Iowa Communities of Practice - Points for Common Understanding
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Presentation given to IA Community of Practice workshop 4/27/11. Gives a mental model for common understanding to 4 questions: 1) What is Moodle, 2) What is Blended Learning, 3) How will I use my ...

Presentation given to IA Community of Practice workshop 4/27/11. Gives a mental model for common understanding to 4 questions: 1) What is Moodle, 2) What is Blended Learning, 3) How will I use my course, and 4) How do I continue my personal learning? Uses content from Tomaz Lasic (att-nc-by)

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  • Use the four mental models = Lego, Rainbow, Necklace, Cake to answer the following questions: 1) What is Moodle, 2) What is Blended Learning, 3) How do we use our online course, and 4) What are my personal learning next steps?
  • Moodle is more than just a web 2.0 tool. It is a suite of tools, that serve an array of purposes much like a Swiss Army Knife. Because of this, almost any instructor can use Moodle, since it is adaptable to fit her individual needs
  • A screenshot from the statewide professional development Moodle system. You can see that in the center is a scroll of content, complete with images, links, and other Moodle resources (such as forums, chats, assignments, quizzes, etc). Over on the side are the other classroom management pieces, such as gradebooks and calendars.
  • Imagine if I asked you, “What is Face-to-Face learning?” It would be impossible to come up with one definition, as each of our classrooms look very different from others. Does class start with an announcement? Do students sit in rows, or even in desks? Do students talk with other students? Do they get to do anything with their hands, other than hold a pencil?Blended learning is just as complex. There is a spectrum of uses that get categorized as “blended learning” since they involve a mixture of face-to-face learning and computer learning.
  • Instead of determining one definition, consider a spectrum of options that teachers use.
  • Each of the 4 community of practices are being supplied with a “course”. This has led to many questions. Are we all expected to teach it? Can we change the course? How can we change it? Why was this one chosen?
  • First consider the building of courses using the necklace-maker analogy: http://eabbey.blogspot.com/2011/04/instructional-design-necklace-maker.htmlThe course provided to you falls under the “gold-necklace” analogy. It is something that can be used out of the box, saving the instructor time and money. However, in time, it won’t be everything that the instructor will want.Our goal is that teachers will eventually move to the beaded necklace. However, it is hard to start there with nothing to compare to. Instead of having new teachers start with a blank slate, we decided each community needed a course, if for nothing else, for comparison sake. The courses that are put forth are the best that could be found for the gold-necklace analogy. Are they perfect? No. But they are a starting spot, rather than an ending spot.
  • An example of the beaded-necklace analogy. This is an excellent interactive for global warming, where students can experiment with different policy choices and can see the effect on Brazil (the country of choice for this lesson).The interactive, however, is not enough. You must wrap around it scaffolding that ties it into the course.
  • Here is an example of the scaffolding. Using the strategy of role-playing, students are selected for 1 of 3 roles for the purpose of this interactive.
  • There are many sources for digital lessons, interactives, simulations, etc. The generic term for these are “learning objects”. While many teachers are familiar with Youtube and DE Streaming, there are many other free sources out there which provide some rich objects for an online or blended classroom.
  • In your communities of practice, you identified many questions around online teaching that are important to answer. And just like teaching in a face-to-face environment, there are never final answers to the questions of assessment, student engagement, instruction, classroom management, etc. All of those items are explained in the Iowa Online Teaching Standards, which are an alignment of the Iowa Teaching Standards with national standards in online teaching.
  • Project OLLIE is built to help teachers learn how to teach online. It is professional development built around the Iowa Online Teaching Standards.
  • It is important seeing how the pieces of professional development fit together. The Community of Practice is the ultimate goal of ongoing professional development. However, it needs to rest on some foundational pieces. Using the image of a layered cake (I know, it is a lousy looking cake), you can see that a person can start their journey with foundational courses.
  • There are 5 foundational courses that will help teachers understand the basics of the Iowa Online Teaching Standards. However, the deepest ongoing learning will happen in your mentoring experience and your community of practice.
  • Schools that took part in OLLIE in 2010.

Iowa Communities of Practice - Points for Common Understanding Presentation Transcript

  • 1. Communities of Practice
    Points for Common Understanding
  • 2. What is
  • 3. Lesson
    Gradebook
    Wiki
    Blog
    Forum
    Glossary
    Quiz
    Database
    RSS Feed
    Calendar
    Announcement
  • 4. ?
    played
    with
    or
    Ever
    seen
    as a platform
    Imagine
    that comes with a great set of bricks.
  • 5. On this platform, we can have different foundations (called courses).
    This is where we put our bricks on (activities, resources, modules, plugins, blocks, filters).
  • 6. Communicate
    Store
    Evaluate
    Collaborate
    Let’s imagine we can do four basic things
    with four basic colour bricks
  • 7. Folders
    Webpage
    Links
    Database
    Portfolio*
    Labels
    LMS package
    Files
    We can store…
  • 8. Forums
    Messaging
    Chatroom
    Calendar
    Dialogue
    RSS
    We can communicate through…
  • 9. Wiki
    Blog
    Glossary
    Forum
    Social network*
    Workshop
    Database
    Lesson
    We can collaborate through…
  • 10. Quiz
    Choice
    Grade
    Scales
    Assignment
    Gradebook
    Survey
    Ratings
    We can evaluate with…
  • 11. We can have as many basic bricks as we want.
  • 12. But we can get many other, compatible bricks too.
    OpenMeetings
    Calculators
    Google Apps
    Mahara
    Certificate
    Podcast
    Games
    HotPotatoes
    Translate
    Individual Learning Plan
    ELGG
    Polls
    LAMS
    Timers
    Widgets
    these plus nearly 400 other compatible modules, plugins, blocks, filters, activities…
  • 13. We can arrange the bricks that fit in any way that
    suits our educational and/or business purpose.
  • 14.
  • 15.
    • Provides common interface for sharing
    • 16. Uses the full variety of tools
    • 17. Has flexible plugins
    • 18. Is supported by the AEAs
  • What is
    Blended Learning?
  • 19. Blended Learning: Spectrum of Definitions
    Constructivist Model
    “Traditional” Model
    Self-Guided Lessons
    Place to Access Files & Links
    Enrichment
    Face-To-Face
    Online
    Flip Thinking
    Model
    Connectivist
    Model
    Digital Dropbox
    Practice Exercises
    Classroom
    Discussion
    Board
  • 20. (Pause)
    Discuss: What makes sense to your group now? What questions do you still have?
  • 21. How are we supposed to use
    our courses?
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28. What are our next steps
    for personal learning?
  • 29.
  • 30. Community of Practice
    Mentoring
    Foundational Courses
  • 31. • Intro to the Online Learner
    • Technology for Online Instruction
    • Instructional Design
    • Facilitation
    • Assessment, Feedback & Evaluation