Instructional Design - LMS | Blended Learning Wit

Instructional Design Overview: Implementing Blended Learning with Individualized ePortfolios in High School Mathematics

Subject, Level of Instruction, and Intended Audience

Subject: High School Mathematics (Algebra I & II)
Level of Instruction: Secondary Education (Grades 9-12)
Intended Audience: High school students, math teachers, and instructional leaders interested in implementing blended learning with ePortfolios.

Key Institutional Documents Influencing Design

This instructional design incorporates insights from multiple research and planning documents that have informed its structure and methodology. Key supporting documents include:

Innovation Plan – Provides the framework for integrating innovative instructional models in digital learning.
Research Design Outline – Details the methodology for measuring the effectiveness of ePortfolios.
Outcomes Assignment – Includes the full three-column table and Big Hairy Audacious Goal (BHAG) for implementation.
Learning Philosophy – Aligns with the constructivist approach and principles guiding blended learning.
LMS Implementation Outline – Presents the step-by-step roadmap for phased LMS implementation.
- Google Classroom LMS

Competency-Based (CBE) vs. Outcome-Based (OBE) Education

This instructional design follows an Outcome-Based Education (OBE) model. The focus is on students demonstrating mastery of specific learning outcomes through structured assessments, reflective learning, and application-based tasks. ePortfolios serve as a mechanism to document learning progress and showcase competencies in mathematical problem-solving, critical thinking, and technology usage.

Why OBE?

Aligns with blended learning by allowing students to work at their own pace.
Encourages deeper learning through reflection and project-based applications.
Supports student ownership and metacognition in mathematical reasoning.

Instructional Design Approach

The Fink’s Three-Column Table model is used to structure learning goals, activities, and assessment. This ensures alignment between instructional strategies and student learning outcomes.

Active Learning: Students engage with math concepts through digital tools (Desmos, GeoGebra, Khan Academy, etc.).
Collaborative Learning: Peer feedback on ePortfolios enhances learning community engagement.
Reflective Learning: Students use ePortfolios to document learning progress and reflect on problem-solving strategies.

Fully Developed Design Map: Fink’s Three-Column Table

View Full Three-Column Table

Fink’s Three-Column Table

BHAG (Big Hairy Audacious Goal) Students will use their individualized ePortfolios to demonstrate mastery of key algebraic concepts through reflective problem-solving, self-assessment, and real-world applications.

BALANCING ASSESSMENTS
- Assessment in this instructional design follows a balanced approach, incorporating assessment OF, FOR, and AS learning. Assessment OF learning is summative and includes unit tests, quizzes, and final reflections within student ePortfolios. These provide a comprehensive view of student mastery of mathematical concepts. Assessment FOR learning is formative and designed to provide continuous feedback through checkpoints, self-paced quizzes, and teacher evaluations. This approach helps identify student misconceptions early and allows for targeted support. Finally, assessment AS learning is self-reflective, where students actively engage in their learning process through ePortfolio documentation, peer reviews, and progress tracking. This self-assessment fosters metacognition and encourages students to take ownership of their academic growth.
PROMOTING DEEPER LEARNING
- This instructional design moves students beyond procedural fluency into deeper conceptual understanding. One way this is achieved is by encouraging students to explain their mathematical reasoning through reflective journaling in their ePortfolios. This process enhances their ability to articulate and analyze their thought processes. Additionally, real-world applications are integrated into the curriculum, making abstract mathematical concepts tangible and relevant. By incorporating project-based assessments, students apply their learning to solve complex problems, collaborate with peers, and develop critical thinking skills essential for lifelong learning.
LEARNING CONTROL
- This blended learning model shifts the traditional teacher-led approach to a more student-centered environment where learning is shared. As a presenter, the teacher introduces new concepts through mini-lessons and digital resources, while students engage with interactive tools such as video lessons and simulations. As a facilitator, the teacher guides discussions and promotes deeper inquiry, whereas students actively participate in discussions and share insights in their ePortfolios. In the coaching role, the teacher provides individualized feedback on student progress, and students apply this feedback to refine their work. Lastly, as a mentor, the teacher fosters metacognitive skills and encourages self-directed learning, while students take responsibility for reflecting on their learning journey and setting academic goals.

Implementation Outline and Schedule

View Full Implementation Outline

Usability & Feedback

References

Barrett, H. (2011). Balancing the two faces of ePortfolios. http://electronicportfolios.org/balance/Balancing2.htm

Dweck, C. (2006). Mindset: The new psychology of success. Random House.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). Jossey-Bass.

Harapnuik, D. (n.d.-a). Fixed vs. growth mindset = Print vs. digital information age. http://www.harapnuik.org/?p=3627

Harapnuik, D. (n.d.-b). How to grow a growth mindset. http://www.harapnuik.org/?p=7955

Harapnuik, D. (n.d.-c). Learner's mindset explained. https://www.harapnuik.org/?p=8705

Harapnuik, D. (n.d.-d). Reignite the learner's mindset. https://prezi.com/view/WNrNvvkVm9HnRi9jnsAj/

Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

Jackson, J. (2015). Is "have a growth mindset" the new "just say no"? https://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/

Kohn, A. (2015). The "mindset" mindset: What we miss by focusing on kids' attitudes. http://www.alfiekohn.org/article/mindset/

Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. https://www.dropbox.com/s/bd1lvy52bbnjhb1/To%20What%20Extent%20and%20Under%20Which%20Circumstances%20Are%20Growth%20Mind-Sets%20Important%20to%20Academic%20Achievement.pdf?dl=0

Texas Education Agency. (2022). STAAR resources for high school mathematics. https://tea.texas.gov/student-assessment/testing/staar

Texas Education Agency. (2022). Texas Essential Knowledge and Skills for Mathematics: High School Algebra I Standards. https://tea.texas.gov/

Feedback Summary

As part of the development process for my 9th grade Algebra I Google Classroom course, I conducted a usability test to gather feedback on how easily different users could navigate the classroom, access materials, and complete key tasks. Participants included two high school students (a 10th grader and an 11th grader), a math department colleague, a STEM instructional coach, and a parent. These individuals were selected to provide a variety of perspectives — from the students who will directly engage with the content to educators with expertise in instructional design and best practices, and a parent who could offer insight into how families might support student learning at home.

Participants were asked to log into my Google Classroom using the provided class code (xkdfqmp) or through the direct link: Google Classroom - Algebra I Course. Once inside, they explored the Start Here section, navigated Modules 1 and 2, and completed a quick setup activity for their ePortfolio. They also reviewed embedded YouTube videos for instructional support and accessed Desmos activities to practice key math concepts. This process was designed to mimic the experience students will have during regular instruction.

Following their review, each participant provided feedback on their experience, including how intuitive the navigation was, the clarity of the instructions, the accessibility of the materials, and the overall engagement of the content. Their individual feedback responses have been compiled and can be accessed here: LMS Questions and Feedback.

Reflection and Next Steps

This usability test was invaluable in identifying areas where the course design is working well and where improvements can be made to better support students, families, and educators. Several key takeaways emerged from this process, including the importance of step-by-step submission instructions, the need for shorter, clearer directions in modules, and the value of brief tutorial videos or checklists to support navigation and completion of activities.

Incorporating real-world math examples and providing opportunities for peer interaction were also recommended to increase student engagement. Based on this feedback, I plan to implement these enhancements to ensure my Google Classroom is not only technically functional, but also welcoming, easy to use, and engaging for all learners.

This process has also highlighted the importance of conducting usability testing for future digital learning environments, ensuring that my instructional materials meet the needs of diverse learners and provide a clear, student-friendly learning experience from the start.