Create: For this section, set up a competency structure using standards for one unit of your sample course. Associate the assignments in that unit with the competency.
Artifact: Submit both a screenshot of the structure and a detailed explanation of why you created the structure that way. Include a discussion of the various pathways a student may go through to attain the competencies in the unit and document all in your blog.
Intro to Law, Public Safety, Corrections, and Security

Standards Covered

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Course Standard

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The student will participate in a planned emergency drill.  The student will meet the standards of the course by preparing for the activity, participating in the activity, being professional and the reflecting on the activity.  This activity may be used as a formative exercise or a summative assessment. 

This blog post was written to discuss nine data images that were shown in the data driven instruction and analysis lesson. 
​How might the teacher adjust the course in the future based on the previous activity of these students?
I think that it is important for teachers to constantly grow each lesson and change to ensure the most student success is being accomplished.  By constantly reviewing data and student performance based on a comparison with similar learners we are able to differentiate material for each student.  Use a spreadsheet that focuses on the impact of student learning.  During formative assessments if I see a student, group of students, or the class is weak in a standard, then I change the direction of the lesson to focus on mastery of that standard.  If a summative assessment reveals that students are not showing a mastery of a standard, then the focus is on remediation.
What other uses does data have for online instruction?
With online instruction, the teacher has to pay close attention in an asynchronous learning environment to ensure students are meeting standards.  Differentiation takes on a new look for teachers that normally have a face-to-face meeting with students.   Through time teachers can plan effective differentiation for students based on data that is collected from the class.
What advantages do teachers who utilize data have over those that do not?
This is a difficult question because I cannot imagine teaching without the use of data.  Teaching with data provides teachers with a clear indication of which students are meeting standards and which are not.  This allows the teacher to change their methods to be able to transfer information to more students, conduct better formative and summative assessments, and provide classroom differentiation.  Teachers that are not using data are not providing everything they could be for their students.

This blog post I am focusing on the validity, reliability, and the security of the assessment. When determining the summative assessment for a lesson it is important to make sure that the material used is connected to a standard.  

This above document is an example of the standards used to determine the validity of the summative assessment.
After matching the standards with the lesson, test question can be developed.

The above document document is an example of a test made using Quia.  Quia  many features that helps the teacher to measure reliability.  Test reports and item analysis are valuable tools.

The above picture is a copy of a class test report.

The above document is a copy of a test item analysis.  This tool helps to ensure question reliability with the lesson. 
Quia  has many security features including separate teacher and student login, having a security word for starting the test and limited time windows for testing.  

This blog post focuses on Quality Feedback.  I have attached below several artifacts for to illustrate feedback.

This is a copy of an assignment on Rehabilitative Programs given to a student. 

This is an example of the students work that was turned in for a grade.

This is an example of feedback provided for the assignment. 
It is important for an instructor to consider student performance data when providing feedback so that the student is evaluated on their own personal growth and mastery of the standards.  Feedback can be both observational and instructional. Feedback can focus on the effort the student has put into the work and acknowledge the quality, and feedback can help to point the student in the direction of where they can find answers or improve upon their work.  Feedback is a valuable part of learning. 
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For this blog I have created a formative assessment using Quia.  I took material that is discussed int the lesson on the History of the American Jail, and I created a battleship game. 

This is the home screen for the student that allows them to select the skill level and reposition their ships. 

This is the screen the student sees when they play the game.  When the click on a box it will alert the student if the get a hit.  When the student gets a hit they must answer a question for the hit to count in their favor. 

This picture shows a list of questions I have created for the game.
Students may play the game as many times as they would like.  Each game will tell them if they have won or lost.  Student are encouraged to raise their skill level until they have mastered the game.  The teacher is able to monitor student achievement through exporting a student grade sheet.  The grades can be broken down into which standards the student is having  the most difficult time with. Based upon the students mastery of a standard, or lack of mastery, the teacher can focus more time on the weaker standards.  This is an excellent time to focus on differentiation. 

This blog post is to reflect on what I have learned while completing the Create lesson.  The following standards were addressed during these lessons:
Standard B: The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.
Standard C: The online teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.
Standard E: The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.
Standard K: The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.
There have been many lessons in this module that have helped me to meet each standard.  Standard B and Standard C were met in Create 2 - Web Tools for Differentiation of Teacher Instruction  and in Create 2 - Web Tools both of these lessons provided me with the information to support student engagement in a fun and interactive online environment. 
Standard E was met in  Create 3 - Open Educational Resources this section, I feel, prepared me to show students how to use resources in an ethical and legal way.  I will also be able to share information that is safe for my students. 
Standard K was met in  Create 4 - Aggregating Lesson Material where the focus was to help students by having information in an easy to follow LMS. Without delivery the students will never learn. 
The strategies I will take away from create are; how to find save material to deliver to students, and how to create learning objects to make learning more engaging. Throughout the lesson one of the most useful items was the learning maps.  The maps make lessons easy to follow for the instructor and the student. 

Searching for a LMS that can aggregate lesson material can be an overwhelming task.  I have done some research and testing and found two that seem to work well.  The first is Litmos. Litmos is a SAAS/Cloud platform for e-learning, also known as a learning management system or LMS, based in Silicon Valley, CA, USA. Litmos is used for employee training, customer training, channel training, and compliance training.  The virtual classroom is easy to navigate and a huge plus is the phone application.  This means students can complete work and learn along the way.   There is a free trial in place that will let you examine the site for yourself.  The top of the price bracket that has all the bells and whistles is only $15 per month.  
The second LMS I found that can aggregate lesson materials is BluVolt.  BlueVolt  has some nice amperage with extended enterprise LMS distribution. This company gets it, and effectively marries learning with marketing. Manufacturers, distributors, associations and service companies use the BlueVolt LMS to develop and deliver highly effective online training.  There are a few problems with BlueVolt; there is not free demo and there is  limited access until you pay to use the LMS. This is a sleek and easy to navigate LMS but it is not intended for instructor-led classrooms. 

Building portable learning objects is the title of the blog, but what is a portable learning object? A portable learning object is a easy and fun plug and play learning activity. 
I have two examples that I have created.  The first is of the Auburn State Prison that was made using Thinglink. The intended use for this learning object is to give students a visual reference and link to more information about Auburn State Prison. This object can be posted as an easy icebreaker to the subject.

The second learning object I made was a lot more time consuming, but very fun for the students.  I created a Jeopardy game using JeopardyLabs.  This tool does cost $20 to purchase, but you can use it to create as many objects as you like.  This object is intended to be used as a review and study tool for an entire unit.  This item can be played by more than one classmate allowing them the opportunity to be a support network in study.

Please follow the link to play Motor Vehicle Law Jeopardy.

The purpose of this blog post is to discover new learning object authoring tools.  Through my research I was able to find two tools that I really like.  The first tool is Smartbuilder.  Smartbuilder  This tool is the award-winning course authoring tool that enables you to create rich Flash e-learning with an easy-to-use interface.  With the easy to use interface the teacher can author material with easy to use puzzle pieces.  I personally would use this tool for the action mapping and elearning authoring functions, but there are so many more applications to explore. 
The second tool I found is easygenerator. Easygenerator provides cloud-based eLearning authoring software. Easygenerator enables instructional designers and subject matter experts to rapidly create the most engaging courses that have the highest learning impact. Easygenerator is affordable, easy to use, and future proof. Simply create, design and publish your eLearning courses. Used and loved by 5000+ users in more than 120 countries in both enterprises and universities.  I love this tool for the simple use with the drag and drop features.  I will use this tool in my classroom to create easy to follow lessons. 

Locate one online image designated as an open educational resource. Locate one online text object designated as an open educational resource. Locate one online video designated as an open educational resource.
The following are open educational resources:
Openclipart is an open educational resource where pictures such are this can be located.
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Onetonline is a site where creative common text can be found.  This site was found using a Google Search with a creative commons filter. 

This video was found on Youtube using a common source filter.​