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= = Instructional Design - EDLD 5368 .  As a campus or educational leader I have a strong belief in the benefits of online learning. “Online learning is growing rapidly across the United States within all levels of education, as more an more students and educators become familiar with the benefits of learning unconstrained by time and place” (Watson 2007).   There are several **benefits that come with educators knowing how to design online learning**. Initially and probably most important, is new knowledge and understanding of online learning. Other benefits include, making learning connections with students and the ability to meet the needs of diverse learners.   “Many educators and policy makers remain unaware of the basics of how online education programs operate, what an online course looks like, and most fundamentally, how students can learn online” (Watson2007). When learning how to design online courses I was able to experience the benefits of online learning first hand.   Another important benefit I could see was the learning connections I was able to make with students by simply integrating technology in the course. This is how students live it might as well be how students learn. “They have spent their entire lives surrounded by and using computers, video games, digital music players, and all the other tools of the digital age” (Prensky 2001).   Finally, an important benefit that comes with educators knowing online learning is the better ability to differentiate instruction. “Having a combination of students whose academic skills that range from below grade level to several years above is nothing new for many K-12 teachers” (Wahl 2005). Technology tools allowed me to deliver content in various ways that accommodated students of various needs. Also, online course design greatly helps in the assessment and evaluation component of teaching.   **I will use the course design as a model that will contribute to my overall professional pedagogy strategies and education goals **. Specifically, the philosophy of Backward Design served to refocus the aim of designing learning using a sensible process. “Students are our primary clients, given that the effectiveness of curriculum, assessment, and instruction designs is ultimately determined by their achievement of desired learning” (Wiggins & McTighe 2000). In addition, the mechanics of an online course management system can be modeled and communicated in my future leadership activities.  <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> Having the opportunity to create a lesson using backward design my education focus and goals became more focused. I will use this knowledge of the process and success of backward design to lead educators in that same direction, ultimately leading to student success. <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> The lesson design was integrated into Schoology.com’s online course design open source software. This designed course will be used as a model for future professional development and teaching models in my future leadership activities <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> Given the opportunity **to integrate online learning as an educational leader** I would eagerly accept the challenge. I use the word challenge because online learning is a fundamental change in the way instruction is delivered. Both educators and students would have to be enlightened to this change. <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> “A fairly common misconception about online learning is that in an online environment the teachers is less important than in the classroom” (Watson 2007).The challenge of overcoming this misconception by administrators, teachers, and parents will be the most difficult. However, like everything else with education comes understanding. <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> The student component of online learning integration could be a bit less challenging, but no less vital. “Even with the best teachers we have, most middle school and high school kids say they’re bored 50-70 percent of the time” (Prensky 2001). I believe that technology, to put it simply, excites and hooks students. “ <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif';"> There are so many unanswered **questions about online learning**. Questions concerning stakeholder understanding, policy, funding, equal access, and the proper role technology should play in educations are still not fully understood. <span style="font-family: 'Lucida Sans Unicode','sans-serif';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif';"> We have already established that one challenge to online learning is people’s knowledge. Coupled with outdated dated policies regarding technology, I question the direction leaders and decision makers will take. “The growth of online education has outpaced education policy in many states. In many states online programs are guided and overseen by rules and regulations created for traditional schools” (Watson 2007). <span style="font-family: 'Lucida Sans Unicode','sans-serif';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt;">Another question I still have centers on the current and future role online learning will have on our education system. Unfortunately, that role is and could be impacted by matters of finance. “Funding of online students, and in particular, charter school students, has been controversial in several states” (Watson 2007). Also, regarding money equal access (computer, software, and Internet) for students who are less affluent is a lingering question with no simple answers <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';">I am eager to put this and much more newly acquired knowledge to practice at a district with open minded technology position. <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> Watson, John. (2007). A National Primer on K-12 Online learning. North American Council for Online Learning (NACOL), Washington D.C. <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt;"> Wiggins, G. & McTighe, J. (2000). //Understanding by Design.// Upper Saddle River, NJ: Prentice Hall <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> Prensky, M. (2001). Digital Natives, Digital Immigrants: Part. On the Horizon, 9(5), 1-6. <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: ZH-CN;"> Wahl, L. & Duffield, J. (2005). <span style="color: #333333; font-family: 'Lucida Sans Unicode','sans-serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;">Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do, WestEd San Francisco Ca