Janessa Senns Course Site Reflections
Creating
a
course
on
the
Learning
Management
System
(LMS)
CourseSites
was
a
learning
experience.
Though
the
design
and
development
of
the
course
was,
content-wise,
not
very
complicated,
making
it
happen
in
a
presentable
and
effective
manner
was
challenging.
For
this
assignment
I
will
reflect
upon
my
involvement
with
the
course
that
my
group,
the
Innovative
Explorers,
created:
Alternative
Methods
of
Reaching
Core
Audiences:
An
Exploration
of
Online
Media
Tools;
and
the
course
in
which
I
participated
as
a
student:
Integrating
Technology
into
the
Classroom.
I
found
that
assuming
the
role
of
both
instructor
and
student
of
these
courses
was
essential
in
truly
reflecting
on
my
knowledge
and
proficiency
with
LMS.
My
reflections
will
address
the
course
overview
and
introduction,
learning
objectives,
assessment
and
measurement,
instructional
materials,
learner
interaction
and
engagement,
course
navigation
and
technology,
learner
support,
accessibility,
and
course
administration
for
the
course
I
instructed
and
for
the
course
I
acted
as
a
student.
Course
Overview
and
Introduction
Instructor:
I
believe
that
my
course
provides
an
adequate
overview
and
introduction.
In
the
syllabus,
the
students
are
clearly
introduced
to
the
purpose
of
the
course,
what
their
expectations
are,
prerequisite
disciplinary
and
competency
knowledge,
and
the
minimum
technical
skills
that
are
expected.
Additionally,
the
students
are
required
to
introduce
themselves
to
the
class
through
the
creation
of
a
wikipage.
My
group
did
not
clearly
include
detailed
instructions
on
how
to
get
started;
rather,
we
provided
specific
instructions
for
each
module
of
the
course.
Also,
because
we
were
not
sure
about
our
affiliation
with
an
institution,
we
omitted
institutional
policies.
A
final
item
that
we
did
not
include,
though
it
was
brought
up
several
times
during
discussions,
was
a
self-introduction
by
the
instructor.
Student:
This
course
was
very
organized
and
clearly
provided
a
detailed
overview
and
introduction.
The
instructors
clearly
stated
how
to
get
started,
provided
a
purpose,
explained
their
expectations,
included
institutional
policies,
as
well
as
introductions
made
by
the
instructors
and
expected
by
the
students,
via
the
creation
of
wikipage.
The
only
items
that
appeared
to
be
missing
were
the
prerequisite
knowledge
and
minimum
technical
skills
required
to
effectively
participate
in
the
course.
Learning
Objectives
Instructor:
Though
my
group
did
not
offer
standard-based
objectives,
we
creatively
created
objectives
that
we
felt
were
appropriate
for
our
audience
and
aligned
with
what
we
were
trying
to
accomplish.
The
objectives
are
clearly
provided
overall
for
the
course
in
the
syllabus,
and
unit-specific
for
each
module.
Student:
I
feel
this
this
course
implemented
clear
and
well
thought
out
objectives.
They
measured
outcomes
appropriately
and
were
written
from
a
students
perspective.
Assessment
and
Measurement
Instructor:
I
believe
that
my
course
provides
effective
means
of
assessment
and
measurement.
The
assessments
chosen
are
consistent
with
the
activities
and
resources.
Each
unit
of
study
specifies
an
explanation
of
how
credit
is
earned;
however,
our
team
was
not
able
to
create
an
overall
breakdown
of
the
grade.
A
grade
scale
was
provided
in
the
syllabus.
The
students
were
given
opportunities
for
self-reflection
about
their
learning
through
their
e-journals.
Student:
The
assessment
strategies
for
this
course
were
designed
to
evaluate
student
progress
and
measure
the
effectiveness
of
student
learning
in
a
student
and
project
based
learning
process.
A
course
grading
policy
is
specified
in
the
syllabus
as
well
as
descriptive
and
specific
criteria
are
included
for
individual
assignments.
Instructional
Materials
Instructor:
My
course
includes
appropriate
and
sufficiently
comprehensive
instructional
materials.
They
achieve
course
objectives
and
learning
outcomes.
In
part
with
the
unit
I
created,
Twitter,
I
required
that
students
read
information
on
Wikipedia.
Though
I
know
that
Wikipedia
is
not
a
reliable
source,
it
offered
a
good,
solid
background
for
my
topic
that
I
couldnt
find
elsewhere.
Student:
The
materials
compiled
for
this
course
also
appear
to
be
sufficiently
comprehensive
in
achieving
the
course
objectives
and
learning
outcomes.
By
learning
about
and
using
a
technological
tool,
in
my
case
SurveyMonkey,
I
was
encouraged
to
learn
something
new
and
reflect
on
how
I
would
use
it
in
my
classes.
Learning
Interaction
and
Engagement
Instructor:
I
feel
that
my
course
actively
promotes
interaction
and
engagement,
mostly
through
the
discussion
board.
The
required
tools
for
interactivity
reflected
the
nature
of
the
content.
None
of
the
instructors
provided
the
instructors
plan
for
response
time
and
assignment
feedback.
Student:
I
found
that
this
course
effectively
offered
opportunities
for
interaction
and
engagement
with
other
students.
The
instructors
also
utilized
the
discussion
board
as
the
main
means
of
student
interaction.
I
did
not
find
any
information
about
instructor
response
time
or
feedback.
Course
Navigation
and
Technology
Instructor:
My
course
effectively
supports
student
engagement
and
ensures
access
to
course
components
through
the
ease
of
navigation
and
technology.
Our
items
were
organized
through
the
navigation
tabs,
and
all
of
our
assignments
were
located
under
assignments.
Student:
This
course
was
easily
navigated
as
well
as
the
technologies
used.
The
technologies
were
current
and
easily
accessed
in
order
to
promote
learning
and
engagement.
The
instructors
comprehensively
organized
the
course
information
and
learning
materials.
Learner
Support
Instructor:
This
is
the
one
area
that
my
group
did
not
address
in
our
course.
We
did
not
provide
any
information
for
technical
assistance.
I
believe
that
this
is
due
to
the
aforementioned
reason
that
we
were
uncertain
as
to
what
our
institution
was.
Student:
This
course
stated
on
its
homepage
a
valuable
list
of
links
and
persons
that
would
offer
technical
support.
As
a
student,
I
found
this
comforting
that
the
instructors
included
this
as
one
of
their
first
pieces
of
information
for
the
course.
The
chart
that
the
information
was
documented
specifically
explained
who/where
to
go
for
a
specific
problem.
Accessibility
Instructor:
This
would
be
another
area
on
which
my
group
didnt
focus.
Alternative
instructional
materials
were
not
available
for
auditory
and
visual
content.
I
believe
that
our
course
facilitated
readability
and
limited
distractions.
We
could
have
created
a
voiceover
or
video
for
each
of
our
modules
in
order
to
adhere
to
the
principles
of
UDL.
Student:
I
feel
that
this
course
was
not
constructed
around
the
UDL
principles.
Information
was
presented
only
as
text,
and
there
were
some
graphics
that
were
distracting
and
unnecessary
to
the
content.
I
am
not
sure
if
the
course
design
accommodates
assistive
technologies.
Course
Administration
Instructor:
Our
course
was
broken
down
into
different
units
that
demanded
an
acceptable
amount
of
time
per
unit.
I
personally
found
the
grade
book
to
be
difficult
in
navigating
and
setting
up,
but
that
may
have
been
caused
by
not
having
everyone
list
their
assignments.
Student:
This
course
was
systematically
designed,
and
therefore
user-friendly.
The
modules
were
organized
on
a
weekly
basis,
with
an
appropriate
input
of
time.
