Barbour, M. K. & Unger, K. (2010, June). Preparing K-12 teachers to support online learning. A paper presented at the annual Canadian eLearning Conference, Edmonton, AB.
AECT 2010 - Preparing In-Service Teachers for Virtual SchoolingMichael Barbour
This document discusses a study examining the effectiveness of incorporating a K-12 online learning curriculum into an instructional technology course for graduate students. The study was conducted over two semesters. Data was collected from student blog comments, individual and group projects, and course evaluations. The findings showed that the Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum was effective in helping students learn about K-12 online learning and the roles of virtual school teachers. Through two cycles of action research, the course design was improved by modifying assignments, readings, and discussion prompts. While virtual schooling is still unfamiliar to most teachers, the study found that perceptions of the benefits increased and challenges decreased with each semester.
CNIE 2011 - Examining a Program to Prepare Teachers to Support K-12 Online Le...Michael Barbour
Barbour, M. K., & Siko, J. (2011, May). Examining a program to prepare teachers to support K-12 online learning. A paper presented at the annual conference of the Canadian Network for Innovation in Education, Hamilton, ON.
Tom Reeves Special Conference - The Impact of Virtual Schooling Curriculum on...Michael Barbour
Barbour, M. K. (2010, March). The impact of virtual schooling curriculum on in-service teachers preparing for the new roles in the virtual school environment. A poster presentation to the Educational Design Research: Local Change & Global Impact – A Special Conference to Honor Professor Thomas C. Reeves Upon His Retirement from the University of Georgia, Athens, GA.
HICE 2011 - Examining the Effects of Virtual Schooling Curriculum on Preparin...Michael Barbour
Barbour, M.K., & Unger, K. (2011, January). Examining the effects of virtual schooling curriculum on preparing teachers to support virtual schooling. A presentation at the 9th Annual Hawaii International Conference on Education, Honolulu, HI.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
Effects of web based learning tools on student achievementann-crosby
This study examined the effects of co-teaching using web-based learning tools on teacher perceptions of technology use and student writing skills. A technology teacher and language arts teacher co-planned, co-taught, and co-assessed lessons utilizing online tools like wikis and videos in a 6th grade class. Survey and interview results found the language arts teacher's perceptions of technology became more positive. Student writing and marking period grades improved compared to a control group, though author's purpose test scores did not differ significantly between groups. The study recommends continued co-teaching and use of web-based tools to support student learning and increase technology integration.
Rationalise, Response, Results - Keynote Presentation by Dr. Daniel Tan REC:all project
This presentation was given by Dr. Daniel Tan, Director of the Centre for Excellence in Learning and Teaching (CELT) Nanyang Technological University, Singapore on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
AECT 2010 - Preparing In-Service Teachers for Virtual SchoolingMichael Barbour
This document discusses a study examining the effectiveness of incorporating a K-12 online learning curriculum into an instructional technology course for graduate students. The study was conducted over two semesters. Data was collected from student blog comments, individual and group projects, and course evaluations. The findings showed that the Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum was effective in helping students learn about K-12 online learning and the roles of virtual school teachers. Through two cycles of action research, the course design was improved by modifying assignments, readings, and discussion prompts. While virtual schooling is still unfamiliar to most teachers, the study found that perceptions of the benefits increased and challenges decreased with each semester.
CNIE 2011 - Examining a Program to Prepare Teachers to Support K-12 Online Le...Michael Barbour
Barbour, M. K., & Siko, J. (2011, May). Examining a program to prepare teachers to support K-12 online learning. A paper presented at the annual conference of the Canadian Network for Innovation in Education, Hamilton, ON.
Tom Reeves Special Conference - The Impact of Virtual Schooling Curriculum on...Michael Barbour
Barbour, M. K. (2010, March). The impact of virtual schooling curriculum on in-service teachers preparing for the new roles in the virtual school environment. A poster presentation to the Educational Design Research: Local Change & Global Impact – A Special Conference to Honor Professor Thomas C. Reeves Upon His Retirement from the University of Georgia, Athens, GA.
HICE 2011 - Examining the Effects of Virtual Schooling Curriculum on Preparin...Michael Barbour
Barbour, M.K., & Unger, K. (2011, January). Examining the effects of virtual schooling curriculum on preparing teachers to support virtual schooling. A presentation at the 9th Annual Hawaii International Conference on Education, Honolulu, HI.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
Effects of web based learning tools on student achievementann-crosby
This study examined the effects of co-teaching using web-based learning tools on teacher perceptions of technology use and student writing skills. A technology teacher and language arts teacher co-planned, co-taught, and co-assessed lessons utilizing online tools like wikis and videos in a 6th grade class. Survey and interview results found the language arts teacher's perceptions of technology became more positive. Student writing and marking period grades improved compared to a control group, though author's purpose test scores did not differ significantly between groups. The study recommends continued co-teaching and use of web-based tools to support student learning and increase technology integration.
Rationalise, Response, Results - Keynote Presentation by Dr. Daniel Tan REC:all project
This presentation was given by Dr. Daniel Tan, Director of the Centre for Excellence in Learning and Teaching (CELT) Nanyang Technological University, Singapore on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
A presentation of South Africa’s Siyavula, which aims to support teachers’ curriculum needs through OER, professional development, and community building. The presentation was given at the Open Education Conference 2009, and addresses Siyavula's accomplishments to date and interventions going forward from a strategy, technology, and research perspective.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Synchronous online learning in short learning programs by Iwan Wopereis EADTU
Blended and Online Education webinar, day 2. Synchronous online learning in short learning programs by Iwan Wopereis from Open University, The Netherlands
Online features support PBL use among high school teachers in various reform settings.
Presented at Annual Meetings of the Association of Educational Communications and Technology (AECT). Anaheim, CA. October, 2010.
SITE 2014 - iPads for Teachers? The Challenges of Integrating Technology in t...Michael Barbour
This document summarizes a professional development project that provided five science teachers with iPads and monthly training sessions over four months. The sessions were teacher-driven and focused on exploring educational apps and integrating single iPads into lessons. Interviews found that teachers saw benefits like visual richness and more flexible classrooms, but also challenges like limited WiFi and a lack of suitable free apps. Observations found that teachers used iPads for lesson planning, instruction, and assessments, having students also use their own devices during a lesson.
The University of La Verne used multiple sources of data to redesign its liberal studies teacher education program to better integrate technology. Data from student and faculty surveys informed changes to course content and delivery, including increasing the use of mobile technologies, online resources, and blended learning. Courses were redesigned over three years to align assessments with learning outcomes, develop online materials like interactive eBooks, and require skills like video creation. Faculty development introduced skills like screencasting and supported consistent technology integration. The redesign aimed to improve student and instructor technology literacy for teaching.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
This document discusses using Moodle to create interactive online activities for post-graduate distance learning courses at the University of Glasgow. It outlines various activities that were implemented, such as critical reviews, academic posters, assessments, group work, feedback, and presentations. It also discusses lessons learned, such as testing technologies beforehand and promptly addressing student issues. Next steps mentioned include refining existing activities and collecting student audio/video feedback for dissertations.
NCCE 2016: Changing Face of Instructional MaterialsOSPI OER Project
As our K–12 system moves to "career and college" ready learning standards, what does this mean for the materials teachers use with students in their classrooms? Participants in this session will learn about work underway in Washington and beyond to review and create 21st century instructional materials for math, science, and English language arts, including Open Educational Resources. Participants will gain insight into the newly revised Model Policy and Procedures that focus on supporting districts in their instructional materials decisions and learn about the K-12 OER Collaborative curriculum that is being developed for math and ELA.
The Convergence Academies initiative implemented a whole school reform model in two Chicago public schools - Morrill Math and Science School and Tilden Career Community Academy - to support 21st century learning through integrating digital media and technology into curriculum, instruction, and school culture. The initiative served over 1,700 students and 86 teachers over two academic years.
Blending face-to-face postgraduate courses delivery with MOOCs in a sub-Sahar...African Virtual University
Students’ experience and perceptions
By;
Dr. Joel S. Mtebe
Lecturer in Computer Science
Director of;
Center for Virtual Learning
University of Dar es Salaam,
Tanzania
http://works.bepress.com/mtebe/
3rd international conference of the AVU
The document describes an education cloud solution called ICR that provides various services through different access points. ICR@School provides LMS services, assessment tools, and interactive teaching resources for use within schools. ICR@Web enables collaboration through a school community portal with reports, assessments, and other cloud services. ICR@Home allows students and parents access to educational content, assessments, and performance reports from home. The solution aims to enable anytime, anywhere learning beyond the classroom and facilitate evaluation, professional development, and collaboration between all stakeholders in the educational process.
This document discusses how teachers can use technology to improve their instruction from proficient to excellent based on the Danielson Framework. It provides examples of tools that can be used for planning and preparation, classroom environment, instruction, and professional responsibilities. Some highlighted tools include apps for standards alignment, learning management systems for individualized instruction, and Newsela for differentiating texts. The document emphasizes using technology to increase student choice, collaboration, and communication with parents and other educators.
SITE 2011 - The Promise and the Reality: Exploring the Research on Virtual Sc...Michael Barbour
The literature review found that research on K-12 online learning has generally fallen into two categories: potential benefits and challenges. However, most studies to date have been descriptive rather than rigorous examinations. Research on student performance in online versus face-to-face settings has produced mixed results, but these studies often fail to account for differences in the types of students in each setting. More rigorous research is needed that considers student and teacher characteristics and implements design-based research approaches to better understand the effectiveness of online learning.
Opportunities in instructional design co sn 2013Heidi Larson
This document summarizes a presentation given at the Consortium for School Networking Conference on opportunities in instructional design with social media and mobile learning. It discusses prior explorations of using Twitter and mobile devices for professional development. It then introduces student researchers from Harvard who explored topics like using public social media for educators, secure social platforms in schools, and choosing mobile apps for teaching subjects like math and science. The document provides screenshots and links to resources created by the students.
SITE 2012 - Critical Success Factors for Virtual SchoolingMichael Barbour
Huett, J., Hodges, C., Huett, K., Barbour, M. K., & Smolka, J. (2012, March). Critical success factors for virtual schooling. A panel discussion at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
SITE 2012 - Virtual Learning in New Zealand: Achieving MaturityMichael Barbour
Barbour, M. K., Wenmoth, D., & Davis, N. (2012, March). Virtual learning in New Zealand: Achieving maturity. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
This proposal describes a study into the development of virtual learning in New Zealand, specifically the obstacles that e-learning clusters face or have faced in their journey to sustainability and maturity through the lens of the Learning Communities Online Handbook. Using a variety of data collection methods, the researchers identified three common barriers, including a lack of a coherent vision, difficulty in securing the necessary funding and resources, and a lack of collaboration and cooperation within and between clusters. Based on these findings, it is recommended that individual e-learning clusters develop specific strategies to encourage greater collaboration between clusters and work towards greater consistency between their activities, including professional and organizational development and also of the approaches to virtual learning.
A presentation of South Africa’s Siyavula, which aims to support teachers’ curriculum needs through OER, professional development, and community building. The presentation was given at the Open Education Conference 2009, and addresses Siyavula's accomplishments to date and interventions going forward from a strategy, technology, and research perspective.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Synchronous online learning in short learning programs by Iwan Wopereis EADTU
Blended and Online Education webinar, day 2. Synchronous online learning in short learning programs by Iwan Wopereis from Open University, The Netherlands
Online features support PBL use among high school teachers in various reform settings.
Presented at Annual Meetings of the Association of Educational Communications and Technology (AECT). Anaheim, CA. October, 2010.
SITE 2014 - iPads for Teachers? The Challenges of Integrating Technology in t...Michael Barbour
This document summarizes a professional development project that provided five science teachers with iPads and monthly training sessions over four months. The sessions were teacher-driven and focused on exploring educational apps and integrating single iPads into lessons. Interviews found that teachers saw benefits like visual richness and more flexible classrooms, but also challenges like limited WiFi and a lack of suitable free apps. Observations found that teachers used iPads for lesson planning, instruction, and assessments, having students also use their own devices during a lesson.
The University of La Verne used multiple sources of data to redesign its liberal studies teacher education program to better integrate technology. Data from student and faculty surveys informed changes to course content and delivery, including increasing the use of mobile technologies, online resources, and blended learning. Courses were redesigned over three years to align assessments with learning outcomes, develop online materials like interactive eBooks, and require skills like video creation. Faculty development introduced skills like screencasting and supported consistent technology integration. The redesign aimed to improve student and instructor technology literacy for teaching.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
This document discusses using Moodle to create interactive online activities for post-graduate distance learning courses at the University of Glasgow. It outlines various activities that were implemented, such as critical reviews, academic posters, assessments, group work, feedback, and presentations. It also discusses lessons learned, such as testing technologies beforehand and promptly addressing student issues. Next steps mentioned include refining existing activities and collecting student audio/video feedback for dissertations.
NCCE 2016: Changing Face of Instructional MaterialsOSPI OER Project
As our K–12 system moves to "career and college" ready learning standards, what does this mean for the materials teachers use with students in their classrooms? Participants in this session will learn about work underway in Washington and beyond to review and create 21st century instructional materials for math, science, and English language arts, including Open Educational Resources. Participants will gain insight into the newly revised Model Policy and Procedures that focus on supporting districts in their instructional materials decisions and learn about the K-12 OER Collaborative curriculum that is being developed for math and ELA.
The Convergence Academies initiative implemented a whole school reform model in two Chicago public schools - Morrill Math and Science School and Tilden Career Community Academy - to support 21st century learning through integrating digital media and technology into curriculum, instruction, and school culture. The initiative served over 1,700 students and 86 teachers over two academic years.
Blending face-to-face postgraduate courses delivery with MOOCs in a sub-Sahar...African Virtual University
Students’ experience and perceptions
By;
Dr. Joel S. Mtebe
Lecturer in Computer Science
Director of;
Center for Virtual Learning
University of Dar es Salaam,
Tanzania
http://works.bepress.com/mtebe/
3rd international conference of the AVU
The document describes an education cloud solution called ICR that provides various services through different access points. ICR@School provides LMS services, assessment tools, and interactive teaching resources for use within schools. ICR@Web enables collaboration through a school community portal with reports, assessments, and other cloud services. ICR@Home allows students and parents access to educational content, assessments, and performance reports from home. The solution aims to enable anytime, anywhere learning beyond the classroom and facilitate evaluation, professional development, and collaboration between all stakeholders in the educational process.
This document discusses how teachers can use technology to improve their instruction from proficient to excellent based on the Danielson Framework. It provides examples of tools that can be used for planning and preparation, classroom environment, instruction, and professional responsibilities. Some highlighted tools include apps for standards alignment, learning management systems for individualized instruction, and Newsela for differentiating texts. The document emphasizes using technology to increase student choice, collaboration, and communication with parents and other educators.
SITE 2011 - The Promise and the Reality: Exploring the Research on Virtual Sc...Michael Barbour
The literature review found that research on K-12 online learning has generally fallen into two categories: potential benefits and challenges. However, most studies to date have been descriptive rather than rigorous examinations. Research on student performance in online versus face-to-face settings has produced mixed results, but these studies often fail to account for differences in the types of students in each setting. More rigorous research is needed that considers student and teacher characteristics and implements design-based research approaches to better understand the effectiveness of online learning.
Opportunities in instructional design co sn 2013Heidi Larson
This document summarizes a presentation given at the Consortium for School Networking Conference on opportunities in instructional design with social media and mobile learning. It discusses prior explorations of using Twitter and mobile devices for professional development. It then introduces student researchers from Harvard who explored topics like using public social media for educators, secure social platforms in schools, and choosing mobile apps for teaching subjects like math and science. The document provides screenshots and links to resources created by the students.
SITE 2012 - Critical Success Factors for Virtual SchoolingMichael Barbour
Huett, J., Hodges, C., Huett, K., Barbour, M. K., & Smolka, J. (2012, March). Critical success factors for virtual schooling. A panel discussion at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
SITE 2012 - Virtual Learning in New Zealand: Achieving MaturityMichael Barbour
Barbour, M. K., Wenmoth, D., & Davis, N. (2012, March). Virtual learning in New Zealand: Achieving maturity. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
This proposal describes a study into the development of virtual learning in New Zealand, specifically the obstacles that e-learning clusters face or have faced in their journey to sustainability and maturity through the lens of the Learning Communities Online Handbook. Using a variety of data collection methods, the researchers identified three common barriers, including a lack of a coherent vision, difficulty in securing the necessary funding and resources, and a lack of collaboration and cooperation within and between clusters. Based on these findings, it is recommended that individual e-learning clusters develop specific strategies to encourage greater collaboration between clusters and work towards greater consistency between their activities, including professional and organizational development and also of the approaches to virtual learning.
IOC 2008 - Lewis and Clark: Early Explorers in Virtual SchoolingMichael Barbour
Barbour, M. K. & Kinsella, J. (2008, February). Lewis and Clark: Early explorers in virtual schooling. Presentation at the Illinois Online Conference for Teaching and Learning, http://www.ilonlineconf.org/
Во овој извештај се презентирани мислењата на граѓаните на општина Штип за излезноста на изборите, за која листа на советници би гласале и за кој кандидат за градоначалник би гласале.
Critical Mass Forrester 09: Marketing Vegas in a RecessionCritical Mass
Viva Las Vegas! Learn how Critical Mass and R&R Partners employed a 360 Degree Customer Experience strategy to drive travel to Las Vegas during these troubled economic times.
This is why I got into library work: How virtual reference IS the future of l...Julie Strange
Services like Maryland AskUsNow! are increasingly important in a world where budgets are shrinking and customers increasingly rely on technology to communicate. Through the use of virtual reference, we can “get back to basics” and provide additional access to our customers, whom we exist to serve. Julie Strange will discuss the importance of virtual reference in an era of expanding audiences and shrinking budgets. Stephanie Petruso will teach you how to grab the “teachable moment” with customers. Jessica Chaiken will focus on where special libraries fit in virtual reference. Kendra Frost will show how even “wacky” or seemingly inappropriate chatters can be engaged by librarians!
Job Talk: Research (2013) - Kennesaw State UniversityMichael Barbour
Michael Barbour is an assistant professor at Wayne State University who researches K-12 online learning. His research agenda focuses on effective design, delivery, and support of online K-12 education. This includes examining teacher and student experiences, preparation of online educators, and policy issues. He teaches both online and face-to-face courses on instructional technology and qualitative research methods at the university level.
Learning at the Speed of Light: Deep Learning and Accelerated Online ProgramsStaci Trekles
Presentation summarizing the results of my dissertation research, which was a case study regarding accelerated online graduate programs and the approaches that students take to learning.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
The document summarizes a project that developed digital research skills tutorials for undergraduate students at University College Dublin. Six e-tutorials were created covering topics like managing research tools and digital research ethics. The tutorials were embedded into courses and evaluated. Student feedback was positive, finding the tutorials reinforced concepts and were relevant. However, some technical issues disrupted learning. Overall, the project enhanced students' digital literacy through a blended learning approach, but sustainability of technologies remains a challenge.
The document discusses implementing a WebQuest information inquiry plan at a middle school to enhance instruction. It provides an overview of what makes an effective WebQuest, the benefits of using them, and an implementation timeline for teacher training and adoption into the curriculum over the 2013-2014 school year. Sample WebQuest lesson ideas for math are also presented covering topics like place value and exponents.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
Barbour, M. K. (2007, October). Lessons learned in researching virtual schools: The Newfoundland and Labrador experience. An invited presentation by the Canadian Institute of Distance Education Research. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/513/990
Scottsdale CC Math - Updated Summer 2014Donna Gaudet
The Scottsdale Community College math department transitioned introductory algebra, intermediate algebra, and college algebra courses to use open educational resources, replacing expensive traditional textbooks. This resulted in annual student cost savings of around $182,000. The open resources included free online textbooks, an interactive workbook, online homework software, and instructional videos. Developing and implementing the village approach required a team effort across many faculty and support from the administration. Evaluation found high student satisfaction with the resources and no negative impact on student outcomes.
Pedagogical Usability Dimension - A paper presentation about an educational design study on learning and teaching experiences of a distance education at Åbo Akademi University in Finland.
Marianne Georgsens presentation "Exploring new pedagogies" at CAL11ellwordpress
The document discusses integrating ICT into teaching practices to build teacher competencies. It summarizes three phases of ICT development in Danish schools and identifies what is still missing - ways to develop teacher qualifications in pedagogical ICT use closely related to teaching practice. Two studies of teacher ICT projects are described that find reflection space is important, support from others crucial, and teachers progress differently depending on circumstances. The document concludes more conceptual work is needed to create a model for school-based competence building using ICT.
The economic implications of using simple approaches in distance learningBrian Mulligan
Mulligan, B., Schroeder, R. “The economic implications of using simple approaches in distance learning.”, Discussion Workshop, US Distance Learning Association National Conference 2011, St. Louis, 1-4 May 2011
Learner interaction in_elearning_lamar_research_institute_3-21-14Lamar University
The document discusses learner interaction in e-learning, including the growth of online learning. It outlines four types of learner interaction: learner to content, learner to instructor, learner to learner, and learner to interface. For each type of interaction, the document discusses purposes, benefits, examples and tools/strategies to facilitate interaction. It concludes with future trends in connected learning and the need for quality frameworks to measure online learning.
The document discusses support systems for developing and delivering distance education courses and programs. It compares two models for course development - the parallel-linear model and interdisciplinary team model. It also outlines the types of support needed for students in open and distance learning, including tutoring, counseling, and using scaffolding approaches. Effective support systems are important for both developing high-quality online courses and programs and helping students succeed in distance education.
Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
The webinar provided information about the Montana Digital Academy (MTDA) online learning program for the 2010-2011 school year. It outlined the 43 available online courses, the roles of teachers, districts, and students. Enrollment is currently open and the goal is to have an improved online student management system. Districts play a key role in enrolling and supporting students. The presenters welcomed questions and provided their contact information.
The document outlines a 5-day professional development plan to help teachers integrate technology into their classrooms as the district transitions to a 1:1 model. Day 1 will explore how today's students learn differently and the benefits of 1:1 instruction. Day 2 will review the district's technology goals. Day 3 will cover education technology standards. Day 4 will introduce web applications for classrooms. Day 5 will have teachers plan a technology-integrated lesson to share with colleagues. The goal is to support teachers in using technology as an educational tool to meet students' needs.
This document outlines the course overview, model, and learning approach for a class on creative teaching techniques and multimedia utilization. It will use a modified project-based learning model where students will explore resources and applications, complete independent blog posts and lesson revisions, and develop a working knowledge of technology's role in education. The document discusses how project-based learning engages students in problem-solving, decision-making, and designing through long-term, cross-curricular learning activities that incorporate feedback and result in public presentations. Technology is presented as a way to foster critical thinking and support memorization through various tools, games and online resources.
This document describes an international online course for 30 teacher educators from 20 countries to create a 21st century teacher education course. The course will explore trends in 21st century education, future classroom models, and the changes needed to deliver the 21st century curriculum. Over the course of several weeks, participants will explore examples of digital project-based schools, characteristics of future students and classrooms, and technology tools like wikis and Google apps. The goal is for teacher educators to model 21st century skills and project-based learning through a collaborative, globally-focused course project delivered at a distance using technology.
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CeLC 2010 - Preparing K-12 Teachers to Support Online Learning
1. Instructional Technology
The Impact of the Virtual Schooling
Curriculum on Preparing
In-Service Teachers for the Roles as
Virtual School Facilitators
Dr. Michael Barbour - mkbarbour@gmail.com
Kelly Unger - klu728@gmail.com
2. Instructional Technology
Current state of VS
Students Enrolled in Online Courses
• 2001 = 40,000 – 50,000 (Clark)
• 2009 =>1,000,000 K-12 (Picciano& Seaman)
Students Enrolled in Online Courses
• 45 States (plus DC) reporting significant K-12
online learning activity
3. Instructional Technology
Current state of VS
• 2006 – Michigan adds online learning graduation
requirement
• Added 3 new standards for teachers in
Educational Technology
1. Online Technology Experience and Skills
2. Online Course Design
3. Online Course Delivery
• Necessitated changes to all endorsement
programs in the state
4. Instructional Technology
Current state of VS
• At Wayne State University changed reflected
in IT6230 – Internet in the Classroom
– preparing teachers for three new roles (Davis, 2007)
1. Virtual School Designer
2. Virtual School Teacher
3. Virtual School Facilitator
» most middle and high school teachers in Michigan
were more likely to play the role of the facilitator the
majority of course activities focused on this position
6. Instructional Technology
K-12 Online Learning
• TEGIVS scenarios & IA case studies
• Readings related to K-12 online learning
• Reflective discussions using blogs and RSS feeds
based upon the instructor’s prompt
• Activities and videos about K-12 online learning
• Individual project and group project from the
TEGIVS curriculum
• MI case studies
7. Instructional Technology
Purpose of Study
1. Examine the effectiveness of the chosen K-12
online learning curriculum, with the goal of
making continual improvements to the
course (Stringer, 2004).
2. Examine impact of TEGIVS curriculum on the
opinions of graduate students enrolled in
IT6230 about the role of the virtual school
facilitator.
8. Instructional Technology
Methods
• Four Semesters
– Winter 2008 - 9of 15 students
– Winter 2009 - 5of 7 students
– Summer 2009 – 5 of 14 students
– Winter 2010 – 4 of 10 students
• Data
– Blog comments based prompts by the instructor
– Individual and group projects
– Student evaluations of teaching
9. Instructional Technology
Methods
• Inductive analysis approach
(LeCompte&Preissle, 1993) and constant
comparative coding (Ezzy, 2002).
• Microsoft Word® as a tool to complete this
analysis following the procedure outlined by
Ruona (2005).
• Weekly meetings to discuss codes, categories
and potential themes.
11. Cycle 2 – Winter 2009
Instructional Technology
• Localized and revised
TEGIVS scenarios
• Modified individual
project
– Added tasks from
TEGIVS scenarios
• Discussion prompts
more closely tied to
readings
• More research-based readings
• Added ILO case studies to focus on VS
teacher role
5 week unit
13. Cycle 3 – Summer 2009
Instructional Technology
• Modified individual
project
– added specific tasks
related to ILO case studies
– added tasks related to
Converge special issue
• Discussion prompts
forced students to
explore new resources
– with a continued
emphasis on the readings
6 week unit
14. Initial Thematic Analysis
Instructional Technology
• Consistent with Winter 2008 and Winter 2009
– Benefits at-risk students
– More teacher preparation
– Support online learning
– Communication/interaction
• No longer apparent
– Appropriate access to technology
• No real new issues
15. Cycle 4 – Winter 2010
Instructional Technology
• Created Michigan-
specific online teaching
case studies
– used as part of
Individual Project
• Better sequencing of
topics
• Better coverage of topics
related to all three roles
• Better illustration of Web
2.0 tools for online
teaching
7 week unit
16. Instructional Technology
Design Lessons
• First you have to confront students’
preconceptions and dispel any myths
• Michigan-specific examples
• Discussions more meaningful when tied to the
readings, but push students to use resources
beyond (particularly with research-based
readings)
17. Instructional Technology
Continuing Design Issues
• More Michigan-specific content
• Continued revision of the Individual Project
• Better mix of practitioner-focused and research-
based readings
• Increase in materials related to “virtual school
designer” role
18. Instructional Technology
Thematic Conclusions
• Still unfamiliar to most teachers
• Mandated or not, teachers see benefits
• Number of perceived challenges decreases each
semester
• Most support virtual schooling and willing to give
it a try
20. Instructional Technology
The Impact of the Virtual Schooling
Curriculum on Preparing
In-Service Teachers for the Roles as
Virtual School Facilitators
Dr. Michael Barbour - mkbarbour@gmail.com
Kelly Unger - klu728@gmail.com
Editor's Notes
Update numbers
14 for analyzed data (W08 and W09)18 (Summer 09) addedAnd I believe there are 3 (I’m not on campus) from (W10)
After Slide 11 - add in individual slides for Winter 2008 (first bullet point focused on data, second bullet point focused on changes to the course) and Winter 2009 (same format)Then use Slide 12 as is.Actually in thinking a little more about this... for the Winter 2008, Winter 2009, Summer 2009 and Winter 2010 slides, use this model:- begin with what the course included at the start of the semesterthen present the bullet point (sub-points) on the trends in the dataThat format will allow you to have something on the slide for Winter 2010.
After Slide 11 - add in individual slides for Winter 2008 (first bullet point focused on data, second bullet point focused on changes to the course) and Winter 2009 (same format)Then use Slide 12 as is.Actually in thinking a little more about this... for the Winter 2008, Winter 2009, Summer 2009 and Winter 2010 slides, use this model:- begin with what the course included at the start of the semesterthen present the bullet point (sub-points) on the trends in the dataThat format will allow you to have something on the slide for Winter 2010.
After Slide 11 - add in individual slides for Winter 2008 (first bullet point focused on data, second bullet point focused on changes to the course) and Winter 2009 (same format)Then use Slide 12 as is.Actually in thinking a little more about this... for the Winter 2008, Winter 2009, Summer 2009 and Winter 2010 slides, use this model:- begin with what the course included at the start of the semesterthen present the bullet point (sub-points) on the trends in the dataThat format will allow you to have something on the slide for Winter 2010.
After Slide 12 - add in individual slide for Summer 2009 (first bullet point focused on first pass of the data, second bullet point on changes), then have a new slide for Winter 2010 or have it as third bullet point on Summer 2009 slide (I personally like the new slide better.
After Slide 11 - add in individual slides for Winter 2008 (first bullet point focused on data, second bullet point focused on changes to the course) and Winter 2009 (same format)Then use Slide 12 as is.Actually in thinking a little more about this... for the Winter 2008, Winter 2009, Summer 2009 and Winter 2010 slides, use this model:- begin with what the course included at the start of the semesterthen present the bullet point (sub-points) on the trends in the dataThat format will allow you to have something on the slide for Winter 2010.
After Slide 11 - add in individual slides for Winter 2008 (first bullet point focused on data, second bullet point focused on changes to the course) and Winter 2009 (same format)Then use Slide 12 as is.Actually in thinking a little more about this... for the Winter 2008, Winter 2009, Summer 2009 and Winter 2010 slides, use this model:- begin with what the course included at the start of the semesterthen present the bullet point (sub-points) on the trends in the dataThat format will allow you to have something on the slide for Winter 2010.
After Slide 11 - add in individual slides for Winter 2008 (first bullet point focused on data, second bullet point focused on changes to the course) and Winter 2009 (same format)Then use Slide 12 as is.Actually in thinking a little more about this... for the Winter 2008, Winter 2009, Summer 2009 and Winter 2010 slides, use this model:- begin with what the course included at the start of the semesterthen present the bullet point (sub-points) on the trends in the dataThat format will allow you to have something on the slide for Winter 2010.