Reflections in developing my online course

In the development of this course I used the cognitivist learning theory as a guideline. The standards that are established by the college programs accrediting body follow Blooms Taxonomy as a way of taking the students from a basic beginner’s level to the advanced learner. This is accomplished in the program through steps. In the beginning of the program the courses utilize mostly level 1 and 2 taxonomy level questions. At the halfway point in the year level 2 with a few level 3’s are used. Then toward the end of the year mostly level 3’s are used. Each course follows this progression as well as the entire year of the program.

The UbD plan was revamped during this course to better guide the design of the course. The UbD is as follows:

Stage 1 Identify Desired Results  
Established Goal

Learners will take the foundational knowledge and apply it in a practical setting to solve problems that can/will arise in the laboratory.


Students will understand… What understandings are desired?  
That problem solving is essential to a successful career in the laboratory.

If they apply problem solving steps they will be able to think through a problem.

That problem solving can take multiple attempts to complete.




Do I remember enough from the first semester to properly solve problems?

How much reading will I have to go back and do?

Was I able to apply what I learned in class to the situations in the lab?

Has my problem solving ability improved from the first semester?

Where am I in relation to the other student’s knowledge?

How much harder will I need to study for preparation for graduation?



What key knowledge and skills will students acquire as a result of this unit?  
Students will know….

The importance of problem solving in the histology laboratory


Students will be able to…                             

Identify problems

Analyze results for correctness or problems.

Develop a plan to find a solution to a problem.

Implement a solution to problems in the histology laboratory.





Stage 2 – Determine Acceptable Evidence
Evaluative Criteria  
Performance task(s):                                                                                                                        

·       Students will answer practice scenarios of problems from the laboratory.

·       Students will be given a quiz that will include scenarios of problems to solve.

·       Students will use what they learn in the problem solving course as the proceed into the final review of the school year.

Other Evidence:

·       Classroom Collaboration- show an increase in understanding that correct solutions are reached within peer groups and measure where they are compared to fellow students.

·       Weekly online exams will continue to exercise the students ability to problem solve beyond the course.

·       End of the Year Comprehensive Final will also show increased ability to solve problems.


Stage 3 – Plan Learning Experiences
Summary of Key Learning Events and Instruction

W- This course will be in the six weeks prior to the final review session starting for the school year. The

student is expected to take the steps to problem solving and use them in daily routine and in review for the end of the year review.

H-  The introduction will make them excited about a plan to help them solve problems.

E-  Give students the 4 steps to problem solving.

R-  Give students practice problems to review with.

E-  Peer reviews will help students evaluate where they are and how much more they need to study.

T-  The course goes slow enough for each student to learn the concept at their own pace.

O- Each of the six weeks in the course are layed out the same so the student can follow easily because of organization of the course.


When you look at today’s students and you see the conectedness of each one, you can see that the face to face method will not always work for them. The integration of technology is at the highest level it has ever been and continues to climb to new heights each day. The amount of information that today’s student processes each day is 1000 times more than I had 30 years ago. Students are beginning to shut down to the old face to face lecture and the ability to offer online classes can create the amount of stimuli they need to spur their desire for learning on.

I have learned that each student responds to different types of media in different ways. You cannot ass one new media type to your class and expect that to suffice. There is a constant need to change the media you present with several times to continually challenge today’s students to learn.


Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning.

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