The class has gone by so quickly! It was fascinating to learn how the online experience has developed from what was initially provided for behavioral issues and credit recovery into what it has become today.  I think I have learned a lot more about how to effectively use online communication with my flipped class.  I plan on using Twitter to a greater extent to share what we are doing in our class.  I also think I can use the communication functions on Schoology to improve my online communication with students.  At this time I believe that the Flipped/Blended learning model combines the strengths of both the classroom resources and the online resources.   I think that the Flipped/Blended learning design encourages greater teacher–student and student-student interaction and allows for increased student-centered learning.

By carefully choosing a LMS like Schoology that allows for both good communication and the ability to adjust the structure of the course, I think I can create a very effective learning experience for my students.  I thoroughly enjoyed exploring the iNACOL website and The Universal Design for Learning website and I hope to use these as I continue to work on developing my Flipped online presence.  I am not sure that I will always use the TPACK model, but I did find it to be a very useful way to be sure that I include all of the important components in a lesson that involves the use of technology.  I also enjoyed reading about the roles of the online instructor.  This article really challenged me to think about what I do well and what I need to work on.  I have always enjoyed finding and designing materials to enhance the learning experience.  I think it will just take me a little longer to find those really good online resources that will enhance the online component of my flipped class.

At first I found the blogging a bit difficult, since it was not something I ever do.  After a while I became more comfortable with it and finally I actually enjoyed it. I honestly think it is a very good way to reflect on the assigned readings.  It was also nice to read and comment on other’s ideas.  I think all of the assignments we had in class really helped me to develop my learning module.  I enjoyed the voyage from MOOCs to virtual reality.  I can see a great future for online education;  it is so much more than I thought in the beginning.  I know there is so much more out there to learn.  I am going to try and focus my attention on the online component of the flipped/blended model.

I think this was very good foundational course. The choice of readings and websites was excellent.  The introduction to TPACK was extremely useful.  The chance to apply the TPACK model to a lesson in our module was also very instructive.  I am glad that you let us use other lesson methods to complete our module.  Thank you for a great experience.


Final – Final

I was able to complete all five of the lessons that I had planned for my Gas Law topic.  This is a chemistry topic that all chemistry students must master for the chemistry SOL.   My module is designed for a flipped class.   I sought to expand my module to include more online resources and a greater online presence than I usually have in my typical flipped lessons. Since I have laptop computers in my classroom, some of my online resources were completed by pairs of students in the classroom in a self-pacing environment.  The online homework assignments were done individually with feedback from me or immediate feedback from the online quiz program.

I would particularly appreciate feedback on the choices of online resources that I used for the  in-class activities and those that I chose for the individual homework assignments.  I would also like some suggestions for some more student-student involvement.   I have added discussions for many of the lessons, but I really would like some other choices for student – student interactions.

I learned a great deal in the process of developing this module.  I thoroughly enjoyed searching out and discovering all of the resources that I used in my module.  There are so many wonderful sites out there… it is often really difficult to make a choice… but it is so much fun to just explore!  I was also able to make and improve a few of the video lectures that used in the module.  I think I have a much better understanding of the components needed for an effective online experience. I am excited to continue to work on improving the online component in my flipped class.

I am not sure exactly how I want you to evaluate my module, just give me your candid opinion on what I did well and where I need to improve. I do plan on using the module in the next few months and I can change the areas where you think I need to improve.

Virtual Reality and Science

I found the video lecture on virtual reality fascinating! I agree that it was certainly worth the time spent watching it.  I was a little skeptical about the application of VR to education until the speaker showed the virtual exploration of the coral reef.  Once I saw that then I was then able to imagine many uses for virtual reality in the science arena.  Teachers would be able to have students conduct laboratory experiments that were perhaps too expensive or dangerous to do face to face.  I can imagine a scenario where we would conduct an experiment face to face and then revisit the experiment virtually.  It is often too expensive and time consuming to repeat our experiments in the chemistry lab, but being able to have a virtual second and third trial would be wonderful.  I also see virtual reality used in virtual field trips to places that we would never be able to go…. nuclear power plants and medical laboratories.  I am really excited about this application of VR.

I am not so sold on the use of gaming virtual reality.  I do not see an application for this in my class at this time, but I can certainly see how it can be applied to other learning situations.  I think I need to spend some more time reading and exploring this. The idea of the virtual teacher is not only intriguing, but also a bit spooky and scary.  I can see how students would be upset if they found out that what they were perceiving as real teacher feedback was not “real” at all.  I think that could certainly destroy the student – teacher trust factor.

Status of Module

I have completed five lessons in my gas law module.  Each lesson covers about two days of class time.  At this point I do not think I need anymore lessons to fully cover this topic for my honors chemistry class.   I will certainly be using this module with my flipped chemistry class.  We do not cover this material until second semester so I still have time to add resources l as I come across them.    As of now I am happy with the module.  I feel that I have a nice blend of online and in class activities.  When I have the chance to use the module second semester, I am sure that I will find some things that I want to add or change.  I really enjoy searching out online resources, so I can see me adding or changing some of the materials as I move through the lessons.


MOOC – Massive Open Online Course… and they do mean massive! I could not believe the size of some of the courses. But if only about 4% of students complete the course how can they be considered successful?  I can see how they would appeal to self-regulated learners, adults and college level students.  I can see how the cost efficiency would appeal to institutions.  The ability to interact with students from all over the world and top instructors would also be enticing.  But the social aspect that must be missing from these courses would make them disastrous for high school learners.  Younger learners and indeed even older learners need and want more teacher – student interaction.

My module could not be offered as a MOOC.  It requires face to face interactions for laboratory experiments and difficult conceptual concepts…. and well just “fun with science”!    I like many of the online teaching methods we have been exposed to in this class, and I can see using or adapting many of them to my blended/flipped classroom.  I cannot see a use at all for a MOOC at the high school level.  The idea that students can participate as much or as little as they want, would not work with high school students…. many would simply not participate and then would probably still be surprised when they failed the class. Younger students need to be held accountable on a daily basis. Student at the high school level still need that all important teacher feedback to be motivated.

I do incorporate some of the components of a MOOC in my flipped class. The video lectures that I make and publish on my personal YouTube channel have been watched by my own students, but also by hundreds of other students that I will never meet.