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Pre-Service Teacher Education for the Management of Actual and Virtual Classes

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Presentation by Adjunct Professor Ken Stevens from Victoria University of Wellington for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)

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Pre-Service Teacher Education for the Management of Actual and Virtual Classes

  1. 1. Pre-Service Teacher Education for the Management of Actual and Virtual Classes ODLAA, Sydney Ken Stevens [email_address] February 2011
  2. 2. The Problem <ul><li>The provision of educational opportunities for senior students in small rural high schools that are comparable to those expected by urban students in big high schools. </li></ul><ul><li>Economy of scale & use of resources </li></ul><ul><li>Enhancing existing school capacities with e-learning. </li></ul>
  3. 3. Three Steps to Enhance e-Teaching in Small Schools <ul><li>1. The development of collaborative structures </li></ul><ul><li>2. Face-to-face and virtual teaching </li></ul><ul><li>3. The professional education of </li></ul><ul><li>e-teachers </li></ul>
  4. 4. Step One <ul><li>The Development of Collaborative Structures </li></ul>
  5. 5. NZ & Canadian Rural Schools <ul><li>Origins of research in New Zealand & Iceland </li></ul><ul><li>Atlantic Canada – many small schools </li></ul><ul><li>Small rural schools becoming smaller </li></ul><ul><li>Dispersed rural population </li></ul><ul><li>National wealth in mining, fishing, forestry </li></ul>
  6. 6. E-Teaching in Collaborative Environments <ul><li>Traditional (closed) schools </li></ul><ul><li>Networked (open) schools </li></ul><ul><li>Potential conflict – open & closed </li></ul><ul><li>Schools as sites in teaching and learning networks based on e-Learning </li></ul>
  7. 7. Enhancing Small School Capacities <ul><li>Inter-institutional and intra-institutional collaboration </li></ul><ul><li>Intranets </li></ul><ul><li>Existing small schools become part of other schools </li></ul><ul><li>Administrative integration </li></ul><ul><li>Academic integration </li></ul>
  8. 8. Enhancing Small School Capacities <ul><li>The space between small rural schools becomes educational space in which virtual classes are located </li></ul><ul><li>Virtual classes based on e-learning enhance traditional schools & enlarge their capacities </li></ul><ul><li>Challenge to the notion of traditional school </li></ul>
  9. 9. Changes in the Last Decade <ul><li>The Vista School District Intranet </li></ul><ul><ul><li>8 sites </li></ul></ul><ul><ul><li>Expansion of sites </li></ul></ul><ul><ul><li>Ministerial Inquiry </li></ul></ul><ul><ul><li>CDLI </li></ul></ul><ul><li>Advanced Placement (AP) on line </li></ul><ul><li>AP availability in Small Rural Schools </li></ul>
  10. 10. From Closed to Open Schools <ul><li>From traditional, closed autonomous schools </li></ul><ul><li>To administratively and academically open sites within a collaborative teaching and learning network </li></ul>
  11. 11. Step Two <ul><li>Face-to-face and virtual teaching </li></ul>
  12. 12. Pedagogy for e-Learning <ul><li>New teachers will be working in both traditional (closed) and networked (open) learning environments </li></ul><ul><li>Virtual and actual classes </li></ul><ul><li>Integration of virtual and actual classes </li></ul>
  13. 13. Pedagogy for e-Learning <ul><li>1. Awareness of open learning structures – intranets </li></ul><ul><li>2. Collaboration - Learning circles to critique recent internship experiences </li></ul><ul><li>Learning circles complement collaborative structures (intranets) </li></ul><ul><li>3.Building shared realities for understanding </li></ul>
  14. 14. Cybercells – Actual & Virtual <ul><li>A cybercell is a face to face group whose members extend their discussion to include virtual visitors </li></ul><ul><li>Stevens, K. & Stewart, D. (2005) Cybercells – Learning in Actual and Virtual Groups, Thomson-Dunmore, Melbourne. </li></ul>
  15. 15. Matrix (1) – Integrating e-Learning in Schools Technological Pedagogical Organization Conceptual
  16. 16. Integration of New Structures with Pedagogy <ul><li>Digital structures (intranets) to complement physical structures (schools) </li></ul><ul><li>Pedagogy for e-learning is essential to ensure success of virtual and traditional class integration </li></ul><ul><li>Cybercells – link virtual and actual </li></ul>
  17. 17. Step Three <ul><li>The professional education of </li></ul><ul><li>e-teachers </li></ul>
  18. 18. Enhancing the Capacity of Small Schools <ul><li>Add virtual education to traditional schools through e-learning </li></ul><ul><li>Should all teachers be appointed to schools or to networks of schools? </li></ul><ul><li>Sharing teacher expertise between sites </li></ul><ul><li>Collaborative teaching </li></ul><ul><li>Collaborative learning </li></ul><ul><li>Mutual Understanding </li></ul><ul><li>Knowledge-building </li></ul>
  19. 19. Matrix (2) - Sustainable e-Learning Communities Collaboration Innovation Adaptation Cultural Identity
  20. 20. Lessons for the e-Learning Community <ul><li>1. Small Schools Can Be Large Schools </li></ul><ul><ul><li>Matrix (1) Acceptance of new technologies </li></ul></ul><ul><ul><li>Matrix (2) Using technologies to collaborate </li></ul></ul>
  21. 21. Lessons for the e-Learning Community <ul><li>2. Virtual and Actual (traditional) teaching and learning can be integrated </li></ul><ul><ul><li>Matrix (1) Pedagogy: e-learning </li></ul></ul><ul><ul><li>Matrix (2) Innovation: Creation of Intranets </li></ul></ul>
  22. 22. Lessons for the e-Learning Community <ul><li>3. Small Schools Can Be Sustained Through the Introduction of New Structures and Processes </li></ul><ul><ul><li>Matrix (1) Organization: Capacity-building in small rural schools by e-teaching </li></ul></ul><ul><ul><li>Matrix (2) Adaptation: Creating virtual learning space in traditional schools </li></ul></ul>
  23. 23. The Future: Direction One <ul><li>Direction One: From e-Learning to e-Living </li></ul><ul><ul><li>Horizontal integration of rural schools & creation of new pathways </li></ul></ul><ul><ul><li>Vertical integration from schools to homes </li></ul></ul><ul><ul><ul><li>High technology beacons </li></ul></ul></ul><ul><ul><ul><li>New opportunities for adult learners </li></ul></ul></ul>
  24. 24. Conclusion <ul><ul><ul><li>From closed to open model </li></ul></ul></ul><ul><ul><ul><li>Capacity building within existing structures </li></ul></ul></ul><ul><ul><ul><li>Sharing actual and virtual space </li></ul></ul></ul><ul><ul><ul><li>Collaborative teaching and learning </li></ul></ul></ul><ul><ul><ul><li>Simple NZ model used in Canada </li></ul></ul></ul><ul><ul><ul><li>Can be replicated with cultural adjustments </li></ul></ul></ul><ul><ul><ul><li>Applications in emerging societies </li></ul></ul></ul>

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