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Tech-Savvy Learnings: Utilizing OLI-Informed Practices in the Classroom
Tech-Savvy Learnings: Utilizing OLI-Informed Practices in the Classroom
Below you will find the guidelines and lesson plan from the expository essay unit from my ENG 101 course design. This assignment was used to analyze how our OLI theory can be applied and adapted to existing practices in our curricula.
Expository Essay Guidelines:
For our second to last project, you will be expected to compose an expository essay that investigates a trend, challenge, or concern in your respective discipline. If your major is general studies or undecided, you have free range to explore a topic that piques your interest. If you have difficulties coming up with one, I can certainly help you brainstorm some different ideas.
For this assignment, we will be writing in APA format, which I understand may be unfamiliar to some of you. We will be going over the formatting style in class, but you are welcome to consult the APA manual (7th edition) or Purdue Owl if you get stuck. Our primary objectives for this assignment will be to establish a clear thesis and support it with a strong piece of evidence from research. One expectation will be that you use the resources from the library (databases, circulation desk, writing center, etc.), which we have already used so this should not be a surprise to you. The length requirement is 4-5 pages of critical thinking. Formatting should be double-spaced with Times New Roman 12-point font.
"So Where Now?": Instructor-Facing Analysis of OLI Theory in Practice
"So Where Now?": Instructor-Facing Analysis of OLI Theory in Practice
Reflecting on the value of online literacy, I decided to draft up an explanatory guide to describe ways in which I link my theoretical knowledge to my teaching practices. For this artifact, I used a lesson plan from my ENG 101 (Introduction to Academic Writing) course and the explanation for project four in the course, as seen in the document linked below:
Artifact 3. Linking OLI theory to practice using project four from ENG 101 course.
Knowing the expectations for the assignment, I analyzed the theories learned from a variety of readings, including works from Alison Witte (2018) and Rochelle Rodrigo (2015). I created the chart (as seen on the left) to document my observations and analysis from the readings and my own teaching practices.
One challenge I anticipate possibly occurring from this project is students being unfamiliar with some of the features offered by Canvas. Earlier on in the course, I plan to allow students to explore more with the Canvas shell, as well as practice submitting their work to software like Smarthinking using low-risk assignments. Another challenge I foresee happening could be the accessibility of Canvas on mobile devices. Canvas has a solid mobile application, but it does require students to practice navigating through the platform to gather a solid understanding of how to use it effectively.
In addition to this chart, I have also established a list of digital technologies I plan to use with this particular assignment:
Canvas: this platform is the designated LMS for my institution, so students should be relatively familiar (or will need to be familiar in the future) with the software.
Smarthinking: this software provides online tutoring and feedback for students. We will be using it specifically during the revision process, so students may use the software multiple times throughout their drafting of the assignment.
Gale PowerSearch: a database that allows students to find topics for research (as needed). By using generic keywords, the search engine breaks the topics down into more specific subtopics that can help steer students toward more defined theses. Additionally, students have the option of using PowerSearch's Topic Wheel, which creates a visual repertoire of sources to narrow down search topics.
EBSCO: students may use the EBSCO database to find academic sources to support their theses. In addition, this platform may give students more experience in conducting independent research using a large database.
Certification Artifacts
Certification Artifacts
Use the buttons below to access the homepage and other artifacts from my OLI certification during the 2021 - 2022 academic year.
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