This week brings the culmination of the IEASC Spring 2014 cohort Leading Edge Certification in Online and Blended Learning. The learning throughout the process of earning this certification was tremendous. Each module brought a specific focus that increased the knowledge base of members in this cohort. I, however, found three areas that proved to be most transformational in my personal development as an instructor.
I entered the course feeling like I was bringing with me a pretty solid foundation and understanding of assistive technology (AT) and universal design for learning (UDL). I’ve spent the past couple of years working closely with and supporting the work of an occupational therapist and speech language pathologist who have real expertise with AT and engaged in a two year Assistive Technology Project. This course however got me to dive in and start creating and embedding accessibility features into my websites, videos and presentations. I learned a lot about what it takes to create accessibility features and grew in my understanding of how many people can benefit from their incorporation into instruction. It is essential that we provide pedagogically sound programs to all of our learners whether they come to us with typical cognitive and physical functioning abilities or with disabilities.
I appreciated the focus the course placed on the four primary roles that an online/blended learning instructor engages in. Ed Hoostein describes the roles of social director, program manager, technician and instructor in his blog post, “Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators.” There continues to be discussion in the education community about the integrity of online coursework and how it measures up in quality and accountability to traditional brick and mortar instructional environments. Diving into a deeper understanding of how these four roles are interwoven into a strong program gave me an understanding of what to look for in evaluating online and blending learning courses and their pedagogical soundness.
Finally, a review and self reflection of the iNACOL Standards for Quality Online Instruction proved to show me just how much room for growth I continue to have. As I finish the requirements for the Leading Edge Certification, I am cognizant of the need to continue my professional growth as an educator interested in incorporating digital literacies into the curriculum for both adult learners and students in the K-12 education system. The role of the technician as referenced in the four roles of the online/blended learning instruction in the blog post by Ed Hootstein, as well as ongoing inquiry into developing software that supports student learning, will continue to be an area of focus. Embedding the use of the tools society uses in everyday life into instruction are an essential component of providing students with an education that will allow them to be contributing members of society.