Now that we have moved to Virtual Teaching and Learning here are a few website and links to make instruction valuable.
Khan Academy https://www.khanacademy.org/
Virtual Nerd https://www.virtualnerd.com/
I have found success with all platforms including for myself. The internet is a wonderful tool. When using online website make sure they are age appropriate and fit the need you are looking to use.
Everything has to be looked upon with an open mind. Empathy can understand or feel what other people or feeling it is experiencing from within their frame of reference, that is, the ability to place oneself in another’s position. The course was designed to cultivating a feeling in tween’s of empathy. Creating a significant learning environment that helped students to become kinder when they are actively engaging in a digital platform. Students and educators have to teach and learn in a new way. Mostly, in a digital environment. My context for this online course is to help have meaning lessons that encourage empathy. Students will use several applications to become experts in their online learning experience. Digital citizenship lesson teaches students significant lessons, but the lack of assisting the students in cultivating compassion, kindness, and niceness. Creativity is one of the many meaningful learning intentions for the course. Applying their creativity and using the applications, students, and their personal path of cultivating empathy when using digital platforms is the sole purpose of this course. Students need a strong foundation in practicing empathy development before they can learn effective communication, collaboration, and leadership skills. Virginia Commonwealth University expands on this necessary skill in the published study, Empathy Activators: Teaching Tools for Enhancing Empathy Development in Service-Learning Classes.
Instructional Design Theories
Instructional Design Theories help with the design of the online course and the method in which the course will be implemented. I worked hard to include several keys to my plan to help with Analysis, Design, Develop, Implement, and Evaluate. When I was building my ideas, I had to remember the age and what exactly the goal and vitality of the course. Digital etiquette is vital to help with establishing a set of positive behaviors. Creating a style of questioning that helps guide students to be awesome online learners.
UbD Plan Implementation
My Ubd plan of implementation will be successful because the world and education are in a deficit when it comes to empathy. Sharing thoughts and perspectives helps empathy development and can be done in scenarios of synchronous or asynchronous activities. In live chats and forums, focus on interpersonal skills, having students create questions and answer one another. Depending on your LMS, look for ways in which students can collaborate to build a class resource, such as a picture dictionary with course-related terms, and provide a means for them to comment on one another’s entries. Creating a course that highlights digital learning and digital citizenship is right on time. Students will cultivate and embrace compassion from creating video documentaries and formulating the question and answers interviews with their peers. Observation is critical, how well is the design, and will it keep the students engaged. Collecting data has to be apart of the assessment process, am I keeping actual data? The data must meet the need for improvement and to see growth. I also need to ensure that the reflective piece matter. Also, which is critical, keep exemplar work so the students can see the idea that I have in mind for their learning purposes.
Importance of Online Learning
Modeling empathy has to be done! Students will understand that they have a safe place to be expressive in all digital settings. Students will practice appropriate online behavior along with design thinking to utilize all applications to further their Learning experiencing. Relevance is key to any lesson taught to students. We have had to change the way we teach and the way we learn. Creating a space that has to have positive energy and proper WiFi connections.
Building a vocabulary of empathy in which students and educators can use to communicate in discussion posts and video reflections.
A shift in design thinking is required to consider the “normality of doing things differently.” Designing an online course for my organization, I had to remember my audience. I also have to keep in mind the goals and vital behaviors. Having all the right lessons is essential, but constructive feedback is critical. It must be done in a timely matter. I want the best for all my students. Even if they never become an empathic human, at least they experienced an empathic teacher with meaningful instructions.
I now move differently in this world of digital educations. Now, that I have created a platform (online course for middle schoolers) and an experienced online curriculum that can be implemented. As an Innovator and holding a leadership role for my organization, I see my thought and idea to help cultivate empathy in my students in a digital environment is now everywhere. An understanding (empathy) was lacking in most of my student’s and teacher’s actions when they used discussion posts and online reflection answers and peer reviews.
The teaching of empathy development in an online class is a natural step in the evolution of online education. The more we rely on online learning, the more we begin to look for ways to humanize it, to transform it, and take it a step further. Blended learning is an effective way of teaching virtually. With time the online course will change. I already have several things I need to improve. Remembering that an online course will need adjustments and improvements, and things will happen to either enhance the learning or cause a deficit.
OSCQR Course Design Review
Empathy Activators: Teaching Tools for Enhancing Empathy Development in Service-Learning Classes.
Hansen N and Philo C. The Normality of Doing Things Differently: Bodies, Spaces, and Disability Geography. Tijdschrift Voor Economische en Sociale Geografie. 2007; 98 (4): 493-506. p. 498