Presentation for MAIS - November 7, 2014. Online Learning for K-12

1. Engaging Students in
K-12 Online Learning
Teaching is not a spectator sport!

2. From bricks to clicks… and
beyond
Welcome to the new normal, but first we must take a trip
down the not too distant memory lane.
The Genesis of “The Web”
In the beginning there was an expansive void….
Web 0.0
From a historic point of view 1990/1991 is the official birth of the
(commercial) Internet, which was available to the general public. From
this date on you see a lot of technical and infrastructural evolution.

3. Web History 101
Web 1.0 – The static web & shopping carts
Experts call the Internet before 1999 “Read-Only” web. The average internet
user’s role was limited to reading the information which was presented to him or
her. The best examples of this 1.0 web era are millions of static websites which
mushroomed during the dot-com boom. There was no active communication or
information flow from consumer (of the information) to producer (of the
information). But the information age was born!
But wait there’s more
The first shopping cart applications, which most e-commerce website owners use
in some shape or form, basically fall under the category of Web 1.0. The overall
goal was to present products to potential customers, much as a catalog or a
brochure does — only through a website retailers could also provide a method for
anyone (anywhere in the world) to purchase (their) products.

4. Web History 101
Web 2.0… The lack of active interaction of common users with the web lead to
the birth of Web 2.0. This era empowered the common user with a few new concepts
like Blogs, Social-Media & Video-Streaming. Publishing your content is only a few clicks
away! A few remarkable developments of Web 2.0 are; Twitter, YouTube, EzineArticles,
Flickr, and Facebook.
And then…..
Web 3.0 – The semantic executing web
Web 3.0 will be a “read-write-execute” web. It seems we had everything we had
wished for in Web 2.0, but it is way behind when it comes to intelligence. Perhaps a six-year-
old child has/had better analytical abilities than existing search technologies! The
keyword based searches of web 2.0 resulted in an information overload. The following
attributes are going to be a part of Web 3.0: Contextual searches, tailor made searches,
personalized searches, evolution of 3D Web, and deductive reasoning.

6. The Future is Now
Web 4.0 – Open, Linked and Intelligent Web
Although Web 4.0 still is in developing mode and the true shape is still forming,
first signals are in that Web 4.0 will be about a linked web which communicates
with us like we communicate with each other (like a personal assistant). Web
4.0 is called the “symbiotic” web. This Web will be very powerful and fully
executing. Web 4.0 will be known as the read-write-execution-concurrency
web.
What does this imply for you as teachers,
administrators, and course designers?

7. Elements of Quality Virtual K-12
Course Designs
Creating Significant Learning Experiences for Digital Native
Students
Questions to ask yourself
 What is the key information?
 What are the key ideas?
 What kinds of thinking are important? Critical thinking, Creative thinking, Practical thinking?
 What skills do the students need to learn?
 What complex projects do the students need to manage?
 What connections do the students need to make among ideas in this course?
 What should students learn about themselves? Others?
 How are you going to engage inquiry and skill in developing self-directed learning?

8. Keeping Students Engaged
For an entire class:
eClicker – free application
features a means of polling
classes during lectures by send
a signal via wi-fi to any
enabled device in the room.
i-Prompt Pro – free app that
acts as a teleprompter for
location reporting,
infomercials, video blogs etc.
For the learner:
To keep students engage
while learning, be sure to
include the following
components:
Listening,
Speaking
Reading
Writing
These strategies are helpful for
Native English Speakers and Language Learners

9. Encourage Listening Skills
and Verbal Interaction
http://www.eslcafe.com/ – free tools such as hint-of-the-day,
idioms, phrasal verbs, pronunciation power, quizzes,
slang and student forums
Educreations – free app turns the iPad into a recordable
whiteboard. Uses voice recording, realistic digital ink,
phots and text while learning a concept
http://www.mylanguageexchange.com/ – provides
language partners to improve your English skills, online
practice lessons, chat rooms and other resources

10. Provide Ways to Practice
Literacy Skills
http://www.englishmedialab.com/ – free online lessons
and videos ranging from beginner to advanced, grammar
exercises, vocabulary, and pronunciation activities
http://www.educanon.com – free interactive video site
what permits you to bring in your own videos and create
stopping points with questions/answers along the way
http://learnenglishkids.britishcouncil.org/en/make - free
website that includes kids games, listening activities,
reading games, online writing practice, and grammar
games

11. Promote the Development of
Writing Skills
https://storybird.com/ – free interactive website that
provides tools to write books while teaching media
literacy and online social interaction. You can create
assignments and lesson plans for monitoring.
WorldLingo – app that provides several online
translators used to translate text, documents,
websites and emails
http://www.parapal-online.co.uk/ - free online English lessons
for improving writing, listening, reading, vocabulary, and
grammar

12. Provide Vocabulary Support
http://livemocha.com/ – free language learning tool
with online interactive lessons, language partners,
user created courses. You can submit text and audio
files to native speakers for corrections and edits.
https://cramberry.net/ – free online flashcard site
which records your progress so you can study more
effectively
Popling – free app makes flashcards that pop up on
your computer throughout the day.

13. Interactive Lesson Plan
Cinderella Around the World
Students will develop an understanding of how fairly tales
originate and modify according to different cultures while
learning from another’s perspective via ePals.

14. Activity
Students will listen to the classic
Cinderella story online or read by their
teacher.
Students will discuss the story elements
with their classmates. Also,
videoconference other students, if
available.
Students will read the traditional
Cinderella from the country of their Epal.
Students will collaborate in writing via
email to compare details of the story

15. Communication Topics:
Story name
Name of main character
Family members
Magic in the story
Animals that helped the main
character
How main character proved
her identity
Whom the main character
loved
What happened to evil
characters
How the story ended
EXTRAS
Pick favorite version and write
about it
Create a new Cinderella story
Discuss the collaboration
components

16. Preparing Millennials for
Self-Paced
and Collaborative Learning
Assess teaching methods.
Collaborative experiences, role playing, case studies,
brainstorming, discussions, simulations, experiential
and group projects with real life purposes.
Focus on continuous improvement and enhancements
to meet individual needs.
Increase student autonomy.
Examine resources and content formats.
Online, flexible, and self-paced resources.
Short, multi-media based presentations.

17. Preparing Millennials for
Self-Paced
and Collaborative Learning
Any time, any place learning through the use of
Learning Management Systems – Blackboard, Moodle,
Schoology, cloud-based, and open-source resources.
Smart phones and mobile devices.
Tech Trends for learning
Tech-based monitoring of student progress.
Web-based assessments.
e-Portfolios.
Educational gaming.
Social networking for learning and collaboration.
Adaptive environments.
Electronic, interactive textbooks.
Simulations.

18. Preparing Millennials for
Self-Paced
and Collaborative Learning
Generation Z Trends which may influence teaching
and learning:
Social Media.
Human connections viewed as important.
Skill gaps with technical skills.
Global mindset, local reality.
Infinite diversity.

19. References
Peters, L. (2009). Global education: Using technology
to bring the world to your students. Eugene, OR:
International Society for Technology in
Education.
Wiseman, J. (2013, March). ELLs as digital natives: 21st
century tools for sheltered ESL classrooms. Paper
presented at the Teachers of English to Speakers
of Other Languages, Dallas, TX. Retrieved from
http://www.mastersinesl.org/blog/instructional-technology-
tools-in-the-esl-classroom/

20. Contact Information
Dr. Kathryn Baur - katie.baur@lamar.edu
Dr. Jennifer Butcher - jbutcher@lamar.edu
Dr. Babette Eikenberg - beikenberg@lamar.edu
Dr. Diane Mason - diane.mason@lamar.edu
Lamar University
Beaumont, TX
United States