Creating Online Elective Course For District Use 22

Kali AlfordDr. Julia MooreSummer 2013 Creating Online Elective Courses for District Wide Use

Setting and ContextThe capstone will be created alongside the instruction of my actual African Studies Course located at Riverwood International School. The goal of the project is to create an online resource for teachers to access information regarding the history of the African continent to supplement current Georgia World History standards. The project can further be utilized to ensure that future teachers instructing the African Studies course at Riverwood will have the resources needed to offer a rich survey of the subject matter. Permission has been granted to design this resource by the Riverwood Principal and Social Studies Coordinator of Fulton County Schools.

Problem and RationaleOn a localized level this idea was created after I was given the opportunity to teach an African Studies course at Riverwood International Charter School. There was not much structure to the previous versions of the course in terms of cohesive standards or learning objectives. After developing the course, I suggested offering the course at other high schools to build county wide equity in Humanity courses offered to students. The idea to create an online course for students and/or teachers to gain a better understanding of African history and culture in order to teach a rich offering of the course at their respective schools.In recent years there has been an increase in the amount of online courses. DaCosta (2010) attributes this to advances in technology and an expansion of the access to different media through the internet. The enhancements of many major course management systems on instructional practices include collaboration and communication, content creation and delivery, administrative tools, learning tools, and assessment tools (Online Learning, 2005). All of these elements can aid tremendously in the instruction of the course or the creation of a stationary medium to collect resources.

Objectives/ DeliverablesThe objective of creating a program of online elective classes is to offer students more choice to give them a more holistic understanding of the Social Science classes that they are offered at their schools. Often in public high schools Social Studies teachers are hired to teach US History, World History, and Economics. There is not much opportunity for or consideration given to the idea of what other courses they can possess the capability to teach besides those that are required by the state. It is my hope that schools can offer Social Studies elective courses to complement required Social Studies courses. The courses would be offered through the Canvas Learning Management System. It will consist of 10 modules comprised of online lectures, videos, activities, quizzes, and formative assessments. The 10 units were modules will be created from are listed below:Unit 1Perceptions/ Misconceptions The student will investigate the origins of misconceptions and perceptions of the African continent and the cultures therein between the 15th century and modern day.a. Assess modern media, movies, and textbooks for bias and Ethnocentrism.b. Compare and contrast the European depictions of Africans before and after the Renaissance.c. Evaluate the importance of maps and the role of cartographers in the historical inaccuracies of the African continent.d. Determine the purpose behind the creation RACE and identify the effects it had on the African continent.

Unit 2 Empires/ Contact with EuropeThe student will identify the political structures and most notable African Empires that existed prior to major European contact.a. Explain and examine people without Empire in pre-colonial Africa.b. Describe and explain the empires of Ghana, Mali, Songhai and their culture, political structure, and patterns of growth.c. Investigate the remnants of Great Zimbabwe and what evaluate the validity of current theories about the empire.d. Distinguish and compare the various Swahili Kingdoms.

Unit 3 Religion and Gender in Africa The student will explain and examine the spread of Christianity and Islam into Africa and the lasting impacts these religions had on African culture.a. Indentify and compare characteristics of various indigenous religions present in Africa.b. Trace and tabulate the spread of Christianity and Islam throughout African from Southwest Asia.c. Evaluate the effects Christianity and Islam had on indigenous African religions and the roles of women.

Unit 4 Captivity and Slave Trades The student will analyze and examine the establishment of the Trans-Saharan, Trans-Atlantic, and Indian Ocean mass slave trade systems and compare them to the prior institutions of servitude present in Africa.a. Examine specific examples and practices of indigenous servitude systems present in Africa prior to mass slave systemsb. Describe the transition from gold and spices to humans as the main commodities in the Trans-Saharan trade system.c. Examine the origins of the Trans Atlantic slave systems and evaluate the various roles that Europeans and Africans played in the system as well as describe the practices of slave traders and the treatment of slaves in relation to the Middle Passage.d. Describe the economic relations between the Swahili kingdoms of East Africa and nations in Indian Ocean and South Asia.Unit 5 African Diaspora _____The student will examine various destinations of Africans in the slave trade, the cultural exchanges that have taken place, and the cultures that have developed.a. Examine the North American plantation system and the role of enslaved Africans.b. Investigate various case studies of slave systems in Brazil and the Caribbean and the African response. c. Examine the motivations of the various ethno-political divides that were created in Brazil and the Caribbean. d. Identify and explain Africanisms present in Indian Ocean and South Asian cultures

Unit 6ColonialismThe student will analyze the period of European colonization of Africa by examining the various perspectives of the colonizing powers and the colonized peoples of Africa.a. Describe the provisions and parameters for the partitioning of Africa during the Berlin Conference.b. Examine the political, social, and economic motivations behind the European colonization of Africa.c. Identify the various types of colonization practiced in African and investigate their role in the current state of various African nations.d. Describe the treatment African people by colonizing powers and methods of subjugation.

Unit 7Africa and the World Wars__The student will learn about Africas relevance in both World Wars and the impact of the wars on various regions of Africa.a. Describe the methods of recruitment by the various colonial powers during World War I.b. Examine the allocation of Germanys colonies following the conclusion of World War I.c. Explain the significance and strategic relevance of World War II battles in Africa.d. Investigate the ties of service in the World Wars to decolonization and colonization resistance movements.

Unit 8 Decolonization/ Freedom Movements The student will explore various freedom movements throughout Africa that contributed to decolonization.a. Consider African Nationalism by examining the writings and perspectives of Kwame Nkrumah, Jomo Kenyatta, and Hastings Banda.b. Compare and contrast the Pan African ideologies of the Eight African State African Conference, Casablanca Group, and the Monrovia Groupc. Investigate the motivations behind, implementation, and response to the institution of apartheid in South Africa.Unit 9 Cold War & Contemporary Issues The student will examine the remnants of colonialism and investigate the roles of Soviet Russia and the United States in post-colonial Africa.a. Investigate the Congo crisis (1960-1965) and United States response to Soviet involvement in the Congo.b. Explore the influences and interest of Cuba, the Soviet Union, South Africa, and the United States in the Angolan Civil WarUnit 10 Africas Contribution to the Global Community The student will consider Africas contributions to the global community and examine Africas current state in the global economy. a. Canvass African movements of art, music, and literature, present on the global stage and examine their continental influences.b. Reflect upon Africas place in World History and infer about the economic, social, and political future of the continent.

StandardsISTE Coaching Standards4. Professional development and program evaluationTechnology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning. a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning.

b. Design, develop, and implement technology rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.

c. valuate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.

5. Content knowledge and professional growthTechnology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise. a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the StandardsS and StandardsT

b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice

c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology enhanced learning experiences

ISTE Teaching Standards

1. Facilitate and inspire student learning and creativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and develop digital age learning experiences and assessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the StandardsS.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching

3. Model digital age work and learningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

4. Promote and model digital citizenship and responsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information

d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools

5. Engage in professional growth and leadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Product DescriptionNarrativeA course consisting of ten modules will be created using Canvas Learning Management System. Each module will be aligned to the above objectives and will include online lectures, assignments, web links, and interactive videos. Eventually the course will be presented to the county chair for Social Studies to be adapted to a system level for teachers to access. The course can be used as an elective for students or a resource for teachers to add a richer telling of African History to their World History Courses.

Time Frame

MonthActions TakenHours

November-DecemberDevelopment of course objectives and familiarization with Canvas platform.

Demo with Canvas representative

10 Hours

2 Hours

Total.12 Hours

JanuaryRe-examine course objectives and pre-created lessons after Canvas Demo

Collection and transfer of resources for modules 1-3

Creation of module 1-3 in Canvas platform 5 hours

10 Hours

7 Hours

Total.22 Hours

FebruaryCollection and transfer of resource for modules 4-5

Creation of modules 4-5 in Canvas platform10 Hours

7 Hours

Total.....17 Hours

MarchCollection and transfer of resource for modules 6-7

Creation of modules 6-7 in Canvas platform10 Hours

7 Hours

Total.....17 Hours

AprilCollection and transfer of resource for modules 8-9

Creation of modules 8-9 in Canvas platform10 Hours

7 Hours

Total.....17 Hours

MayCollection and transfer of resource for module 10

Creation of modules 10 in Canvas platform10 Hours

7 Hours

Total.....17 Hours

JunePresentation with county Social Studies Chair2 Hours

Total..2 Hours

Total Hours104 Hours

Resources Computer Canvas Learning Management System Teacher Subscription Canvas LMS Tutorials Demonstration by Canvas Representative Course Content and Resources

EvalutationNarrativeThe objective of this project is to create equity amongst Fulton County Schools course offerings. This can be accomplished one of several ways: first, by extending the course to other schools in an online format for students to take; and. secondly, by using the course as a professional development resource for teachers to expand their content knowledge. Both of which will be decided following a meeting with the Fulton County Humanities Chair. Evaluation of the effectiveness of the courses would be completed utilizing the module assessment for students and teachers, or completion surveys for teachers.

Resources

Online Learning. (2005). Online Learning: Concepts, Strategies and Application [Electronic Version]. Retrieved from http://www.prenhall.com/dabbagh/ollresources/resources9.htmlSeok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison Of Instructors' And Students' Perceptions of The Effectiveness of Online Courses.Quarterly Review of Distance Education,11(1), 25-36,59-60. Retrieved from http://search.proquest.com/docview/613677591?accountid=11824

Description of the Capstone Experience and ResultsThe initial plan for this Capstone Project was to create an online course supplement for a face-to-face African Studies course that could be expanded for county- wide use. About Around October the goal of the project had to be augmented due to the fact that only two schools within the district offer African Studies, and the two versions of the course are taught from different perspectives; history and the visual and performing arts. Because of this revelation, it was decided that instead of creating a course supplement the candidate would instead transition course materials for the history- based African Studies into a blended-online learning format.The immediate obstacle presented by this shift was to select a different medium for the end product. A wiki was first decided to be the medium, however considering the various types of interaction that take place within an online course, a Learning Management System (LMS) became the more appropriate platform (Papastergiou, 2006). The candidate then began researching various LMSs to determine which best suited his instructional need and the learning needs of his students. Initial research was conducted online by reading product reviews and testimonials. Through this research the candidate was able to whittle the field of LMSs to 3. All of which were represented at GaETC in November. The candidate inquired from representatives of the various companies about the capabilities of their program, the ease of use and learning curve, as well any varying features between them. The candidates research at GaETC led him to meet Dr. Tamara Powell, the Director of Distance Education for the College of Humanities and Social Sciences at Kennesaw State University. Dr. Powell has over 20 years of experience in the field of distance and online learning. She has had several published works on the topic and has been acknowledged by both Quality Matters, and iNACOL for her work in the field. Following her session, she and the candidate discussed the goals and objective of his project. Dr. Powel was able to offer the candidate advice based upon her experiences with various LMSs. She mentioned that another facet of the LMS that would need to be considered was large scale conjunction; or in other ways, how well can a student work between different classes through the same platform. Based upon her advice, the candidate selected Canvas, by Instructure as the most appropriate LMS for the Capstone project. Canvas by Instructure is a relatively new LMS when compared to programs such as Moodle and Coursera. Canvas is an open interface program that gives developers of various skill levels to modify Canvas to better meet their needs. Additionally, for a single teacher license Canvas is free. However, the goal of this Capstone is to create a district wide online course platform. When researching how well Canvas serve such a large scale demand, it became apparent that even though Canvas offers single teacher licenses, they also service major universities as well. After researching the experiences the universitys had had while using Canvas it became even clearer that Canvas would be an effective medium for the this Capstone.As much of the course material had already been compiled and converted to digital format prior to the project shift the remaining task was to organize course materials into modules (Achebe, 2013). Once materials were uploaded to Canvas in modules, the candidate solicited help from several formal students for usability testing. The students worked through 5 modules, much in the way students enrolled in the class would. As they worked they were asked to document any directions, content, etc that was confusing of seemed unclear (Freeman, 2013). It became apparent that the students were unfamiliar with how to complete many tasks within the LMS and that an initial basic tasks lesson would be necessary to help students become better acclimated with the learning tool. Additionally, students offered insight into clarity of directions as there were several directives that students misunderstood. Comment by Julia Fuller: What other findings came from the usability testing? Describe how you conducted this process.After using results and feedback from usability testing, the candidate went back and made necessary changes to the course to improve functionality. Many of these changes included things like dead links, html formatting, and lack of alternate text. I needed to insure that following usability test there was little room left for misconceptions or misunderstanding. The last step before completing the project was assessing the course using both Quality Matters (Quality Matters, 2015) and iNACOL (iNACOL, 2011) standards for online course design. By doing this, the candidate was able to ensure that all objectives and goals stated for each module were only plainly stated and easily understood, but measurable (Quality Matters, 2015). Additionally, the candidate was able to make sure that activities and assignment allowed students the opportunity to respond in multiple ways complementary to different learning styles, ability levels, and cultural backgrounds (iNACOL, 2013). For example, rather than only have students submit discussion postings via text. They also have the ability to create what I call Social Media feeds. In these they not only can use text to respond to discussion postings, they can submit original and relevant memes, FlipGrid selfie videos, Notegraphy Journals, and other forms of pre-approved social media.Comment by Julia Fuller: Explain in detail the changes you made and what led you to determine the need for a change.Comment by Julia Fuller: You could add citations here.Comment by Julia Fuller: Provide specific examples of the course design and citations.A group of students were then recruited to complete 3 of the 5 sample modules. Students were able to complete the assignment modules using the resources given in each module and all were able to score in class assessment averages above 85% on each module assessment (Fernando, 2006). When evaluating the processes and steps leading to the conclusion of the project, the candidate determined that this process can easily be and should be duplicated with other courses. The blended format of the course makes students more responsible for their own learning and creates self-efficacy that better prepare students for post-secondary success (Poon, 2013).Comment by Julia Fuller: Be sure to address all of the requirements for Part 1: Description of the Capstone Experience and Results: Describe the process of completing the capstone project you proposed. Did it go to plan? What barriers/obstacles did you have to overcome? What did your evaluation(s) tell you about your projects success? Will there be any follow-up to your work? [APA narrative]Criteria: The process description of completing the capstone is deep and provides a sequence of key events/actions that occurred. The ways that the implementation of the project deviated from the proposal are described and rationalized. The outcomes of the project are described including any deliverables and synthesized evaluation data. Follow-up plans are addressed. Comment by Julia Fuller: The level of detail on this paper should bring the length to about 5-7 pages for part 1.

ReferencesComment by Julia Fuller: You will have additional references based on your proposal and the additional items I mentioned within the comments herein. International Association for K12 Online Learning (2011, October). The Online Learning Definitions Project. Retrieved May 23, 2015, from http://www.inacol.org/cms/wp-content/uploads/2012/11/iNCL_NationalPrimerv2210-web1.pdf

Papastergiou, M. (2006). Course management systems as tools for the creation of online learning environments: Evaluation from a social constructivist perspective and implications for their design.International Journal on ELearning,5(4), 593-622. Retrieved from HYPERLINK "http://search.proquest.com/docview/210361638?accountid=11824" http://search.proquest.com/docview/210361638?accountid=11824

Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences.Journal of Online Learning and Teaching,9(2), 271. Retrieved from http://search.proquest.com/docview/1500421423?accountid=11824

Quality Matters. Standards from the QM K-12 Secondary Rubric (2nd ed.). (2015).ReferencesComment by Julia Fuller: Better list than was in Part 1. Are these from your proposal? Remember you will compile all of the paper in to one APA formatted document. Achebe, N., & Metzler, John. (2014). Proceedings from National Endowment for the Humanities Summer Teacher Workshp: Africa in World History. East Lansing, MI.

Exploring Africa! Introduction to Curriculum Resources. (n.d.). Retrieved August 8, 2014, from http://exploringafrica.matrix.msu.edu/teachers/curriculum/

Fernando Mortera-Gutirrez. (2006). Faculty best practices using blended learning in E-learning and face-to-face instruction.International Journal on ELearning,5(3), 313-337. Retrieved from http://search.proquest.com/docview/210334991?accountid=11824

Freeman, W., & Tremblay, T. (2013). Design considerations for supporting the reluctant adoption of blended learning.Journal of Online Learning and Teaching,9(1), 80. Retrieved from http://search.proquest.com/docview/1500389476?accountid=11824

Gilbert, E., & Reynolds, J. (2012). Africa in world history: From prehistory to the present (3rd ed.). Boston: Pearson.

International Association for K12 Online Learning (2011, October). The Online Learning Definitions Project. Retrieved May 23, 2015, from http://www.inacol.org/cms/wp-content/uploads/2012/11/iNCL_NationalPrimerv2210-web1.pdf

Online Learning. (2005). Online Learning: Concepts, Strategies and Application [Electronic Version]. Retrieved from http://www.prenhall.com/dabbagh/ollresources/resources9.html

Papastergiou, M. (2006). Course management systems as tools for the creation of online learning environments: Evaluation from a social constructivist perspective and implications for their design.International Journal on ELearning,5(4), 593-622. Retrieved from http://search.proquest.com/docview/210361638?accountid=11824

Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences.Journal of Online Learning and Teaching,9(2), 271. Retrieved from http://search.proquest.com/docview/1500421423?accountid=11824

Quality Matters. Standards from the QM K-12 Secondary Rubric (2nd ed.). (2015). Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison Of Instructors' And Students' Perceptions of The Effectiveness of Online Courses.Quarterly Review of Distance Education,11(1), 25-36,59-60. Retrieved from http://search.proquest.com/docview/613677591?accountid=11824

Wong, L., Tatnall, A., & Burgess, S. (2014). A framework for investigating blended learning effectiveness.Education & Training,56(2), 233-251. doi:http://dx.doi.org/10.1108/ET-04-2013-0049

Discussion and ReflectionComment by Julia Fuller: Criteria: The reflection addresses all questions asked in the capstone report outline. The candidate moves beyond basic description of the experience and includes an analysis of how the experience contributed to candidate understanding of self, others, and/or the field of K-12 instructional technology. The reflection makes connections between the capstone experience, professional standards, and concepts learned in the M.Ed. program coursework (i.e. change theory, levels of evaluation, media design, research design, instructional design, etc.). The candidate also shows evidence of self-evaluation and criticism through reflection that addresses personal biases and assumptions.Technology Facilitation and LeadershipComment by Julia Fuller: In this section, you will need to specifically address this question: What did you learn about technology facilitation and leadership from completing this capstone?I would expect to see references to instructional design strategies and change theory as noted in the Portfolio Handbook, pg. 36.As online learning becomes increasingly more integrated into education, the use of online learning management systems to organize and present course materials will eventually become as commonplace as the textbook or pen and paper. While completing this project I was able to assess the different uses of learning management systems in both blended and total online courses for a variety academic levels and content areas. Through this assessment I learned that in these different areas and levels, a plethora of different constraints and variable that make the facilitation of LMSs different between one another. For example, in an elementary or middle school instructors may be more inclined to use programs such as Schoology because it has narrow parameters for students as users. Meanwhile a high-school or university may be more inclined to use Blackboard or Canvas because of the added freedom the programs offer both instructors and students during the facilitation of courses. A technology integration specialist needs to be able to examine all of these considerations prior to adopting and implementing a new technology at their school and insure that it is effective (Wong, 2014).

In deciding the appropriateness of different learning managements systems, the autonomy to make such a decision varies based upon the purpose for the LMS. In a flipped classroom the decision may rest with a teacher as the LMS is being used in isolation from other teachers courses. In a school-wide blended learning initiative it may rest with an administrative team, which should include an instructional technology specialist as well as several teacher leaders.

In designing my course I became familiar with the standards or both Quality Matters and the International Association for K12 Online Learning. I thought it was interesting that those these two organizations are distinctly different, their standards are aligned with one another as to minimize confusion amongst online instructors and designers and prevent them from having to oscillate between two different sets of mandates.

Learning Related to Knowledge, Skills and DispositionsHow did this learning relate to the knowledge, skills and dispositions required of a technology facilitator or technology leader? (Refer to the standards you included in your proposal. Use the language of the PSC standards in your answer and reflect on all 3knowledge, skills, and dispositions.)? Comment by Julia Fuller: This section needs some revisions to meet this requirement in the handbook: How did this learning relate to the knowledge, skills and dispositions required of a technology facilitator or technology leader? (Refer to the standards you included in your proposal. Use the language of the PSC standards in your answer and reflect on all 3knowledge, skills, and dispositions.)?Knowledge: During my time in this program I was unable to take the online endorsement courses that follow ITEC 7480 and I assume that it is these courses that instructional design is covered in depth. Because I did not complete that course track, I learned much of what I know about instructional design while completing this Capstone. I researched different journal articles and books. Having never taught an online course I was curious about the types of reactions I would receive from my students. I came across and article comparing the different types of reactions students had to online learning as well as their perception of how effective the learning was when compared to physical classrooms (Seok, 2010). The article was based on study by team of researchers at the University of Washington. The observed several students and teachers as they taught and learned in an online course. The researcher had both parties complete all assignment and instructions in accordance with 7 best practice standards. At the conclusion of the study the researchers noted that most students and teachers had a similar perception of the effectiveness of the course. This taught me that in order to be successful I would need to adopt effective best practices and engrain them in my students.Comment by Julia Fuller: Cite and discuss some of the findings you came across regarding instructional design strategies for online courses.Additionally, I used my time at both ISTE and GaETC to soak up information from the various breakout sessions and learn about different learning management systems directly from vendors and representatives. The course materials for my course were developed while I was in attendance at a summer workshop at Michigan State University sponsored by the National Endowment for the Humanities. The topic of the workshop was Africa in World History. I used the topics that were discussed and presented to inform the curriculum structure of my course. While at the university participants were given full access to a vast array of resources on the topic of Africa.

Skills: While at GaETC, I met Dr. Tamara Powel who served as a fountain of information for completing my Capstone and learning the pedagogies necessary in order to do so. She introduced me the Quality Matter Standards and processes course designers undertake when designing courses on the collegiate level. Dr. Powel eventually gave me the opportunity to further expand my understanding of instructional design by taking me on as the graduate assistant for her office. In this role Ive been able to apply what I have learned from her and while completing this Capstone and apply it to creating learning modules to assist KSU faculty members within transitioning their course to the online platform and with learning web tools to enhance instruction.Comment by Julia Fuller: AWESOME!!!

Disposition: After completing this course program I think all undergraduate education students should be required to take a course in both instructional design and instructional technology. While completing this project, I reflected on how different the state of education was between the time I was in college taking education courses and beginning my teaching career. I can only imagine that a similar trend may be taking place in some universities; students may be being prepared for taking posts in brick and mortars schools, but when accepting such a post they find that face-to-face instruction is only half of their instructional duties. At KSU the instructional design courses for the Instructional Technology M.Ed. program are optional. This capstone has taught me that this puts many candidates at a disadvantage. During my research I found it deflating to have come across so many concepts and strategies that were brand new to me. I think incorporating instructional design courses into the program will make for more well-rounded candidates who are prepared to take posts requiring them to design courses online or in blended format such as the one I created in this Captstone.Comment by Julia Fuller: Which course??Comment by Alford, Kali: Should have said program.

RecommendationsWhat advice or recommendations would you give to others who might attempt to address a similar need/problem/question? Comment by Julia Fuller: Provide recommendations for how one may develop a similar course. Also discuss some instructional design considerations that would help others. You may also include what you learned about the change process when you implemented the activities and offer ideas about how such a project can help facilitate learning.Requirements in the handbook for this section: What advice or recommendations would you give to others who might attempt to address a similar need/problem/question? Expand on any other pertinent thoughts or concerns.Comment by Alford, Kali:

The most helpful component of completing this capstone, was having course materials converted to digital formats prior to developing my online modules in the learning management system. If an instructor were to seek to design an online course I would highly recommend converting and organizing material as a first step. Depending on how resources translate through this process someone may be able to assccess whether a course is better suited for a blended or totally online format.,Comment by Julia Fuller: I need to see the modules. Please provide me with access.

Secondly, prior to attempting anything with a learning management system I would recommend researching both Quality Matters and iNACOL standards. I found both of these sets of standards most informative when begin my course outline, create module goals, and lesson objectives. The standard easy to understand and even easier to apply to a course during the design process. Quality Matters is helpful in serving as a rubric of sorts for the final version of the course design. Because there is no physical textbook for my course, Quality Matterss standard on Instructional Materials proved to be a great help when selecting appropriate resources for my goals and objectives. Similarly, iNACOL Section A standards on content were very helpful; particularly when needing to select resources in accordance with the Fair Use Act and other copyright laws (iNACOL, 2011).Comment by Julia Fuller: Discuss some specific standards that were helpful to you.Lastly, I would recommend that an instructor developing an online course consider the objective of their activities. Quality Matters suggests this in their 5th standard on Course Activities and Learner Interaction (Quality Matters, 2015). In my case I was converting a physical class to an online format. There were various activities that I employed in my classroom, however, could not utilize in an online space. Because of this I found it helpful to organize the objectives of those activities and assignments prior to developing my online coursework. By creating almost a checklist I was able to make sure all objectives were met even if I had to alter my activities.

ReferencesComment by Julia Fuller: Better list than was in Part 1. Are these from your proposal? Remember you will compile all of the paper in to one APA formatted document. Achebe, N., & Metzler, John. (2014). Proceedings from National Endowment for the Humanities Summer Teacher Workshp: Africa in World History. East Lansing, MI.

Exploring Africa! Introduction to Curriculum Resources. (n.d.). Retrieved August 8, 2014, from http://exploringafrica.matrix.msu.edu/teachers/curriculum/

Fernando Mortera-Gutirrez. (2006). Faculty best practices using blended learning in E-learning and face-to-face instruction.International Journal on ELearning,5(3), 313-337. Retrieved from http://search.proquest.com/docview/210334991?accountid=11824

Freeman, W., & Tremblay, T. (2013). Design considerations for supporting the reluctant adoption of blended learning.Journal of Online Learning and Teaching,9(1), 80. Retrieved from http://search.proquest.com/docview/1500389476?accountid=11824

Gilbert, E., & Reynolds, J. (2012). Africa in world history: From prehistory to the present (3rd ed.). Boston: Pearson.

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