Module 5

Overview

Online courses don’t have to be an isolating experience for learners. We'll practice
strategies to help your students feel like you're nearby, approachable, and engaged,
even if you're thousands of miles away.

We'll also synthesize all we've learned in the workshop.

At the end, you'll be equipped with a video script and an action plan for your online
course.

We're almost there!

Learning Objectives
CO1: Experience and interpret online learning from a student perspective
CO2: Design alignment- and standard-driven content for online course
instruction.
In this module, participants will:

 Describe key components of online student success in regional and specific

context (CO1 & CO2)

 Describe some of the design and delivery techniques of effective

instructional content (CO1 & CO2)
 Prepare content for optimizing instructor presence in an online course (CO1
& CO2)
 Create a plan for implementing Master Class resources in an online course
(CO1 & CO2)
 Demonstrate proficient Open edX LMS navigation from a student perspective
(CO1)
Please take notes!

To save yourself time for the Final Reflection in Module 5, take notes on what you learn in each Module. You
will be asked to write about the specific things you've learned (not a general summary, but the specific learning
points that were important to you). Write down your specific personal key takeaways and learning points in each
module so that you can complete the Final Reflection.

Instructor Presence
 Instructor presence needs to be strategically done in an online course. The readings will
help you consider how.

 Read (downloadable PDF below): Creating a Sense of Instructor Presence in the

Online Classroom (Kelly, 2014). (~7-10 minutes)

 Read (downloadable PDF below): How Important Is Instructor Presence in an

Online Course? (Sandercock, 2014) (~5 minutes)

Read: Creating a Sense of Instructor Presence in an

Online Course
 Download the PDF

Read: How Important is Instructor Presence in an

Online Course
 Download the PDF

Word cloud
feedbacksocialinstructionalannouncementspersonadiscussionannouncementsupportvid
eoscognitive presencecommunicatedesigndiscussion board postsguidancepadlet
introductionsending out welcome letterssocial presence1 of 21. feedback2 of 22.
supportannouncements feedbackarranging in-person meetingasegidasking for
opinionassignmentsattentionbackbeing readybookcalled for face-to-face
orientationcognitive presensecommentscompletecontinuous connection and dialogue
with trainee progresscourse evaluationcreated telegram
[Link]-mail monitoringemailengagementengagement with
participant ()socialengagingevaluateexplainingface-to-facefacilitate every
activityfacilitationgiving directiongradinggreatguide how to take the online
courseguidinghellohelp online when i face a challenge related with the online
systemhiiinteracting with mejoinknowledge construction over passive content
consumptionlinks to different videosmessage on telegramnarrativesonlineonline
classroomonline courseorientationparticipatingpersona and instructionalphone
callphotospptprovide guidance and clarificationproviding feedbackquizereaching out to
my difficultiesreaching out to struggling studentsreact on every students progress and
comment at each stagereflectionreplyresponding to messagesresponsivenesssocial
presensesupporting discourse (cognitive)telegram grouptelegram interactiontesfayetime
limitevideowardwel-comewelcomewelcome letterwelcome message through
emailwelcome speech
144 words submitted in total.

Your words were:

 announcements 3%
 discussion board posts 1%
 Now that you've read about the concept of instructor presence, the next page offers tips
and examples of the concept.

Examples of Instructor Presence through Video

Browse for information: Approaches for Instructor

Introductions
Instructor Presence Video Script

Overview
In the spaces provided below, you will write an original video script according to the
instructions to help optimize your instructional presence in an online course you teach.
Your script must be an original work created for this workshop. You will write:

1. The type of video you've chosen (please review the list in Prompt 1 below)

2. How the video will be used (please review Prompt 2 below)

3. The actual script of 250-750 words (please review Prompt 3 below)

Use of Artificial Intelligence (AI) for this assignment

The script should be personalized. If AI is used, it should be done with care to

personalize the script to show instructor presence. Anything that is an exact AI
quotation or a summary of a response to an AI prompt needs to be cited. Put
direct quotes from the AI in quotation marks and cite your quotations or your summary
as a reference at the bottom of your script.

How can you make a reference to AI? Based on the 23 February 2024 article on How
to cite ChatGPT by Timothy McAdoo in the APA Style blog, an AI citation reference
should include the model of AI as the author, the date, the title of the AI, a bracketed
descriptor, and a link to the AI. For example, a typical ChatGPT reference would look
like this (directly quoted from the article):

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language

model]. [Link]

For more information on the fluid nature of AI-generated citations, read the Arizona
State University library guide on Citing Generative AI Models.
 If it seems that AI has been used but there is no citation, you may receive a 0 on this
assignment. Review the "How will this assignment be graded?" link above the
prompts.

Note:

o An example of a script can be found at the bottom of the page

(below the prompts and submission button).
o Please make sure to scroll through and answer all prompts on this
page.
o Click "What will this assignment be graded on?" at the top of the
first prompt to see how you will be assessed.

Stop! Read this before you complete the Assignment:

If you typed your response on a Word or Google document and you are trying to copy and paste, this
assignment might give you an error. To overcome the error, you can use the following command to take away
the extra formatting that is causing the error. To do this:

Paste Your Text Without Formatting to Avoid any Error

When you are pasting your response, use the following keyboard shortcuts.

 On a Windows PC: Ctrl + Shift + V. (Press the control button, shift button, and the letter 'V' at the same time)
 On a Mac: Cmd + Shift + V. (Press the command button, shift button, and the letter 'V' at the same time)

VIDEO SCRIPT INSTRUCTIONS

This assignment has several steps. In the first step, you'll provide a response to the prompt. The
other steps appear below the Your Response field.

1. Your Response
due Dec 8, 2025 15:59 PST (in 4 days, 20 hours)IN PROGRESS

Enter your response to the prompt. Your work will save automatically and you can
return to complete your response at any time before the due date (Monday, Dec 8,
2025 15:59 PST). After you submit your response, you cannot edit it.

What will this assignment be graded on?

 The prompt for this section
Prompt 1 of 4. What type of video?
In the box provided, choose the type of video for which you will type the script.
(Examples include Instructor introduction video, Course overview video, Major
assignment description video (for a complex assignment and/or one spread across
multiple weeks), Weekly/Module overview video, Weekly/Module summary
video, Announcement video (one that can be reused when the course is copied), End of
class wrap-up video micro-lecture video, Technology tutorial, etc.
Your Response (Required)
Paragraph Instructor introduction video
1. The prompt for this section
Prompt 2 of 4. How will the video be used?
Describe, in a few sentences, the type of video you've chosen and how you
will use the (eventual) video in a course you teach.
Your Response (Required)
Paragraph: The type of video that I have Chosen for Instructor Presence Video
Script is instructor introduction video. I will use this instructor introduction video before starting
the actual teaching learning process in order to have my students some highlights.

2. The prompt for this section

Prompt 3 of 4. Write a 2 to 5-minute script in the box below with the following
parameters:
Be clear and succinct, while following a logical progression of thought.
Use language that presents you as an approachable instructor who advocates student
success.
Consider incorporating strategies from the videos in Module 4, such as presentation zen
and focusing on one big idea.
If you use AI to help you write the script, add quotation marks and make appropriate
citations of your use of AI (see the description of citation above this assignment).
Note that ChatGPT estimates ~250 words for 2 minutes and ~750 words
for 5 minutes.
(Optional) Record your video. See: How to post your videos to Youtube (note you'll
need an account in order to do this, but if you already have a Gmail account, you
automatically have access to YouTube). Once you've finished uploading a video to
YouTube, you can copy the link and paste it in your discussion. Recording your video is
not a required part of this assignment.
Submit by clicking the button on the lower right.
Remember: An example of a script can be found at the bottom of this page.
Your Response (Required)
Paragraph
 Hello, everyone, my name is Nigatu G/hiwio, and I will be teaching you the course Basic
Mathematics for Natural science this year. I know mathematics can feel tough at times, but I’m
here to make it simpler and more enjoyable for you. I have been teaching mathematics for the
past ten years, and every day still feels new and I believe every student can excel with the right
guidance. Apart from teaching, I enjoy gardening, music, and puzzles, which help me, stay
patient and creative. Together, we’ll learn step by step, practice regularly, and celebrate small
achievements. I’m happy to be your teacher and can’t wait to begin our lessons. I hope we’ll
have a wonderful year of learning together.

Hello everyone, my name is Nigatu G/Hiwot, and I will be teaching you the course Basic
Mathematics for Natural science this year. I know that many students find mathematics
challenging, and some may even feel a little nervous about it, but I want you to know that in my
classroom, math is something we will explore together, step by step, with patience, curiosity, and
confidence.

I completed my degree in Math education at Bahir Dar University, where I developed not only
strong mathematical skills but also a deep interest in helping students understand and enjoy the
subject. I have been teaching mathematics for the past ten years, and every day still feels new
and one thing I have learned is that everyone can succeed in math when they are given clear
explanations, useful strategies, right guidance and a supportive learning environment. In our
class, we will focus on building strong foundations, practicing problem solving, and
understanding the “why” behind each concept not just memorizing formulas. I encourage you to
ask questions, share your ideas, and challenge yourselves. Mistakes are not something to fear;
they are an important part of learning. I hope you will approach each lesson with an open mind
and a willingness to try.

Apart from teaching, I enjoy gardening, music, and puzzles, and I often find that these
experiences inspire new ways to make math more interesting and connected to real life.

I am truly looking forward to getting to know each of you and helping you reach your potential.
I’m happy to be your teacher and can’t wait to begin our lessons. I hope we’ll have a wonderful
year of learning together.

"This script was produced with drafting support from AI."

3. The prompt for this section

Prompt 4 of 4. Use of Artificial Intelligence (AI).
After you complete your script, copy and paste one of the following statements into the
box below. Choose the statement that explains your use of AI. Please note that if you
used AI and did not use quotation marks or citations, you will lose points. Please only
copy and paste one of the statements.
 Statement 1. I used AI to help me write my video script. I have personalized the video
script, and I have added quotation marks and a citation on the parts of the script that
were generated by AI and/or a citation at the end of anything I summarized from AI.
Statement 2. I used AI, but I did not personalize the script and/or properly cite my use
of AI. I am willing to lose points for not personalizing the script and/or giving the proper
citation.
Statement 3. I wrote the script myself and used AI only for grammatical and/or spelling
help.
Statement 4. I did not use AI to help me write my video script. I wrote the script myself.
When finished, click "Submit your response and move to the next step."
Your Response (Required)
Paragraph
4.
 STATUS OF YOUR RESPONSE:RESPONSE NOT STARTED.
5.
6.
Submit your response and move to the next step

2. Staff Grade
NOT AVAILABLE

3. Your Grade: Not Started

Example Script
Type of script: Instructor/course overview video

Description of how I will use the video:

This video helps to orient asynchronous online students to an English 1010 course for
academic writing. It is used in the beginning of the course on the Home Page. It helps
them to understand the cadence of assignments and the general expectations of the
course.

Script:
"Hi, I'm Dr. Kim Welch and I'm your teacher for English 1010. You can call me Kim. I live
in sunny Southern California now, but I used to live in the St. George area. I have a
doctorate in learning technologies and a master's degree in linguistics. In my spare
time, I do yoga and write screenplays. I like teaching this class because I get to know
you well through your writing.

This course is meant to give you a firm foundation in academic writing. By the end of
this course, you should be a better thinker and writer, in general, including the ability to
write essays with driving thesis statements and organized flow. We also have a couple
of essays aimed toward opening your creativity.
My colleagues and I have created an online course that we hope will help you learn
from me, your instructor, as well as from each other through discussions and peer work.
Although we don't have specific course meeting times, you'll notice there's a specific
rhythm of readings, homework, quizzes, and due dates. When you access your course,
you'll see your module page automatically. This is the page where you will be doing all
of your activities. You'll notice that the very top of the page will always have your
resources and syllabi so that you can have quick links toward those things. Each week
you can scroll down just past the resources and you will see a new group of activities
entitled with the name of the week along with which unit we are working on for that
week.

Aside from a few weeks that vary from the schedule, there are typically readings and
discussion posts due by Wednesday and discussion replies and quizzes due by
Saturday evening. You will have four main essays to write for this course and all other
work builds toward those essays. If you ever need to contact me, you can reach me
through the Canvas inbox at the far left side of the Canvas page I'm also happy to set
up video conference appointments to help you through specific questions on your
papers or any of your work.

I'm excited to get to know you better and to help you establish a firm foundation of
writing to help you through the rest of your coursework here at Dixie State University!
Good luck!"

This has an accompanying video, as well, but creating a video is entirely optional
(and will add to your workload).

(As a side note: Feedback on this video was mostly positive, but recommended
changes were that 1) I slow down my speech (I talked so fast!), and 2) I actually show
myself speaking during the video at some point instead of just showing images and
screencasts while I speak over them. I would definitely make those changes if I were to
do it again.)

Explanation of grading

What does "Waiting for Staff Grade" mean?

This assignment is graded differently from the quizzes. This assignment is called an Open Response
Assessment, and you will need to wait for a staff member to grade it. It is possible that your staff member
cannot grade this assignment immediately, so you might have to wait until up to three days after the due date.

What if my grade is low?

If you get a low grade on this assignment AND your final grade in this training is below 80% (the passing
grade), you will have a chance to resubmit up to two assignments at the end of the training to improve your
grade. Please return to this assignment to check your grade and read the feedback. You can make note of the
necessary changes based on the feedback you receive. Once all assignments have been submitted and
graded, you can go to Module 7 to submit up to two assignments.
Great work! You're almost done! The next pages will focus on your own reflections of
what you've learned. Make sure to use your notes as you answer the questions and be
as specific as possible about your personal takeaways from the course.

Lessons Learned Reflection

Final reflection 1

Welcome to your Final Reflections. This reflection has two parts:

Part 1: Lessons Learned

Part 2: Action Plan

The following reflections will ask you to review the notes you've taken over the training
and translate them into your personal takeaways. Please note that two of the prompts
will ask you to review, specifically, what you learned from your colleagues during two
important discussions. We recommend that you review those discussions now:

Module 3: Student-to-Student Interaction Discussion

Module 4: Problem-Solution Discussion

Once you review the discussions, let's get started with the directions for Part 1 of the
Final Reflection. Please answer the five prompts below to reflect on important points
you have learned during this Master Class. Some of the prompts will give you a choice
of topics while other prompts will be very specific. Please follow the directions carefully.

Note that these reflections should indicate personal takeaways and not summaries of
the concepts. Personal takeaways are topics and learning points that made you
change the way you want to consider or do your work in the future. These often
start with statements like "I learned that I need to..." or "Based on [the topic], I'm
reconsidering the way I..."

Read the following good and bad examples of this for guidance:

Good example of personal takeaways from "Student Demographics

and Student Personas": In the lesson on student demographics, I learned
that I need to analyze my students' needs. When I think of the demographics
from my institution, I realize they are mostly younger students who are new
to the idea of learning through a digital platform. Many of them are male, but
we are also working on building our female student population. Based on the
questions asked in the module, I am reconsidering the way I will use
technology to teach. For example, I will need to add more student support
and tutorials for those who do not have much experience with technology. I
also want to look through my content to make sure it is inclusive for our
female population.
Bad example (this is a summary and not a personal takeaway): The
lesson on student demographics and personas is about looking at the
demographics of the students and creating student personas. The overall
demographics tell us the type of students we are working with so we can
know how to support them. Making student personas can help us see the
differences between students so we can build our content to their needs. The
lesson listed Arizona State University's demographics. It also asked us
several questions about the demographics at our institution.
Tip: If you have been taking notes in each module, you will have a much
easier time answering these prompts.

Use of Artificial Intelligence (AI) for this assignment

Do not use AI for this assignment. The information in this reflection should be entirely
based on your notes from this course. If the use of AI is detected or assumed, you may
receive a 0 for this assignment.

Note: Please make sure to scroll through and answer all of the
prompts below.

Also note: Click "What will this assignment be graded on?" at the
top of the first prompt to see how you will be assessed.

Stop! Read this before you complete the Assignment:

If you typed your response on a Word or Google document and you are trying to copy and paste, this
assignment might give you an error. To overcome the error, you can use the following command to take away
the extra formatting that is causing the error. To do this:

Paste Your Text Without Formatting to Avoid any Error

When you are pasting your response, use the following keyboard shortcuts.

 On a Windows PC: Ctrl + Shift + V. (Press the control button, shift button, and the letter 'V' at the same time)
 On a Mac: Cmd + Shift + V. (Press the command button, shift button, and the letter 'V' at the same time)

After you have finished this reflection, on the next page, you will see questions
regarding your Action Plan to implement your learning.
 FINAL REFLECTION 1: LESSONS LEARNED

This assignment has several steps. In the first step, you'll provide a response to the prompt. The
other steps appear below the Your Response field.

1. Your Response
due Dec 8, 2025 15:59 PST (in 3 days, 22 hours)IN PROGRESS

Enter your response to the prompt. Your work will save automatically and you can
return to complete your response at any time before the due date (Monday, Dec 8,
2025 15:59 PST). After you submit your response, you cannot edit it.

What will this assignment be graded on?

The prompt for this section
Prompt 1 of 5. Choose one topic and write 5-7 sentences about it.
Choose one of the following topics. In the prompt textbox, write the topic name (for
example, Understanding Pedagogy). Then, write 5-7 sentencesabout the specific
things you learned regarding the topic from this training. Do not use any content
outside of this training; do not use AI to generate an answer. Refer to any notes
you took throughout this course. Be specific and clear about what you learned on a
personal level. Do not give a general summary of the topic, but reflect on your personal
understanding and how it changes or adds to your perspective of teaching and
learning. Remember, personal takeaways typically have "I" statements, such as: "I
learned that...," "When I read about ______, I changed the way I _____," or "The idea of
_______ made me reconsider my thoughts about ______."
Choose one of these possible topics:
1. Understanding Pedagogy (Module 1)
2. Quality Matters (Module 2)
3. Social Constructivism and Student Interactions (Module 3)

Please note: Do not submit a general summary of the module or topic. For example,
you should NOT submit a statement that begins like this “The course teaches ___ about
pedagogy.” or “The course describes Quality Matters as___”. Instead, write the specific
key points and takeaways from this training that impacted your personal perspective on
teaching and learning.
Your Response (Required)
Paragraph
1. The prompt for this section
Prompt 2 of 5. Choose one topic and write 5-7 sentences about it.
Choose one of the following topics. Write the topic name. Then, write 5-7
sentences about the specific things you learned regarding the topic from this
 training. Do not use any content outside of this training; do not use AI to generate
an answer. Refer to any notes you took. Be specific and clear about what you learned
on a personal level. Do not give a general summary of the topic, but reflect on your
personal understanding and how it changes or adds to your perspective of teaching and
learning. Remember, personal takeaways typically have "I" statements, such as: "I
learned that...," "When I read about ______, I changed the way I _____," or "The idea of
_______ made me reconsider my thoughts about ______."
Choose one of these possible topics:
1. Supporting Online Students (Module 1)
2. Designing Course Content (Module 4)
3. Instructor Presence (Module 5)

Please note: Do not submit a general summary of the module or topic. Write the specific
key points and takeaways from this training that impacted your perspective on teaching
and learning.
Your Response (Required)
Paragraph
2. The prompt for this section
Prompt 3 of 5. Choose one topic and write 5-7 sentences about it.
Choose one of the following topics. Write the topic name. Then, write 5-7
sentences about the specific things you learned regarding the topic from this
training. Do not use any content outside of this training; do not use AI to generate
an answer. Refer to any notes you took. Be specific and clear about what you learned
on a personal level. Do not give a general summary of the topic, but reflect on your
personal understanding and how it changes or adds to your perspective of teaching and
learning. Remember, personal takeaways typically have "I" statements, such as: "I
learned that...," "When I read about ______, I changed the way I _____," or "The idea of
_______ made me reconsider my thoughts about ______."
Choose one of these possible topics:
1. Accessibility and Inclusivity/UDL (Modules 1 and 4)
2. Bloom's Taxonomy (Modules 2 and 4)

Please note: Do not submit a general summary of the module or topic. Write the specific
key points and takeaways from this training that impacted your perspective on teaching
and learning.
Your Response (Required)
Paragraph
3. The prompt for this section
Prompt 4 of 5. Reflect on what you learned in the Module 3 Student-to-Student
Interaction discussion from specific colleagues.
 Refer to the discussion in Module 3 (see link at the top of this page and review both the
Padlet-based videos and the discussion) and your notes.

1. List the usernames/names of your colleagues (2-3 are sufficient) who had
interesting things to say and reflect on what you learned from these colleagues' posts. If
you did not take notes previously on what your colleagues said, please listen to/ read
your colleagues' posts now and read the comments. Make sure to write their
usernames/names (usernames are found directly under the titles of a discussion post).

2. Write 5-7 sentences about the specific things you learned from your
colleagues. Only use information from your colleagues' posts to answer this
prompt; do not use AI to generate an answer. Refer to any notes you took. Be
as specific as possible so that we know what you learned from the specific
material in the videos and discussion and who the authors/speakers were.
Please note: Do not submit a general summary of the use of Padlet or discussions. We
want to know the specific key points and takeaways you learned from your specific
colleagues and not about the Padlet or discussion platform.
Your Response (Required)
Paragraph
4. The prompt for this section
Prompt 5 of 5. Reflect on what you learned in the Problem-Solution discussion
from specific colleagues.
Refer to the Problem-Solution discussion in Module 4 (see link at the top of this page)
and your notes.

1. List the usernames/names of your colleagues (2-3 are sufficient) who had
interesting things to say and reflect on what you learned from these colleagues'
posts. If you did not previously take notes on what your colleagues discussed or write
their names, please use the link at the top of this page to return to the discussion now,
review your colleagues' posts, and read/take notes on the comments and names
(usernames are found directly under the titles of a discussion post).
2. Write 5-7 sentences about the specific things you learned in the discussion
from these colleagues. Only use information from your colleagues' posts to
answer this prompt; do not use AI to generate an answer. Be as specific as
possible so that we know what you learned from the specific material in the
Problem-Solution discussion and who the authors were.
Please note: Do not submit a general summary of the use of discussions. We
want to know the specific key points and takeaways you learned from this
specific discussion and which of your colleagues helped you to learn.
When finished, click "Submit your response and move to the next step."
 Your Response (Required)
Paragraph
5.
 STATUS OF YOUR RESPONSE:RESPONSE NOT STARTED.
6.
7.
Submit your response and move to the next step

2. Staff Grade
NOT AVAILABLE

3. Your Grade: Not Started

Explanation of grading

What does "Waiting for Staff Grade" mean?

This assignment is graded differently from the quizzes. This assignment is called an Open Response
Assessment, and you will need to wait for a staff member to grade it. It is possible that your staff member
cannot grade this assignment immediately, so you might have to wait until up to three days after the due date.

What if my grade is low?

If you get a low grade on this assignment AND your final grade in this training is below 80% (the passing
grade), you will have a chance to resubmit up to two assignments at the end of the training to improve your
grade. Please return to this assignment to check your grade and read the feedback. You can make note of the
necessary changes based on the feedback you receive. Once all assignments have been submitted and
graded, you can go to Module 7 to submit up to two assignments.

Discussion Comments for Designing for Interactions Videos

Student to student interaction

Please take time to comment or ask questions about what you learned through
the Student-to-Student Interaction Padlet posts.
Make constructive comments (meaning more than just "good job" or "I like the
technology") about what you learned or ask questions about your colleagues' Padlet
Videos on the previous pages. Use the discussion board to post your question or
comment.

Example comment type: Imagine ways you could use one of the technologies your
colleagues presented in your own classroom. For example, here is a potential response:
 One way I could use discussion boards: I could use discussion boards in my
Business course as a role-play exercise in a business transaction where I make groups.
Each person has a specific role (e.g., president of the company, client, factory worker,
HR representative, etc.). Each role will need to look at the business transaction from
their role's perspective and make comments on the transaction.

Steps for completing this portion:

1. Click the discussion bubbles in the upper right.

2. In the discussion area, create an initial post as a comment or a question

regarding the use of technologies to support student-to-student interaction.

3. Read through the titles of your colleagues' posts and respond to two of your
colleagues' posts with additional ideas or answers.

Use of AI for this discussion

If you decide to use AI to help you find appropriate student-to-student interactions
supported by technology, cite the AI as your source (and use quotations if you it's a
direct AI quote), personalize the interaction for your own course and keep the word
count under 250.

Please take notes!

Please take good notes! The information you learn from this discussion will be used in
your graded final reflection in Module 5.

Downloadable reminder video of How to Participate in a Discussion Forum

Transcript of How to Participate in a Discussion Forum

Wait! Did you join the discussion?

Make sure to click the discussion icon at the top-right of this page to share
your ideas before clicking Next!
We hope you took good notes from these videos and experimented with adding your
own. Your notes from this section will be used in a final reflection.

You've finished Module 3. Great job! Next up is Module 4, where you'll learn more about
Course Design and Content Development.

I learned that I need to..." or "Based on [the topic], I'm reconsidering

the way I...

Good example of personal takeaways from "Student Demographics and Student Personas": In
the lesson on student demographics, I learned that I need to analyze my students' needs. When I
think of the demographics from my institution, I realize they are mostly younger students who
are new to the idea of learning through a digital platform. Many of them are male, but we are
also working on building our female student population. Based on the questions asked in the
module, I am reconsidering the way I will use technology to teach. For example, I will need to
add more student support and tutorials for those who do not have much experience with
technology. I also want to look through my content to make sure it is inclusive for our female
population.

Quality matters

In the lesson on quality matters, I learned that when I start a course, my first task should be
writing measurable learning objectives. I realized that effective learning objectives use action
verbs to describe what I want my students to be able to do by the end of the lesson. Besides
writing measurable learning objectives, I also learned that aligning assessments with course
expectations is much easier when we have written measurable objectives from the begning. So, I
decided that I will always start my journey by writing measurable learning objective by choosing
appropriate level of learning using Bloom’s Taxonomy.

Designing Course contents

When I read about designing course content, I was familiar with a basic framework or process
for designing online courses. I learned also about the three necessary stages of design such as
identify the desired results or objectives, determine acceptable evidence and plan learning
experiences and instructions. In the first phase instructors consider what the
goals or objectives are for a course. In the second stage , we consider the activities and
assessments students will complete in order to demonstrate evidence of
understanding and learning. In the third phase, we determine what readings, videos, or activities
we will include in the course to provide students the skills and knowledge needed to achieve the
outcomes. So, the idea of this made me to reconsider basic framework or process of designing
course contents while preparing my lesson.
Bloom’s Taxonomy
When I read about developing learning objectives one approach is to use Bloom’s Taxonomy, a
hierarchical system of classifying different levels of thinking.
I learned that learning objectives can help us to select and organize course content and learning
activities and determine appropriate assessments that fit the needs of our course. I learnd also
that we develop learning objectives using an action verb that falls in the application level of
Bloom’s Taxonomy.
When I read about Bloom’s Taxonomy, I decided to consider the action verbs in the level of
Bloom’s Taxonomy while developing learning objectives. Moreover, I learned also for a course
to meet the Quality Matters standards, it must have assessments that are in alignment with the
stated learning objectives and when creating assessments, look at the action verb being used for
our learning objective and the level of learning to apply.
1. Eshaatu S, Temesgen and Biruk Emiru
2. I when I looked my colligues padlet-based vedios, I learned about different plat
forms that increase student to student interaction. Among the colligues vedios, I
particularly focu on Eshaatu’s, temesgen’s and Biruk’s one. When we see the
Eshaatus’s vedio, he use Telegram group discussion channels and his reason is as
it accommodate around 200,000 participant and it is common in Ethiopia. In
addition to telegram he also use google doxs as it is free and make sharing and
collaboration [Link] also helps to truck change. Regarding temesgen’s vedio,
discussion forum and telegram are the platforms that he use as telegram is most
popular and it works well in low band-width area, support both mobile phone and
personal computers , allow asynchronous and synchronous discussion via text,
discussion, audio and video. In addition to telegram, to facilitate formal , topic
specific interaction he use discussion forum as it make participants share and
respond. Finally, Biruk Emiru use the platforms like google docs, google sheets,
 google forms ,miro,mural ,slack , zoom. He also use canva , slido ,kahoot,google
meet ,telegram .
I tried to look the discussions of my colligues on the Problem-Solution discussion particularly the
discussions of three of colligues called Habteb17, Zelalema273, etsegenetf7. But, except some
comments I didn’t get a detail discussion on the topic.

Final Reflection, part 2, is your Action Plan for the:

1. Immediate future

2. Long-term future

The 4 prompts below will help you outline one immediate goal and action plan and one
long-term goal and action plan for implementing important things you've learned in this
training.

Prepare to write your goal using the SMART method!

One popular way of writing good goals is to think of the acronym "SMART," which
stands for Specific, Measurable, Achievable, Relevant, and Time-Bound. Watch this
brief video to learn more about setting SMART goals.

Downloadable PDF Transcript of Setting SMART Goals

Try to write your short-term and long-term goals using the SMART method. Here are some
examples.

Good example: I will create a welcome video for my students before the
upcoming semester. (This is specific, measurable, achievable, relevant, and
time-bound.)
Specific steps to achieve this goal might include learning the technology to do the
recording, creating a script, taking the steps to upload the video, etc.
Bad example: I will use what I learned to create an online course. (Too
vague, not specific, measurable, achievable, relevant, or time-bound.)
Bad example: I will create an online course in two weeks. (This is specific,
measurable, time-bound, and perhaps relevant, but it's not achievable.)
Need help writing your goals? This interactive can help you create your SMART goals.
Click through the process using the arrows. At the end of the interactive, choose
"Select" to copy your goals and paste them into the assignment boxes below.
 (Your entries in the SMART interactive are not graded and use of it is completely
optional. You earn a grade on what is submitted in the "Final Reflection Part 2" ORA at
the bottom of the page.)

Use of Artificial Intelligence (AI) for this assignment

Your specific immediate and long-term goals should be your own ideas based on your
personal desire for growth and development from the training you have received in this
course. You can use AI to process the grammar and spelling of these goals.

AI might be useful to help you generate steps to achieve these goals, but please
personalize these steps and give references if AI is used (either as quotations or a
summary).

Note:

o Please make sure to scroll through and answer all of the prompts below.

o Click "What will this assignment be graded on?" at the top of the first prompt to see how
you will be assessed.

Stop! Read this before you complete the Assignment:

If you typed your response on a Word or Google document and you are trying to copy and paste, this
assignment might give you an error. To overcome the error, you can use the following command to take away
the extra formatting that is causing the error. To do this:

Paste Your Text Without Formatting to Avoid any Error

When you are pasting your response, use the following keyboard shortcuts.

 On a Windows PC: Ctrl + Shift + V. (Press the control button, shift button, and the letter 'V' at the same time)
 On a Mac: Cmd + Shift + V. (Press the command button, shift button, and the letter 'V' at the same time)

FINAL REFLECTION 2: ACTION PLAN

 This assignment has several steps. In the first step, you'll provide a response to the prompt. The
other steps appear below the Your Response field.

1. Your Response
due Dec 8, 2025 15:59 PST (in 2 days, 23 hours)IN PROGRESS

Enter your response to the prompt. Your work will save automatically and you can
return to complete your response at any time before the due date (Monday, Dec 8,
2025 15:59 PST). After you submit your response, you cannot edit it.

What will this assignment be graded on?

The prompt for this section
Prompt 1 of 4. What aspect of this training do you plan to implement immediately?
(Consider SMART goals, explained above, and write a SMART goal for yourself)
Write one sentence. Make sure the goal is clear. You will describe your steps to
achieving this goal in the next prompt, so you don't need to do that yet.
Your Response (Required)
Paragraph
1. The prompt for this section
Prompt 2 of 4. What are the specific steps you will take to implement this plan?
Write a 4-7 sentence paragraph or a list describing your steps to achieve this goal.
Make sure the steps describe an immediate implementation and outline a clear path to
achieve the goal. If you use AI to help you with this list, make sure to cite the use of AI
and personalize your steps to fit your own needs.
Your Response (Required)
Paragraph
2. The prompt for this section
Prompt 3 of 4. What is one long-term objective you will set for yourself to develop your
skills in online instruction? (Consider SMART goals, explained above, and write a
SMART goal for yourself). Make sure your long-term goal is clear and a path for
implementation is achievable.
Write one sentence to describe a specific objective. You will describe your process for
achieving your long-term goal in the next prompt, so you don't need to do that yet. This
is just a brief sentence stating the end goal.
Your Response (Required)
Paragraph
3. The prompt for this section
Prompt 4 of 4. How will you work toward this long-term goal?
Write a 4-7 sentence paragraph or a list describing your steps to achieve this goal.
Make sure the steps describe a longer-term implementation and outline a clear path to
 achieve the goal. If you use AI to help you with this list, make sure to cite the use of AI
and personalize your steps to fit your own needs.

_______________________________________________

When finished, click "Submit your response and move to the next step."
Your Response (Required)
Paragraph
4.
 STATUS OF YOUR RESPONSE:RESPONSE NOT STARTED.
5.
6.
Submit your response and move to the next step

2. Staff Grade
NOT AVAILABLE

3. Your Grade: Not Started

Explanation of grading

What does "Waiting for Staff Grade" mean?

This assignment is graded differently from the quizzes. This assignment is called an Open Response
Assessment, and you will need to wait for a staff member to grade it. It is possible that your staff member
cannot grade this assignment immediately, so you might have to wait until up to three days after the due date.

What if my grade is low?

If you get a low grade on this assignment AND your final grade in this training is below 80% (the passing
grade), you will have a chance to resubmit up to two assignments at the end of the training to improve your
grade. Please return to this assignment to check your grade and read the feedback. You can make note of the
necessary changes based on the feedback you receive. Once all assignments have been submitted and
graded, you can go to Module 7 to submit up to two assignments.

Short
“For the next week, I will spend 2 hours a day, completing lesson in the basic mathematics e-learning
course, with the goal of finishing the first module by the end of the week.”

Here are clear, actionable steps to achieve my goal:

1. Clarify Your Schedule
  Decide which 2 hours each day I will study (e.g., 8am–10pm or 6pm–8pm).
 Block these times on my calendar to avoid conflicts.
2. Review the Module Structure
 Look at how many lessons are in the first module of the basic mathematics e-learning
course.
 Estimate the time needed per lesson (e.g., 30–45 minutes each).
3. Break the Module Into Daily Tasks
 Divide the total number of lessons by 7 days to determine my daily target.
 Example: If the module has 21 lessons, plan for about 3 per day, with extra time for
review or tougher topics.
4. Prepare Your Study Environment
 Choose a quiet, comfortable study space.
 Gather needed materials: notebook, calculator, pen, etc.
 Close distractions (phone on silent, limited browser tabs).
5. Start Each Session With a Mini-Plan
 Spend 2–3 minutes deciding:
o What lessons I’ll complete today
o What success looks like for the session (e.g., finishing 3 lessons, mastering
fractions, etc.)
6. Use a Study Technique
 Try the Pomodoro method: 50 minutes study + 10 minutes break, repeated.
 This fits well into a 2-hour block: about 2 study cycles + a final focused hour.
7. Track Your Progress Daily
 At the end of each 2-hour session:
o Check off which lessons I completed
o Write a 1–2 sentence summary of what I learned
o Note any topics to revisit
8. Review Difficult Concepts
 Schedule one session mid-week to revisit challenging material.
 Use practice problems or supplementary videos if needed.
9. Adjust If Necessary
 If you fall behind one day, redistribute tasks to the next 1–2 days.
 Keep the workload balanced to avoid burnout.
10. End-of-Week Assessment
 Verify I’ve completed all lessons in the first module.
 Take any included module quiz or self-test.
 Reflect: What worked well? What should I improve for the next module?

"This description was produced with drafting support from AI."

Long term
Over the next four months, I will complete the full basic mathematics e-learning course by
studying for 1 hour at least five times per week, finishing one module every three weeks.

Steps to Achieve the Goal

1. Review the Course Structure
 Identify how many modules the basic mathematics e-learning course contains.
 Note the number of lessons and estimated time for each module.
2. Create a 4-Month Study Schedule
 Block 1 hour, at least 5 days per week, on my calendar.
 Assign each module a 3-week completion window.
3. Break Each Module Into Weekly Targets
For every 3-week cycle:
 Week 1: Complete the first third of lessons.
 Week 2: Complete the second third of lessons.
 Week 3: Finish the remaining lessons and begin reviewing.
4. Start Each Study Session With a Mini-Plan
 Decide which lesson(s) I will finish in today’s 1-hour session.
 Keep the goal small and focused (e.g., “Complete Lesson 4 + practice questions”).
5. Track Progress Each Week
 Mark completed lessons on a checklist.
 Write a short note about topics I found difficult.
 Adjust my weekly plan if I fall behind.
6. Review and Practice Regularly
 Set aside one session per week for review and practice problems.
  Revisit any challenging topics before moving to the next module.
7. Complete Module Assessments
 At the end of each 3-week module period, take quizzes or tests.
 Record my scores to track improvement.
8. Adjust the Plan When Needed
 If a module takes longer, shift the next module’s start slightly while staying within the 4-
month timeframe.
9. End-of-Goal Evaluation
 After 4 months, confirm all modules are completed.
 Reflect on strengths, challenges, and what I learned.

"This description was produced with drafting support from AI."

Assessment board