Phase2


 * Objectives for the Unit Plan**

I am going to create an online course on digital literacy for the students of Florida Virtual School. By the end of the course, students will have a clear understanding of the principles of digital literacy. Students, when presented with a research topic, will be able to navigate Internet databases and search engines in order to find the most accurate and relevant information (in order to remain open-ended, students will choose their own research topic). When presented with a website or other Internet source, students will be able to analyze the credibility of the source. Students will also understand the principles of plagiarism and citations, and will be able to properly format and cite sources in their paper.


 * Strengths and Weakness of Different Technologies**

//Print// I see many benefits to using print materials in instruction, and I personally like having a tangible text from which to study. However, for the purposes of this digital literacy course, I don't think print would be a strong medium to use, because it could limit the number of students who have access to the information. I may consider using electronic publishing, because it "makes it possible to produce small quantities of documents for courses with limited enrollments or in which the subject changes a lot" (Moore & Kearsley, p. 75).

//Audio and Visual Media// For this unit, I wouldn't use CD-ROMs or DVDs because, like print media, I don't think it would be feasible to distribute content to students who are learning about digital literacy in an online course. However, it may be beneficial to use this audio and visual media as part of a streaming video (see next paragraph).

//Radio and Television// I think it would be neat to use streaming video as part of this digital literacy course. Although digital literacy can be explained through written word, I could also use a video to __show__ students how to effectively research on the web and how look for a website's credibility.

//Teleconferencing// I plan to use one-on-one audio-conferencing (telephone calls) in this course. Because this course would be delivered through Florida Virtual School, I would be required to call students and parents on a regular basis. Calling individual students would allow me to get a sense of how well the student is grasping and understanding the material, and it would give me an opportunity to address any questions or concerns immediately. I don't feel that video-conferencing would be appropriate for this digital literacy course. For one, the cost would be too high. Also, there could be technical problems, both on my end and the student's end. "The initial cost of classroom video teleconferencing equipment and leasing the lines to transmit conferences may be prohibitive for some organizations, compatibility of different methods of compression technology might cause some problems, and the skills needed to perform on ITV for large audiences might challenge instructors" (Moore & Kearsley, p. 85).

//Computer-Based Learning// This will be my primary medium for the instructional delivery of this course. I think it could be helpful to include Computer Conferencing, or chat sessions, as part of the course. "Although chat systems are not a particularly powerful tool for online classes, they do allow 'Question and Answer' sessions and a chance for participants to complement the more useful asynchronous communications on forums and bulletin boards with the experience of exchanging ideas spontaneously" (Moore & Kearsley, p. 87). While I like the idea of a Q&A session (or online "office hours"), it could prove to be difficult if there were several students chatting who were all at different points in the course. I will use Florida Virtual School's Web-Based Learning System for this course. I would also like to include a Knowledge Management System. "One of the guiding principles of knowledge management is that information should be available when needed or 'on demand' in an immediately useable form" (Moore & Kearsley, p. 89). I will create materials that students can access "on demand" and use a reference in all future courses.


 * Using the ACTIONS Model**

//**A**ccess:// Using computer-based learning, students will be able to access their course from anywhere. Through Florida Virtual School, they will primarily be learning from home, although learning can take place anywhere with computer access.

//**C**osts:// According to an article in the St. Petersburg Times, a typical Florida Virtual School course costs between $300,000 to $500,000 to create (Solocheck, 2009). Florida Virtual School was originally grant-funded but now operates with money from the state. The funding is per-pupil and performance-based, so FLVS only gets money for students who successfully complete courses (U.S. Department of Education).

//**T**eaching Functions:// Because the course is on digital literacy, it's important that the presentation is delivered using technology and digital resources. Students will learn by doing, so they need to have access to electronic sources.

//**I**nteraction:// The teacher will be available by phone and e-mail to help guide the students in understanding digital literacy. Part of the unit assessments will involve an oral component to check learning. Teachers will also give quantitative and qualitative feedback so students will understand which areas they need to work on.

//**O**rganization:// Changes in organization will not be necessary, as students know that Florida Virtual School courses are entirely online. Therefore, facilitation will take place using computers and technology.

//**N**ovelty:// "Former Secretary of Education, Rod Paige, noted that Florida Virtual School has done a good job of reinventing education rather than simply applying technology on top of what already existed" (U.S. Department of Education). The use of technology to deliver these courses has re-invented the way we think of education, so it definitely stimulates funding and innovation.

//**S**peed:// Because this course will not use printed, hard-copy textbook, it would be rather fast to include up-to-date information on a regular basis.

Using the ACTIONS model, I've determined that the best, most practical group of technologies for my course would be __computer-based learning__ with some __audio and visual media__ that can be accessed online. These technologies are best aligned with the instructional delivery method of Florida Virtual School, and I think they would be the best to use to teach a technology-based subject such as digital literacy. Furthermore, by including audio and visual media, I can help to ensure that the course is dynamic and engaging, so that students are more likely to hold interest and retain important information.


 * Outline of a Web-Based Course**

//Objective// By the end of the course, students will have a clear understanding of the principles of digital literacy. Students, when presented with a research topic, will be able to navigate Internet databases and search engines in order to find the most accurate and relevant information (in order to remain open-ended, students will choose their own research topic). When presented with a website or other Internet source, students will be able to analyze the credibility of the source. Students will also understand the principles of plagiarism and citations, and will be able to properly format and cite sources in their paper.

//Unit Lessons// -How to research -Using search engines and online libraries -Verifying credible sources online -Narrowing down to the most accurate and relevant sources -Definitions and examples of plagiarism -How to cite sources -Direct quotes vs. paraphrasing -MLA formatting

//Learner Participation// Because of Florida Virtual School's rolling enrollment and individually-paced course structure, student-to-student interaction in the courses is not possible. Students will interact with the teacher and actively participate in a number of ways. Students will be given examples of websites and will be asked to determine the credibility of each website, explaining the reasons why the website is or is not credible. Additionally, in conducting their research, students will find their own websites and will be asked to explain the website's credibility before being able to use that resource in their research. Students will create a PowerPoint presentation that describes their favorite search engines and/or online library resources, with explanations of why they think it's reliable and how other students can use them effectively. Students will be given case studies that outline ethical dilemmas that relate to plagiarism; students will be required to write responses to the case studies, explaining whether or not the scenario describes plagiarism and whether or not the actions described in the case studies are wrong or right. Students will be given a paper that is not MLA-formatted, and will be asked to format the paper properly using the paper's list of references as a guide.


 * Role of the Instructor**

The functions of the instructor for my digital literacy course will be to elaborate course content, grade assignments and provide feedback on progress, keep student records, help students manage their study, motivate students, answer or refer all questions (from students, parents and administration), and evaluate course effectiveness. This course will facilitate learner-content interaction, where the role of the instructor is to "support and assist each student as he or she interacts with the content and converts it into personal knowledge" (Moore & Kearsley, p. 140). Equally important will be learner-instructor interaction, where the learner "is able to draw on the experience of the professional instructor while interacting with the content in whatever manner is most effective for that particular learner" (Moore & Kearsley, p. 141). Learner-learner interaction will not be facilitated in this course, because each student is learning at his or her own pace.

//Social/Rapport Building Designs for Interaction:// Instructors will build rapport with students by communicating over the phone and through e-mail on a frequent basis. The instructor's tone will be welcoming and encouraging. The accessibility of the Internet means that the learner will feel as though the instructor is always available for questions and assistance.

//Instructional Designs for Interaction:// While students will not be interacting with other students in this course (due to the format of Florida Virtual School courses), students will be required to design a PowerPoint presentation **as if** it were being presented to their classmates. This will enable students to practice the skills of teaching what they've learned, thereby helping to retain and better understand the material.

//Interactivity of Technology Resources:// Instructors and students will be able to connect in a variety of ways using technology. Beyond phone calls, e-mails, and assignment submission / feedback, they will also be able to connect using Instant Messenger and video-chat (such as Skype).

//Evidence of Learner Engagement:// At the end of each unit, students will be required to submit their questions to the instructor, so that anything they are unclear about can be answered or explained. Instructors will respond to these questions within 24 hours. The goal is for students to feel comfortable asking questions and receiving answers, so that they are more likely to voluntarily ask questions during each unit. This will also help students to practice clarity in their written communication.

//Evidence of Instructor Engagement:// Instructors are required to answer all questions within 24 hours. Additionally, feedback on all assignments should be provided within 48 hours. Feedback must be both quantitative and qualitative, and students should be made aware both of their strengths and areas of improvement. On all larger assignments, a rubric should be used.


 * References**

Blackall, L. (2005). Digital literacy: How it affects teaching practices and networked learning functions. Knowledge Tree. Retrieved on February 4, 2010 from: http://itdl.org/Journal/Dec_05/article01.htm

Henderson, R. & Honan, E. (2008). Digital literacies in two low socioeconomic classrooms: Snapshots of practice. English Teaching: Practice and Critique, 7(2).

Moore, M. & Kearsley, G. (2007). //Handbook of Distance Education, 2nd ed//. Lawrence Eribaum.

Solochek, J.S. (2009). History is taught through gaming. St. Petersburg Times, November 1, 2009.

Sundin, O. & Francke, H. (2009). In search of credibility: Pupils' information practices in learning environments. Information Research, 14(4).

U.S. Department of Education (2006). Florida Virtual School - National Education Technology Plan. Retrieved on February 4, 2010 from: http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/stories/edlite-flvs.html