I finally believe I’ve found my calling; something that incorporates my love for technology, shares the wealth of pedagogy I’ve developed as a teacher, and provides me creative flexibility. This is of course, instructional design and after building and designing a unit on world geography foundations, I have become very comfortable in designing online courses. Coming into this course I was already bringing design ideas from previously failed attempts to create online courses. Prior to this I had built, implemented, evaluated, and began revising a yearlong course on world geography. It is with this background that I have approached 5318 Instructional Design.

While I feel completely comfortable designing any course in the humanities umbrella, the next course I would look to design for would be within the subject of English. In the beginning of Instructional 5318 I was exposed to the idea of online course developers needing to be skilled in three aspects of teaching knowledge: content, pedagogy, and technology. Having taught for four years and experienced technology in many facets, I would say I am highly skilled in these areas. What is left for improvement then, is content knowledge, especially as I transfer out of humanities and into other subjects.

English, however, is most similar to social studies, as they share many components, which is why I believe it would be easiest to design a course for English. Some similarities between English and social studies are: reading and writing, analyzing, summarizing, drawing conclusions, and more. If I were to design a course for English I would start by doing my homework and become as much of an expert as possible. I would start by meeting with English teachers to learn about their in-class teaching methods, analyzing learning outcomes, evaluating current tests, and learning who the learners are. From there, I would begin to apply my knowledge of backward design planning and delve into my love for technology to create a fun and effective learning environment.

Another subject that I would be interested in designing an online course for would be math. This subject interests me because it would be a challenge, because, let’s face it: I am not a math person. That being said, I would still love to design a math course. While I would take similar measures to design a math course as I would with the English course (meet experts, review learning objectives, evaluate tests…) I believe it is my lack of knowledge of math that would help make for a really great online math course. This is due to the position I would take on math: not everyone gets it. I would build a math course that shows simple, explained procedures in working through math problems and provide a variety of fun, authentic examples that students could choose from to draw on their interests. All in all, I can envision designing a very effective and engage math course even though my content knowledge is not quite there.

I encourage you to visit the world geography course I have designed. Please feel free to visit and give feedback! My course is titled Clark, J: Geographer’s Tools: Unit 1 and can be found  at https://app.schoology.com/course/1424198779/materials. The access code is PZMWK-2NQ6M



Olmanson, Justin. (May 2014). Thinking about classroom technology integration via the Tpack framework. Found at https://www.youtube.com/watch?v=GPoqKg5KOo8.

Anand, Timothy. (July 2015). 7 instructional design tips for effective elearning. Found at https://elearningindustry.com/7-instructional-design-tips-effective-elearning.

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