Changing the Game in Our School
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This is a presentation I gave to my colleagues to discuss integrating online learning modules into our classrooms.
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• How learning and teaching has changed in a connected world
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References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.
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- OER can give instructors access to new, alternative teaching materials and force them to be more creative in their lesson planning compared to relying on pre-existing textbook content. However, this added work burden is a drawback.
- While OER democratizes education by making materials widely accessible, some students may still lack reliable Internet access to take advantage of online OER. Accessibility for disabled students is also a concern.
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Utilizing a social networking website as an esl
This study explored using a social networking website (Facebook) as part of a blended learning environment for ESL students in Malaysia. The researcher created a closed Facebook group for a class of 30 third-year undergraduates and assigned online activities like posting videos, uploading photos from campus with descriptions. Most students found using Facebook as a learning tool interesting and it helped them improve their English through interactions. The blended approach extended limited class time and made learning more appealing to students.
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• How learning and teaching has changed in a connected world
o Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.
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- Open educational resources (OER) provide financial savings for students by reducing the cost of textbooks and course materials. However, OER may be of lower quality than traditional resources and require additional work from instructors to evaluate and integrate into their courses.
- OER can give instructors access to new, alternative teaching materials and force them to be more creative in their lesson planning compared to relying on pre-existing textbook content. However, this added work burden is a drawback.
- While OER democratizes education by making materials widely accessible, some students may still lack reliable Internet access to take advantage of online OER. Accessibility for disabled students is also a concern.
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Resume
Casey J. Zvanut has worked as an Instructional Technology Facilitator for Union County Public Schools since 2012. In this role, she develops professional development for teachers, administrators, and staff on various educational technology programs and ensures teachers have the skills and resources to implement technology in the classroom. She also previously worked as an English teacher for over a decade and as a Curriculum Developer for the district's virtual school. Zvanut has a Bachelor's degree in English Education and is proficient in various technology platforms and skills.
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Changing the Game in Our School
- 1. Online Learning Modules: Changing the Game at Our School Elizabeth Stein Walden University EDU 6715 Instructor: Jacqueline Derby
- 2. What is Online Learning? Online Learning takes place through a Course Management System, such as RCampus. Technology is integrated into daily instruction. Students can work collaboratively to complete assignments.
- 3. Using Online Learning Modules to Create Poetry Review the Writing Process – meets PA Academic Standards for Reading and Writing. Students work collaboratively to work through the writing process to create poetry that will fulfill the district’s poetry expectations for the third grade curriculum. Students will brainstorm ideas, share rough drafts, suggest revisions, edit using peer suggestions, and share final products of poetry. Students learn 21st Century skills that will benefit them as they continue in school and into the workplace.
- 4. Instructional Change Agents Democratization of Knowledge ◦ Students have access to educational resources and share knowledge with their peers. Participatory Learning ◦ Students are active participants in this lesson. ◦ They interact and have a voice during this assignment. Authentic Learning ◦ Work has meaning and value. Students learn the writing process and about poetry. ◦ Student interests are incorporated. Multimodal Learning ◦ Students learn through research online and collaboration with peers. Reference: Lemke & Coughlin, 2009
- 5. Policy Changes Needed Students need more consistent access to technology during the school day. ◦ Right now, students have access once a week to the computer lab. ◦ This will require students having daily access to the online classroom. We need to revisit the online use policy to ensure that all interactions in online learning module are positive and effective. Training ◦ Teachers must be trained in implementing and working with online classrooms.
- 6. Benefits for the Students Easy access to information at home or in computer lab. Allows students to be active participants in their learning. Interact fully with curriculum in new, exciting ways. Access to resources and peer suggestions any time of the day or night. Allows students to work at their own pace. Ask the teacher questions about upcoming tasks. Teacher can monitor online classroom to ensure positive peer interactions. Reference: Hargis & Schofield, 2007
- 7. To Sum Up… Students need to be encouraged to use 21st Century skills that will be required of them in the workforce. Online learning teaches to all learning styles and abilities. Students, parents, and teachers will have access day and night to the classroom. Best of all, RCampus are FREE!!!!!!
- 8. Resources Hargis, J., & Schofield, K. (2007). Integrating online learning into elementary classrooms. In R. Blomeyer, & C. Cavanaugh (Eds.), What works in K–12 online learning (pp. 33–47). Eugene, OR: International Society for Technology in Education. RCampus. (2012). About rcampus. Retrieved from http://www.rcampus.com/aboutrcampu s.cfm?nocache=1327889803265.