Innovation in k12 Education
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Flexible learning models allow students to learn at different paces, through various modes, and tailor their learning to their interests. This includes both online and blended approaches, with classrooms becoming more student-centered. As technology and digital tools become more prevalent, there is debate around their benefits and whether an asynchronous online model truly meets student needs. Educators are also rethinking curriculum, instruction, professional development, and how learning is demonstrated to better prepare students for 21st century skills and career transitions through competency-based and cross-curricular approaches.
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Innovation in k12 Education
- 1. Innovation in: K12 Online and Blended Learning Verena Roberts @verenanz
- 4. Flexible Learning: Current Landscape Seamless Classroom F2F Virtual Online Cohort Self Paced Community OutreachHome Schooling Blended New Traditional Flex Block Team Teaching http://bit.ly/1DysPa9 Time Pace Space
- 5. Flexible Learning Flexible Learning is enabling learners to learn when they want (frequency, timing, duration), how they want (modes of learning), and what they want (that is, learners can define what constitutes learning to them). Van den Brande (1993) When They Want to Learn How They Want to Learn What They Want to learn
- 6. What does Flexible Learning Look like? “Learning is Learning”
- 7. Change in Teacher mindset
- 8. Rethinking: How We Teach What would these teams look like? Team Teaching Cross – Curricular Teams Specialized Teams Content Specialist Master and Mentorship Teams Team Innovation
- 10. Role of TeacherModel Teacher creates a model of cognitive functioning in the subjects / course content Diagnostic Teacher observes and examines the students' reaction, activities in e-learning and e-teaching context, he assesses the student on the basis of these reactions Planner Teacher creates the plan of e-teaching, integrates tasks and outcomes, creates plan of teaching/learning content, educational means, e-learning strategies. Manager Teacher organizes his own and learners' activities in e-teaching context, communication canals, selects e-teaching content and procedures Initiator Teacher drives learning process, initiates different e-resources applications Author, creator Teacher develops e-teaching/e-learning curriculum, creates e-teaching scenarios Motivator Teacher motivates the students Partner Teacher cooperates with learners, uses indirect e-teaching communications, creates clearly and individualized feedback Instructor, educator Teacher makes direction to knowledge process by the e-learning programmes, makes directions to us the other links Supervisor Teacher monitors students' progress and problem solving through the utiltzation of E-teaching material Administrator Teacher selects, classifies, reports about learners' achievement, dynamic of progress, difficulties in e-learning materials Evaluator Teachers creates procedures to monitoring learner achievement, evaluates and assesses learning process, analyzes the norms of e-teaching, evaluates the e-teaching contents and procedures Mediator Teacher mediates between the content and learners, uses ICT and e-technologies to mediate in process of learner learning, moderates among of the learners in teaching process Adviser Teacher supports students, supports the process of cognitives difficulties resolving, directs the learners to use specific knowledge and skills without e-teaching Self-assessor Teacher monitors his or her own progress, estimates his or her own efficiency in conducting e-teaching, makes decisions concerning changes in e-teaching Learner Explores the possibilities of improving work, learns course content, learns about e-education Self-realisator Expresses his or her own personality, expresses his or her own ideas about e-learning content and e-learning design http://concepcioprocesaprenentatgeg8.wikispaces.com/Com+a+e-teacher
- 16. Back to Basics – No technology
- 17. Do you need Digital Tools in Flexible Learning? Does Technology benefit a program?
- 18. bingewatching
- 19. Where is the research to support an asynchronous anyplace anytime online model? Are we doing students a disservice by offering an option that does not meet the needs of the majority of students? Is anyplace, anytime learning actually possible, feasible or sustainable?
- 20. According to Forbes magazine, The 10 Skills Employers Most want in 2015 Graduates” 1. Ability to work in a team structure 2. Ability to make decisions and solve problems (tie) 3. Ability to communicate verbally with people inside and outside an organization 4. Ability to plan, organize and prioritize work 5. Ability to obtain and process information 6. Ability to analyze quantitative data 7. Technical knowledge related to the job 8. Proficiency with computer software programs 9. Ability to create and/or edit written reports 10. Ability to sell and influence others http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/
- 21. The rise of the Introverts ?
- 22. BINGEREADING
- 24. Making Games, programming and the Maker movement
- 26. Mastery learning developing a digital identity transitioning to a career
- 28. Rethinking: what we are learning •Curriculum ReDesign •Professional Learning •Instructional Design Virtual F2F
- 29. Rethinking: how we are learning it From: Wes Fryer
- 30. Rethinking: how we are demonstrating evidence of learning
- 31. Rethinking: how we are demonstrating evidence of learning
- 32. Learning analytics – using data Too Much? In progress?