read

o Review course objectives, goals and purpose.

o Review the ACOT model.

o View this infographic explanation of the SAMR model.

o View this infographic explanation of the TPACK model.

 Reflect

o Discussion forum. Post your response, be sure to highlight specific examples from your learning.

Consider addressing these questions: How have you grown in your practice since beginning this course?

Have you incorporated more technology? Have you done so more effectively? What activities have you

designed that promote higher level thinking and access more areas of the TPACK model or higher levels

of the SAMR model? Reply to at least one classmate’s post.

 Display

o Create a visual representation of your growth, change in mindset and attitudes toward technology

integration thus far. Consider using emojis, charts, timelines, or digital tools.

 Do

o Sign up on the shared course calendar for a co-teaching opportunity with the course facilitators. Plan a

for a lesson to be co-taught that utilizes strong technology integration and incorporation of at least one

of the tools we’ve addressed thus far. Submit a draft of your lesson plan on Schoology.
Week 5 : Using Technology Tools to Provide Feedback(Online)
Objectives

 Identify types of feedback.

 Identify technology tools and features that could be utilized for providing feedback.

 Develop strategies for leveraging technology to support efficient grading and feedback practices.

Learning Activities

 Read

o View this video which reviews BCPS’s policies and philosophy of grading and reporting.

o Read The Art of Giving Feedback.

o Read/ View this how to guide for making comments on GoogleDocs.

 Reflect

o Flipgrid: What are the benefits of using technology to provide feedback? Discuss specifically how using

audio/video tools to provide feedback impacts learners and educators.

 Display

o Create simple instructions for students and/or colleagues to follow in order to provide digital feedback

using GoogleDocs. Be sure to include visuals.

 Do

o Download and Make a Copy of the Sample Student Writing GoogleDoc. Use the comments feature and

practice leaving effective feedback. This may be done in writing or using the audio feature.
Conclusion

This Online Facilitation Plan utilizes the R2D2 model in order to plan for and facilitate the first five weeks of a

hybrid professional learning course. Upon completion of week five, I would plan to hold another Face to Face session.

During this session learners and the facilitator would collaborate and together evaluate how well they’ve met the needs

established through the initial surveys and assessments. This type of evaluation and assessment would need to be done

in order to guide the design of the next modules in the course. It is important to be responsive to the needs of the

learners, especially in the hybrid online environment.