Western Governors University
SQM1 Task 1: Designs Collaborative E-Learning Experiences
, A. Design a collaborative e-learning experience for adults that is inclusive and real-
world by doing the following:
1. Briefly describe the professional setting, including each of the following:
• the group of adult learners
The adult learners, ranging in age from 23 to 60, are elementary teachers employed at a public
school in Minnesota. The school is preparing to introduce new training materials focused on the
science of reading. Before these resources can be implemented in their classrooms, the teachers
must gain a thorough understanding of the content.
• the instructional need or problem to be addressed
The public school plans to implement new training materials centered on the science of reading.
To effectively apply these strategies in their own classrooms, the teachers must first develop a
deep understanding of the content. The program will specifically emphasize best practices for
teaching young learners how to read.
• the instructional goal for the experience
The goal of this learning experience is to equip teachers with effective strategies for teaching
children how to read and for closing educational gaps.
2. Describe the experience you will create to achieve the instructional goal,
including each of the following:
• the format of the experience (e.g., structure, organization, technology program or
platform)
This e-learning experience will follow a hybrid format, divided into two parts: online and in-
person. Twenty-five percent of the instructional time will take place in a classroom setting, while
the remaining 75 percent will be completed virtually. To support learners throughout the
experience, each participant will receive a manual and a pacing guide. The manual is aligned
directly with the content presented in the online modules, while the pacing guide serves as a tool
to help educators stay on track, recognizing that training in the science of reading requires time
and thoughtful engagement.
Learners will access the online portion of the course using an electronic device such as a laptop,
smartphone, or iPad. Upon logging into the e-learning platform, they will find modules
containing instructional content and corresponding questions to check for understanding. To
reinforce their learning, participants will be encouraged to regularly apply new strategies with a
“mock” student in their own classrooms. This practice student will serve as a reference point for
answering questions and applying concepts from the training.
Once a month, during scheduled in-service days, learners will meet in person to review and
apply the material they’ve covered. These sessions will provide an opportunity for teachers to
collaborate, share progress on their mock student, and engage in deeper discussions about the
manual content and e-learning modules.
SQM1 Task 1: Designs Collaborative E-Learning Experiences
, A. Design a collaborative e-learning experience for adults that is inclusive and real-
world by doing the following:
1. Briefly describe the professional setting, including each of the following:
• the group of adult learners
The adult learners, ranging in age from 23 to 60, are elementary teachers employed at a public
school in Minnesota. The school is preparing to introduce new training materials focused on the
science of reading. Before these resources can be implemented in their classrooms, the teachers
must gain a thorough understanding of the content.
• the instructional need or problem to be addressed
The public school plans to implement new training materials centered on the science of reading.
To effectively apply these strategies in their own classrooms, the teachers must first develop a
deep understanding of the content. The program will specifically emphasize best practices for
teaching young learners how to read.
• the instructional goal for the experience
The goal of this learning experience is to equip teachers with effective strategies for teaching
children how to read and for closing educational gaps.
2. Describe the experience you will create to achieve the instructional goal,
including each of the following:
• the format of the experience (e.g., structure, organization, technology program or
platform)
This e-learning experience will follow a hybrid format, divided into two parts: online and in-
person. Twenty-five percent of the instructional time will take place in a classroom setting, while
the remaining 75 percent will be completed virtually. To support learners throughout the
experience, each participant will receive a manual and a pacing guide. The manual is aligned
directly with the content presented in the online modules, while the pacing guide serves as a tool
to help educators stay on track, recognizing that training in the science of reading requires time
and thoughtful engagement.
Learners will access the online portion of the course using an electronic device such as a laptop,
smartphone, or iPad. Upon logging into the e-learning platform, they will find modules
containing instructional content and corresponding questions to check for understanding. To
reinforce their learning, participants will be encouraged to regularly apply new strategies with a
“mock” student in their own classrooms. This practice student will serve as a reference point for
answering questions and applying concepts from the training.
Once a month, during scheduled in-service days, learners will meet in person to review and
apply the material they’ve covered. These sessions will provide an opportunity for teachers to
collaborate, share progress on their mock student, and engage in deeper discussions about the
manual content and e-learning modules.
