Barbour, M. K., LaBonte, R., & Nagle, J. (2020, December). A fall like no other (Part 2): Voices from the field [Webinar]. Canadian eLearning Network. https://youtu.be/BV6DySJIzlA
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
DLAC 2020 - The Union Experience: Examining Contract Language Related to E-Le...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, February). The union experience: Examining contract language related to e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
Nagle, J., Barbour, M. K., & LaBonte, R. (2021, June). Remote teaching – Emergency or not: Examining pandemic pedagogy in Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
AERA 2021 - Documenting Triage: Detailing the Response of Canadian Provinces ...Michael Barbour
Barbour, M. K., Nagle, J., & LaBonte, R. (2021, April). Documenting triage: Detailing the response of Canadian provinces and territories to emergency remote teaching. [Poster] Annual Meeting of the American Educational Research Association.
ON MoE 2019: Overview of e-Learning in CanadaMichael Barbour
Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.
DLAC 2019 - Funding And Resourcing Of Digital Learning In CanadaMichael Barbour
Barbour, M. K. (2019, April). Funding and resourcing of digital learning in Canada. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
EduForum 2020 Panel - Adapting Student Learning/Delivery From a Distance Amid...Michael Barbour
Wile, B., Barbour, M. K., Cortina, C., & Wile, M. (2020, December). Adapting student learning/delivery from a distance amid global change [Panel]. EduForum 2020, Cairo, Egypt
CANeLearn Webinar 2021 - Pandemic Pedagogy in Canada: Lessons from the First ...Michael Barbour
This document summarizes Canada's responses to the COVID-19 pandemic in K-12 education over the first 18 months. It describes the different learning models used, including temporary remote learning and more purposeful online learning. It outlines the plans that various Canadian jurisdictions implemented for the 2020-2021 and 2021-2022 school years, noting differences in remote learning options and preparation. It concludes by posing questions about what the future may hold for distance, online, and blended learning following the lessons of the pandemic.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
DLAC 2020 - The Union Experience: Examining Contract Language Related to E-Le...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, February). The union experience: Examining contract language related to e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
Nagle, J., Barbour, M. K., & LaBonte, R. (2021, June). Remote teaching – Emergency or not: Examining pandemic pedagogy in Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
AERA 2021 - Documenting Triage: Detailing the Response of Canadian Provinces ...Michael Barbour
Barbour, M. K., Nagle, J., & LaBonte, R. (2021, April). Documenting triage: Detailing the response of Canadian provinces and territories to emergency remote teaching. [Poster] Annual Meeting of the American Educational Research Association.
ON MoE 2019: Overview of e-Learning in CanadaMichael Barbour
Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.
DLAC 2019 - Funding And Resourcing Of Digital Learning In CanadaMichael Barbour
Barbour, M. K. (2019, April). Funding and resourcing of digital learning in Canada. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
EduForum 2020 Panel - Adapting Student Learning/Delivery From a Distance Amid...Michael Barbour
Wile, B., Barbour, M. K., Cortina, C., & Wile, M. (2020, December). Adapting student learning/delivery from a distance amid global change [Panel]. EduForum 2020, Cairo, Egypt
CANeLearn Webinar 2021 - Pandemic Pedagogy in Canada: Lessons from the First ...Michael Barbour
This document summarizes Canada's responses to the COVID-19 pandemic in K-12 education over the first 18 months. It describes the different learning models used, including temporary remote learning and more purposeful online learning. It outlines the plans that various Canadian jurisdictions implemented for the 2020-2021 and 2021-2022 school years, noting differences in remote learning options and preparation. It concludes by posing questions about what the future may hold for distance, online, and blended learning following the lessons of the pandemic.
CIDER 2016 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2016, May). State of the nation: K-12 e-learning in Canada. An invited presentation to the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p8pelg64w2i/
LaBonte, R., Barbour, M. K., McCallum, F., Canuel, M., Linder, G., & Bitgood, R. (2020, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada. A panel presentation at the Digital Learning Annual Conference, Austin, TX.
DLAC 2020 - State Of The Nation: K-12 e-Learning In CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2020, February). State of the nation: K-12 e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
SITE 2018 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
This document summarizes a report on the evaluation and approval of K-12 online and blended learning programs. It examines policies and practices in different states for initial and ongoing evaluation of online providers and courses. Key dimensions of evaluation include whether it is done at the provider or course level, timeframe (front-end or ongoing), if approval is required, the geographic reach, modes of instruction (fully online or blended), and if it is for full-time or supplemental instruction. The report also provides recommendations for rigorous evaluation processes and periodic external audits to ensure program quality. An international model from British Columbia is presented as an example approach.
AERA 2021 - Accepting Responsibility and Collaborating with Stakeholders to ...Michael Barbour
Barbour, M. K. (2021, April). Accepting responsibility and collaborating with stakeholders to challenge the post-truth narrative for the public good: An e-learning example. [Paper] Annual Meeting of the American Educational Research Association, virtual.
DL Symposium 2020 - Remote Teaching to e-Learning: What Does the Future Bring?Michael Barbour
Barbour, M. K. (2020, April) Remote teaching to e-learning: What does the future bring? A keynote presentation for the Canadian eLearning Network's Digital Learning Symposium.
ACSDE 2021 - Getting Us Started with K-12 Distance and Online Learning Michael Barbour
Barbour, M. K. (2021, February). Getting us started with K-12 distance and online learning [Webinar]. American Center For The Study Of Distance Education.
G D Goenkau University Webinar -The Pandemic, Remote Learning, and the Future...Michael Barbour
The document discusses considerations for online and remote learning during times of crisis or emergency. It emphasizes that emergency remote teaching is a temporary measure, not a replacement for in-person instruction. Successful implementation requires purposeful planning in areas like instructional design, technology tools, content development, and training teachers and students. It also highlights examples from past health crises where remote or online learning helped maintain educational continuity.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
OIE Project Director's Meeting 2021 - Remote Teaching and Online Learning in ...Michael Barbour
Barbour, M. K. (2021, April). Remote teaching and online learning in an emergency: Understanding pandemic pedagogy [Keynote]. Our History. Our Story. Our Way: Office of Indian Education Project Director’s Meeting.
League of Women Voters Lansing Area (2021) - What Does the Research Tell Us? ...Michael Barbour
Barbour, M. K. (2021, February). What does the research tell us? How should research shape policy? [Online Presentation]. League of Women Voters Lansing Area.
DLAC 2019 - State Of The Nation: K-12 e-Learning In CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. L. (2019, April). State of The nation: K-12 e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
CANeLearn Webinar - Documenting Triage: Detailing the Response of Provinces a...Michael Barbour
The document details how various Canadian provinces and territories responded to implementing emergency remote teaching in spring 2020, including expectations for attendance, digital tools utilized, devices distributed to students, offline resources available, professional learning for teachers, and support for indigenous students. Most jurisdictions expected some level of attendance and utilized ministry websites, synchronous tools like Zoom and Google Meet, and learning management systems, while some provinces also distributed laptops and tablets to students. Future research from the authors will examine jurisdiction responses to reopening schools in fall 2020 under COVID-19.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
AERA 2017 - Examining the International Association for K–12 Online Learning ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2017, April). Examining the International Association for K–12 Online Learning (iNACOL) standards for K–12 online course design. A poster presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.
This chapter discusses the progression of K-12 online learning from its early days to the present. It describes how online learning has advanced through generations to incorporate various technologies and offer flexibility in when and where students learn. The chapter focuses on issues like the development of online content, professional development for teachers, technology requirements, funding, and recommendations for the future of online learning. It emphasizes the need for research on student achievement, collaborative networks, and sustainable models to ensure the continued success of K-12 online education.
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
This session is aimed at managers with responsibility for the delivery and evaluation of online learning and teaching. As a result of the Covid-19 pandemic colleges have been forced to make an abrupt shift to remote learning, often existing in makeshift offices. Join us as we examine the challenges that this new environment presents and the lessons learned thus far from approaches developed in other UK nations and further afield.
We will share our thoughts on what leaders have learned about how to manage their institution during this difficult time and how they are addressing the challenges now and anticipating those in the future. Colleagues will be invited to join the discussion, raise questions and contribute examples from their own experience.
Presentation delivered by Ian Beach, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=kG0lCuRRX2U
CIDER 2016 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2016, May). State of the nation: K-12 e-learning in Canada. An invited presentation to the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p8pelg64w2i/
LaBonte, R., Barbour, M. K., McCallum, F., Canuel, M., Linder, G., & Bitgood, R. (2020, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada. A panel presentation at the Digital Learning Annual Conference, Austin, TX.
DLAC 2020 - State Of The Nation: K-12 e-Learning In CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2020, February). State of the nation: K-12 e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
SITE 2018 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
This document summarizes a report on the evaluation and approval of K-12 online and blended learning programs. It examines policies and practices in different states for initial and ongoing evaluation of online providers and courses. Key dimensions of evaluation include whether it is done at the provider or course level, timeframe (front-end or ongoing), if approval is required, the geographic reach, modes of instruction (fully online or blended), and if it is for full-time or supplemental instruction. The report also provides recommendations for rigorous evaluation processes and periodic external audits to ensure program quality. An international model from British Columbia is presented as an example approach.
AERA 2021 - Accepting Responsibility and Collaborating with Stakeholders to ...Michael Barbour
Barbour, M. K. (2021, April). Accepting responsibility and collaborating with stakeholders to challenge the post-truth narrative for the public good: An e-learning example. [Paper] Annual Meeting of the American Educational Research Association, virtual.
DL Symposium 2020 - Remote Teaching to e-Learning: What Does the Future Bring?Michael Barbour
Barbour, M. K. (2020, April) Remote teaching to e-learning: What does the future bring? A keynote presentation for the Canadian eLearning Network's Digital Learning Symposium.
ACSDE 2021 - Getting Us Started with K-12 Distance and Online Learning Michael Barbour
Barbour, M. K. (2021, February). Getting us started with K-12 distance and online learning [Webinar]. American Center For The Study Of Distance Education.
G D Goenkau University Webinar -The Pandemic, Remote Learning, and the Future...Michael Barbour
The document discusses considerations for online and remote learning during times of crisis or emergency. It emphasizes that emergency remote teaching is a temporary measure, not a replacement for in-person instruction. Successful implementation requires purposeful planning in areas like instructional design, technology tools, content development, and training teachers and students. It also highlights examples from past health crises where remote or online learning helped maintain educational continuity.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
OIE Project Director's Meeting 2021 - Remote Teaching and Online Learning in ...Michael Barbour
Barbour, M. K. (2021, April). Remote teaching and online learning in an emergency: Understanding pandemic pedagogy [Keynote]. Our History. Our Story. Our Way: Office of Indian Education Project Director’s Meeting.
League of Women Voters Lansing Area (2021) - What Does the Research Tell Us? ...Michael Barbour
Barbour, M. K. (2021, February). What does the research tell us? How should research shape policy? [Online Presentation]. League of Women Voters Lansing Area.
DLAC 2019 - State Of The Nation: K-12 e-Learning In CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. L. (2019, April). State of The nation: K-12 e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
CANeLearn Webinar - Documenting Triage: Detailing the Response of Provinces a...Michael Barbour
The document details how various Canadian provinces and territories responded to implementing emergency remote teaching in spring 2020, including expectations for attendance, digital tools utilized, devices distributed to students, offline resources available, professional learning for teachers, and support for indigenous students. Most jurisdictions expected some level of attendance and utilized ministry websites, synchronous tools like Zoom and Google Meet, and learning management systems, while some provinces also distributed laptops and tablets to students. Future research from the authors will examine jurisdiction responses to reopening schools in fall 2020 under COVID-19.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
AERA 2017 - Examining the International Association for K–12 Online Learning ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2017, April). Examining the International Association for K–12 Online Learning (iNACOL) standards for K–12 online course design. A poster presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.
This chapter discusses the progression of K-12 online learning from its early days to the present. It describes how online learning has advanced through generations to incorporate various technologies and offer flexibility in when and where students learn. The chapter focuses on issues like the development of online content, professional development for teachers, technology requirements, funding, and recommendations for the future of online learning. It emphasizes the need for research on student achievement, collaborative networks, and sustainable models to ensure the continued success of K-12 online education.
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
This session is aimed at managers with responsibility for the delivery and evaluation of online learning and teaching. As a result of the Covid-19 pandemic colleges have been forced to make an abrupt shift to remote learning, often existing in makeshift offices. Join us as we examine the challenges that this new environment presents and the lessons learned thus far from approaches developed in other UK nations and further afield.
We will share our thoughts on what leaders have learned about how to manage their institution during this difficult time and how they are addressing the challenges now and anticipating those in the future. Colleagues will be invited to join the discussion, raise questions and contribute examples from their own experience.
Presentation delivered by Ian Beach, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=kG0lCuRRX2U
Presentation for the SchoolBox online event, July 2020. Exploring some of the lessons from the COVID-19 lockdown experience, and what we might learn for a blended future.
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
This document discusses and compares established education versus homeschooling. Established education typically involves formal schooling in an institutional setting with uniform curriculum and leads to certificates and degrees. Homeschooling involves education of children at home by family members and tutors, which was a common historical practice. The document outlines the types of education and motivations for homeschooling such as greater parental control, individualized learning, and religious/moral instruction. It also discusses teaching methods, informal learning, and the future of education with trends toward online learning and globalization.
This document outlines a plan for a 1:1 pilot program in the Brewster Public Schools to prepare students for learning, life, and work in the 21st century. The plan aims to engage and empower students by providing digital tools and connectivity resources. Specifically, it seeks to have students become self-directed learners who create and connect to learning communities. Teachers will undergo professional development to learn strategies for managing digital learning environments and developing online content and resources. The plan involves recruiting teachers, providing training, and having teachers implement enhanced or reimagined curriculum using digital tools and resources. It aims to measure success based on student achievement and mastery of 21st century skills.
Emergency remote teaching or online learning? LaBonte Randy
1. The document discusses the differences between remote teaching due to the pandemic and online learning, with remote teaching being a temporary emergency response and online learning involving more planning and support.
2. It addresses challenges for students, teachers, and schools during the pandemic and remote learning period. Equity issues, keeping students engaged, and supporting overall well-being are some of the key challenges discussed.
3. The document provides recommendations for remote teaching during the pandemic such as focusing on social-emotional learning, using the simplest digital tools, and emphasizing clear instructions and feedback for students. It stresses the importance of support for learners.
The document summarized the Global Classroom project from 2011-2012. It discussed how the project connected over 300 teachers from 41 countries on 6 continents. It highlighted some of the collaborative projects teachers participated in, and shared stories from several teachers about the impact on their students, including developing relationships with students in other parts of the world. It concluded by thanking participating teachers and providing details on how to stay involved in the future.
Global Classroom 2011-12: Looking Forwards, Looking BackMichael Graffin
The slides and recording links for the Global Classroom Project (2011-12) Closing Webinar.
Our next project launches in late September 2012. Please visit our blog (http://theglobalclassroomproject.wordpress.com) for more information.
This document provides tips and guidance for teachers on planning and conducting effective online English lessons. It emphasizes the importance of thorough lesson planning given the intensity of online learning. Key recommendations include having clear learning objectives, choosing appropriate presentation tools, planning learner interactions, and considering how to check understanding and provide feedback. Teachers are also advised to keep online lessons simple initially by using fewer resources and having a backup plan for any technology issues. Detailed planning is seen as essential for successful online teaching.
The document discusses challenges with e-learning implementation in South Africa. It notes that while the conditions seem perfect for alternative learning due to issues like distance, educational problems, and mobile proliferation, large-scale e-learning has not been achieved. Reasons given include a proliferation of small, under-researched "pilots"; implementers not conducting sufficient research; researchers not directly implementing; and large projects being poorly researched with little reflection on failures. The iCount project is presented as a successful example of e-learning reaching thousands of teachers, but challenges in sustaining it are also discussed.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
The Northern Learning Centre is a choice program located at Kelly Road Secondary School for grades 8-10 students. It focuses on project-based, personalized learning and developing 21st century skills. Students learn in a 1:25 teacher to student ratio through direct instruction, projects, and experiential learning connected to the community. The program aims to engage students and prepare them for the future with skills like collaboration, communication, and critical thinking. A parent information night will be held on February 7th for more details on the program.
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
Southern central divide_blended_learning_projeversion 4Justin Thompson
The Southern Central Divide Blended Learning Project aimed to integrate new technologies to empower learning and transform leadership across 30 secondary and area schools with over 11,000 learners. The project provided professional development to one teacher from each school on using tools like Moodle, Educo, and ePortfolios to enhance student-centered learning. Teachers discussed using technologies like virtual field trips, email, Skype, and online research to support student-led units and increase computer skills, with goals of expanding use of these tools school-wide.
What are the factors that contribute to successful student outcomes in a blended learning environment? This presentation was delivered at the CEP conference in July, 2013.
The document summarizes emerging models in education that aim to address problems with the current system. It discusses shifting away from an emphasis on standardized testing and a punitive approach, toward more cooperative learning, incorporating technology, and offering students more support and opportunities to develop skills for future careers. Many of these ideas have already been implemented successfully in some American schools, but need broader adoption in order to revolutionize the overall public education system.
Student wellbeing and technostress: critical learning design factors. debbieholley1
Presentation at the ALDinHE conference, Friday 10th June 2022 [online]
At the institutional level, McDougall et al (2018) argue that human-centred approaches, prioritising staff and students’ immediate and lifelong wellbeing, are key to success in developing policies for student wellbeing, rather than the mere use of digital tools. With digital wellbeing taking on new dimensions, it is timely to consider how technostress impacts our students. This presentation reports on the results of a digital health and wellbeing survey (n=103), analysed in R and encompassing the surprising responses from 80 students to the survey question about technostress. Comments indicate students feel let down by teaching staff who struggle with the mediating tools of their online trade, technology, and show little empathy for those they teach.
The presentation focuses on the issues identified by students and shares their suggested solutions. Our findings indicate that the formulaic approaches offered by [academic] staff to students to ‘go there to be fixed’ will chime with learning developers championing student support as emancipatory practice. Our conclusions recommend an integrated model for framing student wellbeing as a strategic priority underpinned with exceptional learning design that balances the digital and physical with careful consideration of the standardisation/personalisation continuum for the use of technological tools.
Participants will be invited to reflect on their own experience of technostress, and to contribute to a future multi-institutional survey to widen our understanding of this phenomenon and how learning design can play a part in its reduction.
This document outlines a proposal to increase parent participation in the School Community Association (SCA) and establish a parent-led tuition center at a school. It notes that currently less than 20% of parents are SCA members and shares data from a parent survey calling for more parent involvement. The proposal involves providing a 2-month parent training program to teach topics like supporting student learning and development. After training, parents would help operate an after-school tuition center twice a week. The document discusses monitoring participation and potential benefits to student achievement from increased parent involvement.
Similar to CANeLearn Webinar - A Fall Like No Other (Part 2): Voices from the Field (20)
OTESSA 2024 - Design Principles for K-12 Online Learning: A Comparative Revie...Michael Barbour
LaBonte, R., Childs, E., & Barbour, M. K. (2024, June). Design principles for K-12 online learning: A comparative review of standards and theoretical models [Paper]. Open/Technology in Education, Society, and Scholarship Association Annual Conference, Montreal, QC.
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations fo...Michael Barbour
Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
BOLTT 2023 - CANeLearn Research: Applications for Practice (EnglishMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
TUC Research Day 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
This document summarizes a study on K-12 distance, online, and blended learning in Canada. It begins by noting that most previous research had focused on programs in the United States, with little known about initiatives in other parts of North America like Canada. The goals of the study were to understand how these programs are governed in each Canadian province/territory and the level of participation. Data was collected through surveys of education ministries, interviews, and a review of documents. The findings showed participation growing each year, with the most populated provinces like Ontario and Alberta having the highest numbers and per capita involvement. It also described the mix of centralized provincial programs and those run through local school districts. The document concludes by noting ongoing work to
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CANeLearn Webinar - A Fall Like No Other (Part 2): Voices from the Field
1. Joelle Nagle Randy LaBonte Michael K. Barbour
Stories from the Field:
Voices of K-12 Stakeholders During Pandemic
December 2020
A Special Report of the Canadian eLearning Network
https://www.flickr.com/photos/51035597898@N01/544654854/
3. SpringAttendanceExpectations
Most jurisdictions expected some level of attendance per
grade level:
• Alberta
• Manitoba
• Ontario
• New Brunswick
• Nova Scotia
• PEI
• NorthwestTerritories
• Yukon
Except for:
• Nunavut
• British Columbia
• Saskatchewan
• Quebec
• Newfoundland & Labrador
4. Fall2020StartDatesAcrossJurisdictions
Jurisdiction Delayed start
BritishColumbia Two day delay
Alberta No delay
Saskatchewan One week delay with a staggered start by last
name
Manitoba No delay
Ontario Two weeks or longer delay for remote and one
week delay for in-class with a staggered start
by grade level for in-class
Quebec No delay
New Brunswick No delay
Nova Scotia No delay
Prince Edward Island No delay
Newfoundland & Labrador No delay
Yukon No delay
NorthwestTerritories No delay
Nunavut No delay
5. MethodologyandSelection
• Unlike previous studies in this series, no systematic collection of data
• The researchers leveraged their professional and personal networks to solicit
• Cross selection of stakeholders included students, parents, teachers, school
and district leaders, trustees, and higher education personnel
• In instances where networks were lacking, cold contacts of individuals
identified through traditional and social media as representing a different
group of stakeholders, geographic region, and/or schooling level
• Each individual was simply asked to describe how the fall unfolded from their
perspective. Care was taken to ensure representation from across Canada in
each of the stakeholder groups (see Table following)
6. MethodologyandSelection
Jurisdiction Student Parent Teacher Leader Trustee Higher Education Total
BC 2 1 3
AB 1 1 1 3
SK 1 1 2
MN 0
ON 2 1 1 4
QC 1 2 2 5
NB 1 1
PE 0
NS 1 1
NL 1 1 1 1 4
NV 0
NT 0
YK 0
Total 6 4 4 5 2 2 23
7. LearningOptionsprovidedatthestartoftheFall
Fully in-class learning with distance learning an option
Fully in-class learning with distance learning an option
Fully in-class; remote learning with Google Classroom (LMS) for
elementary and asynchronous and synchronous (150 min/day);
blended learning using Blackboard with the Online Learning
Center and asynchronous and synchronous learning
Fully in-class; blended options for any student sick with COVID-
19 or secondary students
British Columbia
Alberta
Saskatchewan
Manitoba
8. LearningOptionsprovidedatthestartoftheFall
Fully in-class for grades K-8; remote for grades K-12 with either
offline packages or online synchronous and asynchronous
learning for five hours per day; blended for grades 9-12 with
asynchronous and synchronous learning; blended learning can
be a quadmester
Fully in-class for elementary; fully in-class or blended for
secondary
Fully in-class; remote paper-based for grades K-2; remote
paper-based with some online technology for grades 3-5;
technology-based asynchronous and synchronous for grades 6-
8; blended with asynchronous and synchronous for grades 9-12
Ontario
Québec
New Brunswick
10. LearningOptionsprovidedatthestartoftheFall
Fully in-class for K-9; grades 10-12 can choose fully in-class or
blended
Fully in-class
NorthwestTerritories
Nunavut
Fully in-class for grades K-9;
Fully in-class in rural areas for grades 10-12; Whitehorse area
offers a blended asynchronous and synchronous approach
Yukon
11. SeptemberStartUpSummary
Required by most students out of class and where physical
distancing was not possible
Few jurisdictions offered new approaches beyond spring
offerings; some announced specific skills-building initiatives
Fewer number of courses in secondary programs to reduce
cohort groups and mixing; subject teachers rotate to cohorts
Some teachers shifted to teaching classroom and remote online
simultaneously, while students switched from class to home-
based learning or the reverse
Masks
Remote Learning
Quadmester Schedules
Shift to Hybrid
12. Active COVID-19 cases across Canada During the Re-opening
of Schools (September 8 and December 1, 2020)
13. Stories from the field on how school re-opening looked from their perspective
The
Vignettes
Photo by Maximilian Scheffler on Unsplash
14. Student Summary
• Procrastination in isolation
• Interactions with few
• Too many things to remember to do
Personal
Pace
• Too fast, too slow
• Too overwhelming, too boring
• Simply unengaging
• Too close, too far
• Too structured, too boring
• No fun, no more
People
15. Student Voices
• “a roller coaster of ups and downs”Experienced
Thinking
• “without bad things… you’ll never get to see how
amazing good things are in the long run”
• “I began to doodle on a sheet of paper that lay
beside me, gazing outside at the grey sky while I
was vaguely aware of what my fingers were up to.
I’ve been doing a lot of that recently. Not much
else to do besides homework and chores. Not
exactly my idea of fun.”
Feeling
16. Teacher Summary
• Students feel trapped, pandemic has altered school life entirely
• Keep these four underlying philosophies in mind to support
practice: equity, engagement, excellence, and empathy
Personal
Pace
• All eyes were on government announcements, health protocols,
physical distancing in schools, and masks.
• Calls for smaller class sizes, more effective cleaning protocols,
funding for remote learning, and mask mandates dominated the
social and media conversation.
• Tried and true practices of hand delivering print materials and
resources directly to students filled in gaps when digital and
online delivery was not reaching
People
17. Teacher Voices
“in the past teaching online typically meant content delivery and
marking… online teachers are more than that now, busy with emails,
phone calls, meetings, marking, reporting, and curriculum
development”
Experienced
Thinking
“accepting that the exact opportunities and learning experiences will
be different for students at home was an important part of successful
hybrid teaching for me”
“it is essential that class size limits be put in place for online schools
given the increasing numbers and the demands of a quadmester”
“However, pandemic fatigue is prominent. Students either forget or
simply do not pull the mask up. As a teacher, the constant vigilance for
perceived breaks in protocol is exhausting.”
“Christmas break is close, and we need the break to recharge…”
Feeling
18. Leaders Summary
By being “nimble and alert” schools and programs were able to offer
online resources and learning opportunities for parents and students
working at home, and now are focusing on how teachers can shift
their pedagogy to better support remote teaching.
Personal
Pace
Some students and parents chose at first to be in school, others at
home, then many changed their minds. School leaders were expected
to “pivot” – a word widely used during this pandemic that implies
inherent simplicity, which is not the case in such a broad and
encompassing social enterprise that is public education.
The vignettes tell the tale of the toll extracted from school and district
leaders as they continue to navigate in a deadly game of dodgeball
with COVID-19 and the resulting chaos of unpredictability and ever-
changing needs.
People
19. Leaders Voices
• “We are now being asked more than ever to provide resources
and services linked to SEL, and while we introduced
mindfulness into our online classes two years ago, this is an
area where an organization has much more to do.”
Experienced
Thinking
• “Transitioning to teaching online is a very complex process,
particularly shifting to an online format in such a short time
frame.”
• “Finally, without knowing what the pandemic future might
bring, we are revisiting all of our start of year processes to find
efficiencies should we see anywhere near a repeat of the fall of
2020.”
• “Even with all the challenges of building a new school in such a
short period of time, it has been an extremely rewarding
experience to see what has developed out of a few ideas on a
notepad and the hard work of the teachers, support staff,
curriculum supports, and leadership.”
Feeling
20. Others Summary
Broadcasting classroom to homes “Zoom school” does not work
– students need individual, small group sessions to establish
rapport and engage.
Personal
Pace
The value of being in the classroom and school for social and
emotional connection with other adults and peers is only more
confirmed by experiences during the pandemic.
Starting a virtual school from scratch was also a major
challenge, despite having the most incredible and capable staff
working on it.
People
21. Other Voices
• ”I did not expect to see so many underprivileged families
choose remote learning. One of the main reasons why they did
was due to living in susceptible multigenerational families.”
Experienced
Thinking
• “socio-emotional and developmental benefits of in-person
instruction for our child seem far more apparent than they did
before”
• “there is no substitute for human connection – and that it is
possible to experience this sense of connection with a teacher
online”
• “I fear that we will go back to the way things were, rather than
considering and responding to the amazing learning
experiences happening everyday in our K-12 online contexts.”
Feeling