Internet Learning Volume 7, Number 1 • 2018/2019 | Page 25

Internet Learning Journal
tion students also critique assignment
directions, student submissions, and
feedback from the GAVS instructor.
Critique guidelines for the assignments
in their active virtual classroom are as
follows:
1. Select three units in the GAVS
course you are observing and read
over the drop box assignments and
submissions by the students.
2. Reflect on your impressions of the
assignments concentrating on the
following:
a. Are the assignments
engaging?
b. Are the students’ submissions
adequate?
c. Could the assignment be
improved? How? (Be specific
and feel free to suggest
any great websites or applications
that you might use.)
d. Is the teacher’s feedback appropriate?
Could the feedback
be better? (Make suggestions
... no offense will be
taken!)
e. Are there any assignments
that seem repetitive or
unnecessary?
After observing, reflecting, and
analyzing, the candidates apply learning.
They have the responsibility of creating
engaging online assignments in
the LMS. The activities provide them
with the background knowledge they
need to do this successfully.
Manipulating the Online Learning
Management System
Observing and critiquing the discussions
and assignments in the online
field course help give the education students
a clearer sense of the rationale behind
the best practices they studied in
the Communicate and Evaluate TOOL
modules. The virtual field experience
also offers examples for them to base
their own discussion and assignment
development for online K-12 learners,
which are elements of the Create TOOL
(GA DOE, 2017).
The education students are given
access to a sandbox course in which to
practice building instructional modules
and explore the setup of online
instruction. The instructional modules
they create must complement their field
course content and be original creations.
The below instructions are provided
to them:
1. Choose a topic that relates to one of
the modules in your GAVS course
that you observed for your critiques.
The items you create should
be designed to accompany that unit
for the purposes of enhancing; expanding;
improving; etc. what the
GAVS teacher already has in place.
GAVS policies do not allow you to
create instructional materials for
their courses, so you will do that in
a sandbox instead of in the actual
course.
2. In the sandbox, create a module for
that unit (title the unit with your
last name, subject, and unit topic).
Your unit must include at least four
original components:
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