Welcome to my EPortfolio. I am a lecturer and fieldwork supervisor in the School of Education. I currently teach the Literacy Methods course for multiple subject student teaching candidates. Additionally, I supervise student-teachers in their field placements. Thanks to the phenomenal faculty education opportunities offered through the FIT studio team, I have been able to integrate learning technologies into my methods course, constructing online modules to cover ‘content’ and allow time in class to confer with students as they work on course projects. In essence, I have been able to ‘flip’ my course. My LMS is rooted in Google Classroom and I am in the process of transitioning modules previously created in Populr to construction in CI Keys (WordPress). As a supervisor I utilize Google Docs and Zoom Conferencing to connect students who are working in public schools throughout the county. Technology has innovated and invigorated my passion for teaching and learning. This showcase is a sampling of my professional work so far. Learning is a process and I am thoroughly enjoying the journey.
This showcase highlights course components that satisfy Section 1 of QOLT.
SECTION 1: Course Overview and Introduction
A successful online learning experience begins with an introduction to the course essentials. The class should clearly convey what students will learn, how they will learn it, and who they will learn with.
1.1 Instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components such as syllabus, course calendar, and assignments.
1.2 Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and a picture and/or video of the instructor.
1.3 Course description includes the purpose and format of the course, as well as prerequisite knowledge and competencies, if applicable.
1.4 Online etiquette expectations for various forms of course communication and dialog (e.g., chat, “hangout,” email, online discussion) are presented and clear to the student.
1.5 A link to the CI Academic Dishonesty policy is provided. http://www.csuci.edu/studentlife/student-conduct/academic-dishonesty.htm
1.6 A list of technical competencies necessary for course completion is provided; identifying and delineating the role/extent the online environment plays in the total course.
1.7 Instructor provides samples of student work and provides opportunities for students to ask questions.
1.8 Instructor asks students to share their own learning goals.