Refining the Demo Unit: Strengths and Areas for Growth So Far

My Demo Unit contains many elements that strongly address some of the iNACOL Standards (International Association for K-12 Online Learning, 2011). Three standards in particular stand out as particular areas of strength in my Demo Unit:

iNACOL Standard D

The threaded discussion and summative assessment rubrics provide some clear expectations for how my learners need to demonstrate their learning. At the same time, the rubrics were carefully designed to accommodate a wide variety of project formats and technology tools, so learners still have plenty of freedom about how to design their learning. For example, the summative portfolio must include a minimum of 3 artifacts and a reflective essay, but the format of the artifacts can be anything including a text document, slideshow, image, video, or URL link to some other online resource the learner has designed.

iNACOL Standard J

Communication with colleagues and stakeholders is an important part of my job, so I feel this is a real strength in my Demo Unit. The sample letters I included in my Hidden Instructor Resources folder are just small samples of my everyday interactions with technology tool vendors, colleagues in other districts, parents, students, etc.

iNACOL Standard F

Many of my weekly lesson design tasks are very flexible. These open-ended assignments create rich opportunities for accommodation because learners have a lot of choices to make in how to represent their lesson design tasks. For example, the weekly assignments may be submitted as either text or slideshow documents. My Demo Course also includes several screencast video explanations with embedded subtitles, which provides some support for learners with disabilities and/or different learning styles.

Of course, the work of a thoughtful designer is never really complete, and I see several areas in which my Demo Unit still needs revision in order to meet some iNACOL Standards:

iNACOL Standard B

Since the whole point of my Demo Unit is to teach a variety of media tools, I’m concerned that the curriculum may have too many new technology tools squeezed into the original seven-week time frame. Perhaps it would be better to spread this number of technology tools out over an entire school year of professional development meetings. Maybe each lesson should really happen over the course of a month, rather than a week, since many of my learners are employed as full-time classroom teachers. Also, the Demo Unit does not include any lesson that encourages learners to connect with outside colleagues via Edmodo, Twitter Chat, or similar networking activity designed to support a community of practice. In order to address this shortcoming, I will be replacing one of the redundant assignments in Week 6 with a social media assignment.

iNACOL Standard G

I feel that my assessments are very strong overall, especially the summative ones. However, there are not sufficient formative assessments upon which to make adjustments in the course, especially in the early lessons. I will be adding a formative assessment component that checks the learners for basic conceptual understanding after the second or third lesson of the Demo Unit. I will probably design an easy- to medium-level difficulty test of basic knowledge of SAMR, HyperDocs, and using YouTube for education. In keeping with the Demo Unit’s main theme of media tools, I will probably structure the quiz in a way that incorporates embedded graphics and video clips via Socrative or similar online assessment platform.

iNACOL Standard I

While I am designing the quiz mentioned above, I will also include one or more questions that solicit feedback on how the course is going, including suggestions for how the remaining lessons might be better explained or modified to meet learners’ needs, so that the early formative assessment may be used to make adjustments to the course in real time.


International Association for K-12 Online Learning. (2011). National standards for quality online teaching. Retrieved from


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