Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

The Overview/Introduction/Start is an introduction to the course and gives students an overview of what to expect. This module includes my contact information, the course objectives, the syllabus, and the course schedule. It can also include voice recordings of the text because the students are beginning readers. Therefore they are unable to read the information. 

 

How is your instructional design approach realized in the modules?

In the modules, I used the competency-based education model since the course focuses on helping students achieve specific goals. I designed the learning activities and assessments to align with the identified competencies for each module. For example, in Module 1, one identified competency is phonics practice with beginning sounds. The learning activities and assessments enable learners to demonstrate their mastery of these competencies. The assessments will provide students with opportunities to demonstrate their mastery of the content.

Where are you sharing the main course goal and outcomes with your learners?

The main course goal is n the start here/syllabus module. 

 

How does the module align outcomes activities and assessment?

Throughout the course, students will learn skills that build phonemic and phonological awareness, which is essential for becoming successful readers.

The activities in each module are designed to build upon the skills learned in the previous module, with assessments at the end of each module to ensure students have a solid grasp of the concepts. 

By the end of the course, students should have developed the necessary skills to achieve the overall outcome of being able to read with fluency, comprehension, and enjoyment. These skills include phonemic and phonological awareness, decoding strategies, fluency strategies, high-frequency word recognition, and reading comprehension strategies.

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Is this student-centered or teacher-led?

My course is primarily student-centered. However, the guided reading portion of the course requires the teacher to present the lesson. 

What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?

The instructor will serve as a presenter and a facilitator due to the course being a blended course. 

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Is the course blended or fully online?

The course is blended. The course is designed to provide a flexible and dynamic learning experience that allows students to engage with course materials and interact with instructors and peers. Blended learning can also accommodate different learning styles and preferences.

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How are you introducing the course and yourself and how are you building the learning community?

I have created a video in the introduction section introducing the course and myself. I plan to build the learning community through students sharing reflections and video posts. 

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What is the ratio or percentage of synchronous to asynchronous collaboration?

 Since the course is blended, it will be 50% asynchronous and the other 50% synchronous. 

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How will you address the infrastructure, system, and support needs and issues the learner may face?

The introduction/ start here section will address the support needs and issues the learner may face. Students will also have opportunities to address me face to face with any problems they may have since this is a blending course.