Creation of this online tool has been one of the most rewarding projects I have created in my education career. When I set out designing this resource, I wanted to create something that could be used completely online without the use of any class instruction. As a result, I have included many of the outcomes, instructions, and links directly on the online tool pages as a way of eliminating classroom talk. Even though my plan was to eliminate classroom discussion, I wanted it to be a collaborative online environment that was authentic and engaging for students. I shyed away from just having students read information and answering generic questions .I wanted to create projects and exciting assignments that would not only keep students engaged but create an authentic learning environment online.

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When I was researching and analyzing ideas for this tool, I could not find any other sites that were like this one. I found that was a plethora of resources that from a variety of mediums that were available for students to use to supplement this material, just nothing that was all located in one space. That was my idea behind this tool. Even though my lesson plans include this tool within a classroom space. The information and activities provided would be enough for someone who did not have access to teacher in the classroom. The assignment have been strategically chosen to complement both a home and classroom environment.

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 As well, the assignments are tailored to different types of learners. The buoyancy assignments appeals to hands on learners, whereas the pressure assignment is more of a collaborative thinking assignment. The viscosity assignment allows for visual and auditory learners to communicate their understanding. The density assignment is really unique because it allows for students to actually participate in the science process. This is not only pivotal in the learning process, but allows students who are completing a completely online class to practice their learning.

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The information and activities found on this online tool are also designed and implemented to go beyond lower level taxonomy. I wanted students to have to critically think about the processes presented in this section. As a result, there are many times that students are required to connect the material they are learning about to real life processes. I not only wanted the students to think, but it also provides the teacher a really good opportunity to formatively assess which students are understanding the concepts and which need additional support. In order for students to connect to other concepts, they need to have a baseline understanding. This assessment strategy also applies to the summative assessment. All of the summative assessment within the tool has been laid out carefully and explicitly with instructions. It was important that students knew exactly what was expected of them before completing the assignment. As well, I tried to assess a number of different skills through rubrics, questions, videos, reports, etc. I want to make sure I was having students use as many different skills as possible while working through the online tool. 

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Throughout the entire ADDIE process, there were several key questions that I used for every aspect that was put into the tool. I felt that these questions were really pivotal as they addressed the importance of something, the value of it, and the execution of each element.

• Are the instructions okay?

• Is there enough explanation for the students who need extra reinforcement?

• Is it challenging enough for students who need enrichment?

• Is there the possibility for students to work at their own pace and not fall behind while using this?

• Is this beneficial for the students?

 

As well, these questions are things that I will be asking myself when I use this tool in my future classroom. By seeing how students response to the tool, I will be able to make it better as well as make more portions of the course online. A long term goal for this would be to have the entire course completely online. This would be both valuable as a supplement to classroom teaching, as well as provide students who are enrolled in an online classroom with unique and engaging learning experience.