Online Course Module

The course I design will serve as a science unit on matter geared toward second-grade students. It is important that students at this age (7-8 years old) receive science instruction.  Content will cover the states of matter, properties of matter, and observable changes in matter. The module will function as an introductory second-grade science unit. Hence, the module will exclude extraneous science concepts including energy, motion, Earth, space, and nature.

Structurally, the course will be separated into three sections: 1) States of Matter, 2) Properties of Matter, and 3) Changes in Matter. The module will introduce students to a variety of concepts, skills, and vocabulary words within each section. Each section will present material that adds to the previous section. Students will first be introduced to the three states of matter: solids, liquids, and gases. As the module progresses, students will learn about the properties of matter—how to observe solids, liquids, and gases. The students will describe properties such as shape, color, size, weight, texture, and temperature. In the final section, students will identify how matter can change. In this section, students will learn that matter can freeze, melt, or even form mixtures. 

As an interactive, engaging science unit for younger children, the module will incorporate various media including, but not limited to, video, audio, images, and text. Second-graders are unlikely to learn from text alone. Furthermore, second-graders are beginning readers, so the media will rely on visual media, rather than text, for most instruction.

The module will primarily utilize teaching strategies such as visualization and interactivity. In the ideal science classroom, students have access to hands-on, interactive science experiments and projects. A virtual science classroom should strive to match that level of interactivity. Therefore, most instruction will incorporate visual images and videos that help students understand the concepts. Additionally, the module will provide links to educational games that encourage hands-on engagement. Another example of interactive learning in the module will be “virtual field trips.” 

Still, the module will mostly consist of asynchronous activities. Some synchronous lessons using web-conferencing software will be used to ensure students are learning, but the duration of these meetings will be shorter. Most content will be provided through videos, images, games, and other forms of digital media.

Learning will be evaluated and assessed through a combination of quizzes and performance-based assessments. Online quizzes and gamified exercises will occur at the end of each section to ensure that students have obtained the fundamental knowledge required to progress. To encourage hands-on participation, students will also complete performance-based assessments. Students will follow instructions to perform relevant science activities or experiments at home. They will record videos or take pictures of their experiments; in doing so, students will demonstrate their ability to make observations and conclusions. Feedback will be provided through videos, text, and web-conferences. 

Several production methods will be used to create the materials. Graphics and images will be made using photo-editing software to help students understand concepts. For instance, the module will include a representation that demonstrates the differences between solids, liquids, and gases. The creation of most materials will require video-recording and video-editing software. The teacher will be seen conducting experiments and teaching concepts (think: Bill Nye the Science Guy). Games and review materials will be designed using software such as Kahoot, Quizlet, etc.

1. Topic Description and Significance: The title of this module is, "What are the three states of matter?" This is the first module in a unit of science modules covering 2nd grade science concepts related to matter. This module is significant because it introduces 2nd grade students to a number of concepts they must understand before moving on to future science lessons. 

2. Objectives: By the end of this module, students will be able to define matter as anything that takes up space. They will be able to differentiate between solids, liquids, and gases. They will be able to classify ice as a solid, water as a liquid, and steam as a gas.

3. Content: The module's content will be split into four sections: 

3.1. What is matter? This section will introduce students to the concept of matter. It will teach students the following rule: Anything that takes up space is matter. Concrete examples will be used to help students understand this rule. The module might explain that a computer, for example, is matter because it takes up space on a desk; the desk itself is matter, too. The module will point out that even air is matter because it takes up space--imagine the air in a balloon. Students will learn that matter is made of particles or molecules (small parts of solids, liquids, and gases that we cannot see). 

3.2. What are solids? The topic of this section is solids. Students will learn that solids have their own shapes; they do not take the shape of a container. The particles in solids are close together. Students will brainstorm examples of solid objects. They will learn that ice is a solid because it takes the shape of a cube. 

3.3. What are liquids? This section will focus on liquids. Students will learn that liquids do not have their own shapes; they take the shape of a container. If a liquid is in a cup, the liquid takes the shape of the cup. The particles in liquids are not very close together. Students will brainstorm examples of liquids. They will learn that water is a liquid.

3.4. What are gases? Lastly, students will learn about gases. Students will learn that gases do not have their own shapes. The particles in gases are very far apart, so gases move freely. There are many gases that we cannot see, like air. Students will brainstorm examples of gases. They will learn that steam is a gas.

4. Activities (teaching methods): Each section of the module will include a short animation (narrated by the teacher) introducing the section's topic. Images will be included to help students understand the differences between types of matter. After each video, the module will present a Google Forms question for students to answer. Students will also be directed to play an online game called "Matter Sorter." 

5. Assessment: The Google Forms questions throughout the module will assess students' understanding of matter. Due to the interactive nature of science, however, students will also conduct a performance-based assessment at home in which they observe water in different states (solid, liquid, and gas). Students will take pictures or record their experiment, while explaining the difference between solid water, liquid water, and gaseous water. Students will be assessed on their ability to properly identify and explain the differences between the states of matter.

Analysis: 

1. Quality Standards (QM, iNACOL, and Internet-based benchmarks): 

I will compare three groups of quality standards utilized in distance education:  Specific Review Standards from the QM Higher Education Rubric, iNACOL's National Standards for Online Teaching, and the benchmarks for success in internet-based distance education listed in Distance Education: A Systems View of Online Learning. These groups are into different sections or sets of standards that highlight the essential aspects of online courses. The standards themselves are relativelyconsistent; all three groups include assessment or evaluation standards, for example. 

The internet-based benchmarks are categorized by the different roles involved in distance education. For example, the categories include institutional support, faculty support, and student support. Additionally, these benchmarks are organized by the processes involved in distance education, such as course development,teaching/learning, and evaluation. Overall, these benchmarks focus on distance education as a system.The standards created by Quality Management (QM) are more specific but follow a similar structure. The different sets of criteria (course overview, learning objectives, assessment and measurement, instructional materials, course technology, etc.) relate to the online learning process's specific steps. iNACOL's standards are the most unique. Like the other lists of standards, iNACOL is organized into sections. However, each section is not a category of standards but a single, specific standard (standard A, standard B, etc.). Within each standard is a table that focuses on teacher understanding/knowledge and teacher abilities. This group of standards also includes a rating system.

The Grade 2 Science module I am creating will follow iNACOL's standards because they are geared toward K-12 online learning. While many of the standards included in QM's list and the internet-based benchmarks are applicable, these lists were both created with higher education in mind. Therefore, I find iNACOL's list most applicable. Two sets of standards included in iNACOL'sdocument that I will apply to my module are Standard C and Standard H. 

Standard C reads, "The online teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment." This group of standards focuses on the module's ability to engage learners. The purpose of my science module is to teach concepts related to matter in an interactive, engaging format. Although the module will be presented online, my goal is to engage students as if they are in a traditional classroom. Therefore, my module will promote active learning, application, interaction, participation, and collaboration. I will incorporate discussion, student-directed learning, collaborative learning, and project-based learning, and other strategies listed in the specific standards under Standard C. I will also provide differentiated instruction "based on students' learning styles"--another standard listed in this category. 

Standard H reads, "The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals." This group of standards focuses on the assessment of learning goals. To meet the standards listed in this group, I will provide different forms of assessment throughout the course, including formative and summative assessments. The assessments will directly relate to the learning goals defined at the beginning of the module. The module will include quizzes and performance-based assessments that relate to the science topics presented in the instruction (types of matter, properties of matter, and changes in matter). 

2. MOOC: 

Although I am very familiar with online courses, participating in a MOOC was a learning experience. I took a course called "Supporting Children with Difficulties in Reading and Writing" on Coursera. The structure of this course was organized; it was easy to navigate through the course modules. When I create my own module, I will also ensure that my module is easy to navigate. This relates to standard 8.1 in QM's list: Course navigation facilitates ease of use.

Additionally, this MOOC encouraged me to create "weekly goals." Despite the self-paced structure, the course focused on maintaining a personal schedule. I would like to incorporate this experience into my online module by posting a weekly goal discussion board for students to share their goals. I will also incorporate other strategies for student achievement. This relates to the following standard listed in iNACOL's document: The online teacher is able to apply experiences as an online student and/or group to demonstrate the developmentand implementation of successful strategies for online teaching environments and to anticipate challenges and problems in the online classroom. 

Lastly, I noticed that the instructors of "Supporting Children with Difficulties in Reading and Writing" incorporated many videos. I intend to incorporate videos in my module because they are engaging, especially for young children. However, videos are not the only form of media I intend to incorporate in my design. I also plan to include images, animations, games, and text. This relates to QM standard 4.5: A variety of instructional materials is used in the course.

Design and Development

1. Course/Student Orientation: 

Hello students! Welcome to our online science classroom. 

In this module, we will learn about different the different types of matter--solids, liquids, and gases. We are going to have a lot of fun observing the world around us! 

You will need two materials: a computer and a webcam. 

All of your assignments will be online. Make sure you watch my videos every week and complete your assignments! You will be graded on quizzes and projects. Click on "Grades" to find your grades.

2. The module overview: The title of this module is,"What are the three states of matter?" This is the first module in a unit of science modules covering 2nd grade science concepts related to matter. This module is significant because it introduces 2nd grade students to a number of concepts they must understand before moving on to future science lessons.

3. Objectives: By the end of this module, students can 1) define matter as anything that takes up space; 2) identify and differentiate between solids, liquids, and gases; 3) explain that ice is a solid, water is a liquid, and steam is a gas; and 4) observe the different states of matter in an experiment.

4. Content: The module's content will be split into four sections. The first section will introduce students to the concept of matter. It will teach students the following rule: Anything that takes up space is matter. Concrete examples will be used to help students understand this rule. The module might explain that a computer, for example, is matter because it takes up space on a desk; the desk itself is matter, too. The module will point out that even air is matter because it takes up space--imagine the air in a balloon. Students will learn that matter is made of particles or molecules (small parts of solids, liquids, and gases that we cannot see). 

The next three sections will focus on the specific states of matter. Students will learn that solids have their own shapes; they do not take the shape of a container. The particles in solids are close together. Students will brainstorm examples of solid objects. They will learn that ice is a solid because it takes the shape of a cube.Next, students will learn that liquids do not have their own shapes; they take the shape of a container. If a liquid is in a cup, the liquid takes the shape of the cup. The particles in liquids are not very close together. Students will brainstorm examples of liquids. They will learn that water is a liquid. Lastly, students will learn about gases. Students will learn that gases do not have their own shapes. The particles in gases are very far apart, so gases move freely. There are many gases that we cannot see, like air. Students will brainstorm examples of gases. They will learn that steam is a gas.

5. Activities: The module will incorporate video activitiessuch as animations. These activities will present the majority of the instructional content. The module will also provide students with interactive gamified activities. Students will participate in learning games and digital flashcard activities, for example. The students will also take online quizzes throughout the module to assess understanding. 

6. Assessment: The module will consist of two types of assessments: formative quizzes and a summative, performance-based experiment. The former will consist of objective test items (multiple-choice, matching, short response, etc.) that address the following goals: 1) Define matter as anything that takes up space and 2) Identify and differentiate between solids, liquids, and gases. The performance-based assessment will be an experiment. The student will freeze water, melt ice, and record his or her observations. This assessment will address the following goals: 3) Explain that ice is a solid, water is a liquid, and steam is a gas; and 4) Observe the different states of matter in an experiment.

I am very familiar with online courses—from a learner's perspective. I am less familiar, however, with the process of designing and developing online modules. As an aspiring curriculum developer and instructional designer, these are essential skills. This project has been the perfect introduction to creating online courses. While online learning and teaching may have some disadvantages, this project has shown me that there are many advantages as well.

One advantage of web-based learning is that it allows students to attend school regardless of location. As an online student myself, this is the selling point of distance education. Also, self-paced online courses are ideal for students with busy schedules. Full-time employees might not have the ability to attend school without the existence of distance learning. I find this personally relevant. I work full-time at a school so attending school in person is not possible. When creating this module, I realized that web-based learning can be advantageous for teachers as well as students. Teachers might find it convenient to have all learning materials, assignments, quizzes, and activities located in one easily accessible spot. In a face-to-face course, it might be difficult to maintain this level of organization. Additionally, teachers can incorporate many different types of activities in online courses. I personally included videos, animations, games, story read-alouds, and online quizzes. Online courses do not need to be bland and boring.

Of course, web-based learning has its disadvantages as well. My second-grade science module is less hands-on than a traditional science class might be. Although I can incorporate interactive activities, the module is lacking in terms of social presence. However, creating this online module has helped me understand effective techniques and methods for increasing social presence, despite the distance. For example, using discussion-based activities can be a great way to increase socialization. I included a discussion activity in my module that encourages students to choose any liquid and explain how they know it is a liquid. As a discussion activity, students will have the ability to respond to other posts. This encourages them to see other perspectives and viewpoints. Another way to increase social presence is to record video lessons that allow students to hear your voice or see your face. It is important that students become familiar with you as their teacher. This will make the online course feel more like a face-to-face course.

Another disadvantage that might arise in a web-based learning environment is the theory of transactional distance, which refers to the communication gap in distance education. This gap often affects how well students understand the instructional material. To address the theory of transactional distance, I incorporated several activities that cover the same material. I included the main lecture video, a game, and a story, for example. By doing this, I reduced the chance that students might not retain the material by increasing the repetition. I also utilized different forms of media and addressed various types of learners (visual, auditory, kinesthetic, etc.). This again will decrease the likelihood of misunderstandings.