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iScoil - online learning for early school leavers
- 1. ESAI 2014 Online Learning for Early School Leavers www.iscoil.ie
- 2. Focus of Presentation • Introducing how online learning works for Irish early school leavers • The use of authoring tools for reflective practice on Learning Design • Considering potential developments to enhance the iScoil model of online learning
- 3. Online Learning Education in which instruction and content are delivered primarily over the Internet (Watson and Kalmon, 2005) Blended Learning Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace (Horn and Staker, 2011). Virtual Learning Environment A safe and secure learning platform that is reliable, available online and accessible to a wide user base. Keywords
- 4. The Global Picture USA • 50/52 States 1.5 million students 3% of K-12 population Canada • All 13 states 200,000 students 3.4% K-12 population Europe • 80 Virtual Schools across 19 European countries Bascisch, 2013
- 5. iScoil – Early School Leavers 13-16yrs Studies in interventions using technology emphasise the ability of online learning environments to provide a highly individualised and differentiated learning experience (Archambault et al 2010). iScoil Wordle
- 6. iScoil Enrolment 2012-2013 52 Learners Gender and Location • Blended 19 M 2 F • At-Home 23M 8 F Reason for Referral • Anxiety 17% • Disaffection 14% • Behavioural 28% • School Refusal 34% • Illness 7% Progression Routes • Solas 18% • Community Training Centre 21% • Youthreach 18% • Return to School 36% • Unkown 7% FETAC Level 3 • 60% achieved Certification • 20%Full Award General Learning
- 7. Mentor Subject Specialist Task Learning Outcome Asynchronous Support What does it look like …… The iScoil Homepage
- 8. Examining the Educational Experience through the lens of Community of Inquiry Model for Online Learning (Garrison and Anderson, 2003) EDUCATIONAL EXPERIENCE Supporting Discourse COGNITIVE PRESENCE Selecting Content TEACHING PRESENCE Setting Climate SOCIAL PRESENCE
- 9. Cognitive and Teaching Presence – Reflecting on Lesson Design Authoring Tool Pedagogical Pattern Collector (Laurillard, 2011)
- 10. What are the Learning Activities for: Communications Unit 2 Writing Total online course material 335 minutes Read Watch Listen Practice Investigate Produce
- 11. RWL 4% Produce 18% Practice 42% Investigate 36% Lesson Design: The Balance of Learning Types Fig: Pedagogical Pattern Collector - Communications Unit 2 Total 335mins
- 12. RWL 15% Produce 26%Practice 59% Fig: Pedagogical Pattern Collector - Maths Unit 3.2 Algebra Total 170mins Lesson Design: The Balance of Learning Types
- 13. Mentor Subject Specialist Task Learning Outcome Asynchronous Support iScoil Homepage
- 14. How the roles support a student through a learning outcome Subject Expert Student Mentor Authoring Tool – Open GLM Developed at University of Vienna
- 15. Authoring Tool – Open GLM Developed at University of Vienna Teaching and Social Presence.... What does the authoring tool tell us Positive Affirmation Individual Assessment Student Paced Interest Led Content Feedback Loops
- 16. iScoil students on the learning experience …. I really liked that I could log on later in the day and do the tasks then, My brain works better when I'm fully awake and when I was in regular schooling I would be really tired and couldn't concentrate as much because of it. I also like that I can use the Internet to look up things I'm not 100% sure about. Well you’re not stuck in all day from early morning until night…. Very handy better than writing or books... I’m terrible at writing I’d rather the computer it’s handy.
- 17. The teachers experience …. ..... like if you do kind of set projects task and previously you’d only kind of be getting short answers for that and then you suddenly give them a task about World War Two or something and you come back and they’re written this big long essay full of descriptive language and it’s that they actually have no problems with literacy, just that they weren’t interested in what you were giving them....... but sometimes the hard thing is you don’t even get any feedback from students If you’ve got a student that’s not engaging you can change our approach ..you could give them the same content in a different way …. It gives you that chance of trying Lots of different things
- 18. Considering the above within the framework of a Community of Enquiry Model Active Learning Competency Based Student Centred Assessment Flexible Personalised SafeConstructivist Portfolio Assessment Adaptable Feedback Loops Positive
- 19. Video Conferencing for Maths Instruction Potential for Integrating Social Networking Interest Led Cross Accredited Short Courses iScoil model for school settings Conclusion Some Developments, Improvements and Further Study for iScoil The Institute for Prospective Technological Studies identifies eight encompassing and interconnected dimensions that work together to design creative learning and innovative pedagogies using ICT: Content and Curricula, Assessment, Learning Practices, Teaching Practices Organisation, Leadership and Values, Connectedness, Infrastructure (Bocconi et al, 2012). Synchronous Social Presence Student Online Collaboration Competency Based Assessment A model for Prevention
- 20. References Archambault, L. et al. (2010). Research Committee issues brief: An exploration of at-risk learners and online education. Vienna, VA: International Association for K–12 Online Learning (iNACOL). Bascish, P. (2013) Theory of Benchmarking for e-Learning A Top-Level Literature Review www.virtualschoolsandcolleges.info Bocconi, S., Kampylis, P., and Punie, Y. (2012). Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe. Elearningeuropa.info Garrison, D.R. & Anderson, T. (2003). E-Learning in the 21st Century. London: RoutledgeFalmer. Laurillard D. & Ljubojevic D. (2011). Evaluating learning designs through the formal representation of pedagogical patterns. In Investigations of E-Learning Patterns: Context Factors, Problems and Solutions (eds J.W. Kohls & C. Kohls), pp. 86–105. IGI Global, Hershey, PA. Luis P. Prieto et al. (2013). Learning design Rashomon II: exploring one lesson through multiple tools. Research in Learning Technology Vol. 21
Editor's Notes
- Overview of how an online learning community works to re-engage young early school leavers by introducing the model of online learning used Taking a close look at the design for learning using two authoring tools Identifying gaps in the model and potential for future developments and research
- Huge growth in online learning in the last 5-10 years. To establish exactly what it means in this study. Yes there can be misconceptions of transferring distance education or resource sharing via the internet but the difference is in the delivery of instruction and the platform used to facilitate the support and interaction required to establish a true sense of learning community. Blended learning combines online and face to face. Emphasis Tool not a panacea. D’Arcy Elamp project importance of teaching support.
- Placing Ireland in the Global picture. Rise in the States primary and secondary. Australia New Zealand. Difference in Europe is that virtual schools tend not to be integrated into mainstream education but instead address educational disadvantage or facilitate ill children or transient families – Visced.
- Who we are. Short background Notschool/Stephen Heppell. 2007 pilot Notschool Ireland 2009 iScoil. Funded by Presentation Sisters. An EU statistic is quite staggering ‘to reduce the average European early school leaving rate by just 1 percentage point would provide the European economy each year with nearly half a million additional qualified potential young employees’. European Commission p3. (COM 2011). Since 2009 worked with approximately 130 young people. 45-50 students in a year. Geographical spread.
- Referral Process. NEWB Partnership. Reason for referral-range of reason. The development and growth of blended centres Locations Division in reason for referral between blended and at-home learners. FETAC level 3 – continous assessment/portfolios. Certification growing each year as we learn and develop strategies for engagement and design of curriculum and content.
- Moodle Student Centred Design Personalised Individual Learning Plan Self Paced Open 9am-8pm Interest Led Roles on iScoil Learning Plan refreshed at least once a day Core subjects 6 modules Weekly reports
- How does it work? Grown organically in response to needs. It works in practice how does it work in theory. What is the learning experience made up of? Examine closely through lens of COI. Dewey and Peirce model for scientific investigation Garrison/Anderson Canada to provide conceptual order and a good practice tool for use of computer mediated communication in supporting an educational experience. Constitutes three channels essential to an educational transaction – Cognitive/Social/Teaching Presence Briefly what the elements within these channels are/mean
- Using Authoring tools normally used in the advance planning of courses to reflect on the design of lessons. Based on study by Prieto et al. Pedagogical Pattern Collector analyses the learning types used. Communications Module Unit 2 Writing Learning outcomes skills based … Draft at least 3 pieces of writing …. Use writing to discuss learning aims/plans/tasks. Places the lesson design and how the activities break down into a framework
- What we want to see is how the learning types are used
- The balance of Learning Types in the iScoil core curriculum for Communications Feedback from Subject Specialists. Communication
- Feedback from Subject Experts Communications v Maths Difference in what works for a subject Teaching of concepts and understanding Ability to give feedback Synchronous v asynchronous What are gaps? – Instructional element to maths Synchronous Interaction
- Revisiting the roles to expore how they work together.
- Open GLM authoring tool that maps the roles and what they do OpenGLM …. an application allowing the graphical design of IMS Learning Design compliant learning and teaching flows by capturing the complexity of the IMS LD specification in a coherent interface Mapping the flow of progression and interaction
- Teaching and Social Presence Refer back to COI Elements of good practice identified along the learning path What are the gaps Synchronous communication Student feedback and interaction
- Stories …
- Stories….. Some teachers miss meeting the students however some prefer the sense of equality
- COI model revisited with the outcomes of how the learning experience works from the analysis using the authoring tools and feedback from students and teachers. Identified elements of Good practice. Now what are the gaps and what could be improved
- ICT as the tool to design creative learning and innovative pedagogies …. Gaps identified and potential developments