Lessonslearned madlat 2010
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Results of research into online learning - voice of practitioners in secondary education in rural MB.

Results of research into online learning - voice of practitioners in secondary education in rural MB.

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Lessonslearned madlat 2010 Presentation Transcript

  • 1. Lessons Learned from Practitioners of Online Learning An Exploratory Research Study Michael  Nantais   Assistant  Professor   Brandon  University   Clark  Gawletz   Graduate  Student   Brandon  University   Marion  Terry,  Ph.D.   Associate  Professor   Brandon  University    
  • 2. Purpose of the study: •   to  inves7gate  technology-­‐based  distance     educa7on  by  exploring  effec7ve  prac7ces  for   course  design,  delivery  and  instruc7on.   •   exploratory,  qualita7ve  study  of  current   prac7ce  &  experience  in  SW  Manitoba   •   focus:  primarily  on  online  courses  
  • 3. Data Collection & Analysis:   •   Mee7ng  with  ME  consultants  ~  overview  of  online      educa7on  in  MB   •   Interviews  ~  6  teachers  (4  schools,  2  divisions)   •   Focus  group  mee7ng  ~  8  educators  (teachers,  admin,  ME   consultants)   •   Literature  review   Data  analysis:  analysis  for  common  themes  in  interview   transcripts  &  focus  group  notes  
  • 4. Policy     Provincial   Local   The Themes Infrastructure   SoVware   Technology   Access   Technical   Parental   Support   Administra7ve   Professional  Learning   Time   On-­‐site   Strategies  &  Tools   Instruc7on  &  Design   Communica7on   Flexibility  &  Pacing   Instructor   Characteris7cs   Assessment   Social  Aspects   Learner  Characteris7cs  
  • 5. “… no policy, "One of the most just a very pivotal p ositive feeling compone nts is for moving the need for a division- forward with wide plan for deali online delivery, online iss ng with but nothing on ues" paper.”! Recommenda>ons:   • clear  and  well-­‐communicated  plans  and  policy   regarding  online  distance  learning   • regional  coordina7on  for  seat  sharing   •   exposure  to  online  learning  in  earlier  grades   (8-­‐9)  
  • 6. “Ultimately y you want a "If they [ students] tr managemen t system t learning 't to log in a nd they can seamlessly underneath hat works to get in, w ell, it's hard instruction , as soon a the r not managemen s the bla me them fo t system g ets in the way and yo submitting u are wond ts . . . so the it is not w ering why assignmen f you problems. orking, you have in fr astructure, i So it does it that . . . is matter wh n't really want to call ich delivery system"! t.” so importan Recommenda>ons:   • current,  reliable  infrastructure,  including  speedy   networks   •   technology  requirements  clearly  communicated   lo gy to  students,  soVware  up  to  date   ec hno •   unfiltered  access  to  required  applica7ons  and   T web  sites   •   student  have  access  to  required  hardware/ soVware  
  • 7. tech ause have have to hug e bec "You rt. It is more s uppo nothing f the the re is g than i king, and ratin sn't wor f rust ent i m e quip e up.” ! kids giv rt Recommenda>on:   po • provide  reliable,  7mely  tech  support   S up
  • 8. "if everybody b ds to uys ll y nee ch into it, the tea cher, r e rea y in ea the principal at "The ebod an eye the be som o keeps other end, the ol wh parent, scho online that kid is goin on t he The ainly g to be s . . . cert stu dent ould ess.” successful” ! ort w succ supp o ensure help t Recommenda>ons:   • inform  parents  &  community,  have  face-­‐to-­‐ face  mee7ng  with  parents   po rt •   school  administrators  and  counselors  be   up familiar  with  online  learning   S •   provide  onsite  support  for  students  &  liaison   for  teacher  
  • 9. "teachers [a] one -day in- talking to “ n't ne arly teachers – it's pre ser vice is important, tty provide you know eno ugh to cher to get rid of some o , online tea those fea f an h to add t rs about w i th enoug aking on a the [online] m uch to course.”! co urse.” Recommenda>ons:   rt • professional  learning  (PL)  a  priority  ,   uppo inves7gate  various  avenues  for  PL   S •   establish  online  community  for  online   teachers    
  • 10. "I have to cover [the time less material just equir ed to because all that r online is] interaction just teach "at least takes so much ble”! time.”! dou Recommenda>ons:   • recogni7on  for  7me  requirement  by  school  divisions,   e teachers  made  aware  of  7me  commitment  and  benefits   im of  online  teaching   T • teachers  should  start  slowly  and  add  features  as   comfort  level  increases   • research  op7mal  class  size  and  implement  into  policy  
  • 11. Ins tructi on & Design Recommenda>ons:   • online  teachers  to  mentor  and  guide  poten7al  distance  delivery  instructors   on  the  strategies  and  web  tools  that  work  well.  A  list,  or  manual,  of  these   strategies  and  tools  could  be  developed  by  the  divisions  to  assist  new  online   teachers  in  course  development.   • online  teachers  con7nue  to  have  a  period  of  7me  each  day  to  answer   queries,  and  to  update  course  informa7on  in  a  synchronous  fashion,  where   feasible   • online  instructors  implement  the  degree  of  flexibility  and  pacing  that  works   best  for  their  own  teaching  styles.     • teachers  make  every  effort  to  address  higher  order  thinking  skills  in  their   courses  and  take  advantage  of  the  features  of  digital  technology.  Balanced   assessment  strategies  should  be  used  to  match    provincial  assessment   strategies   •   online  teachers  provide  7mely  and  meaningful  (descrip7ve,  quality)   feedback  to  students   • online  learning  courses  have  a  communica7on  piece  built  in  to  promote   collegiality  for  the  students  enrolled  in  the  course  
  • 12. tell e to e "I think that "F or m at th what we can bring yo u wh est to the kids is ve ry b s . . . going to change ce i re acti t su education. To me, pr this is just I' m n o n d it another way to fou I ’ v e t .” enrich what you're ye delivering to the kids.”  & Design Ins tr uction
  • 13. [you need to be] "more clear with "It's harder to gauge if they're getting it or not, instructions . . . and so if you want to You don't have the know if they're getting it personal contact. or not you have to ask It's all by notices them questions. And they have to respond to them. and e-mails.” ! And then that all takes so much longer online.” ! & Design Ins tr uction
  • 14. "We get pressure "if t hey're it should be a ‘go- d that comp etent want’ cou as-you- move rse, but eno ugh to d doesn't work tha it ah ead an d for me. S o I alway t way comp lete an t put up su ggested s... n , I jus dates – t d ue han d it i m t o should b his is wh ere you e allow th d.” e if you w ant to mov e ahea be on tra ck.” & Design Ins tr uction
  • 15. amazing to "how [t "It was ed respon he stud ents] see how thrill gives y d to a forum o the k ids were t insight ou a re ally go ... know that maybe i n to th e kids od s omebody in becaus you wo uldn't that Boston had looked e you d see t them t on't as at th is and sen o d o th ose kin k a of assi t hem back they'r gnment ds no te . . . the y e in fa s when ce-to-f wanted to go back situati ons.” ace ! and d o it again,” & Design Ins tru ction
  • 16. "You hav e to be w try diffe illing to "I ge t excited problem rent thin gs – be a solver . about new somethi . . If techn ology, and you have ng doesn 't work, it tr y to figure how you to think about can pres out. I think a differe nt way o ent it in th at's key.” nline.” ! Recommenda>on:   uctor • school  divisions  and  school  administrators   Ins tr iden7fy  the  most  proficient  teachers  and   encourage  these  individuals  to  teach   online  courses.  Further,  divisions  should   support  these  teachers  in  this  endeavor.  
  • 17. "those who are self- “responsible learner,” motivated and they have “independent,” “good another reason for organizational skills,” learning that subject “good at planning,” other than just the “good communicator,” “motivated,” “good credit.”! readers,” “patient,” "be willing to ask “confident with technology,” and questions too, “problem solvers” contact me when they are not getting something"! a er Recommenda>on:   of  the  nature  of  online   rn • students  made  aware   Le learning  and  supports  available  to  them  
  • 18. Final Comments Implementa7on  of  online  solu7ons  in  southwestern  Manitoba   is  in  its  infancy;  much  of  the  discussion  centered  on  issues   such  as  technology  and  support  (important  to  be  sure)  and   less  on  pedagogy.     Much  research  remains  to  be  undertaken,  especially  at  the   secondary  level,  in  order  to  ensure  the  successful   implementa7on  of  online  learning.   t hat it "W e feel ] is a learning [online e want ecessi ty if w .”! n l open our schoo
  • 19. ns?   es t io Q u nt s? m e o m C
  • 20. Thank you! nantaism@brandonu.ca   gawletz@brandonu.ca   terrym@brandonu.ca   Presenta(on  and  Full  Research  Report  (pdf)  available  on  the  MADLaT   wiki:  hAp://madlat2010.wikispaces.com/