Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
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.
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
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
1) The document discusses the history of distance learning during times of crisis such as pandemics and natural disasters. It provides examples from the 1918 Spanish Flu pandemic, a 1948 polio epidemic in New Zealand, and school closures during SARS in 2003 and H1N1 in 2008.
2) Emergency remote teaching is described as a temporary shift to remote instruction during a crisis that may not be well-planned or robust, but provides temporary access to education. The goal is to set up instruction quickly and reliably during the emergency period.
3) Effective blended learning is said to enable, engage, elevate, and extend learning through strategic combinations of in-person and online activities and assessments. Technology should ampl
DLAC 2021 - How Useful was Digital Learning as a K-12 Tool During the Pandemi...Michael Barbour
Banzon, M., Mohammed, S., Neufeld, P., Barbour, M. K., & Cavanaugh, C. (2021, June). How useful was digital learning as a K-12 tool during the pandemic: A debate [Panel]. Digital Learning Annual Conference, Austin, TX.
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.
HKERA 2017 - The Development of an Invitational Education Graduate ProgramMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, December). The development of an invitational education graduate program. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
Information Briefing on the Invitational Education(R) Master's of EducationMichael Barbour
This was an information briefing organized in conjunction with the Hong Kong Education Bureau on the on the Invitational Education(R) Master's of Education at Touro University California.
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.
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
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
1) The document discusses the history of distance learning during times of crisis such as pandemics and natural disasters. It provides examples from the 1918 Spanish Flu pandemic, a 1948 polio epidemic in New Zealand, and school closures during SARS in 2003 and H1N1 in 2008.
2) Emergency remote teaching is described as a temporary shift to remote instruction during a crisis that may not be well-planned or robust, but provides temporary access to education. The goal is to set up instruction quickly and reliably during the emergency period.
3) Effective blended learning is said to enable, engage, elevate, and extend learning through strategic combinations of in-person and online activities and assessments. Technology should ampl
DLAC 2021 - How Useful was Digital Learning as a K-12 Tool During the Pandemi...Michael Barbour
Banzon, M., Mohammed, S., Neufeld, P., Barbour, M. K., & Cavanaugh, C. (2021, June). How useful was digital learning as a K-12 tool during the pandemic: A debate [Panel]. Digital Learning Annual Conference, Austin, TX.
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.
HKERA 2017 - The Development of an Invitational Education Graduate ProgramMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, December). The development of an invitational education graduate program. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
Information Briefing on the Invitational Education(R) Master's of EducationMichael Barbour
This was an information briefing organized in conjunction with the Hong Kong Education Bureau on the on the Invitational Education(R) Master's of Education at Touro University California.
CIDER 2016 - Online, Blended And Distance Education In SchoolsMichael Barbour
Barbour, M. K. (2016, November). Online, blended and distance education in schools. A presentation for the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p5tjr99eths/
WERA 2017 - Inviting Education Online: The Development of an Asynchronous Gra...Michael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, December). Inviting education online: The development of an asynchronous graduate program. A paper presentation at the World Education Research Association Focal Meeting, Hong Kong.
HKERA 2017 - Designing and Delivering Inviting Online EducationMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, November). Designing and delivering inviting online education. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
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.
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.
DLAC 2019 - Eight Key Trends In K-12 Digital LearningMichael Barbour
This document discusses trends in digital, online, blended, and personalized learning based on case studies from several countries. It finds:
1) There is a global trend toward more availability of digital and personalized learning, though more research is still needed, especially on K-12 online education.
2) Mobile technology access is rapidly increasing in developing nations and may help address barriers to education access. Open educational resources and learning management systems are also becoming more common.
3) Outside of the US, blended learning models that combine online and in-person instruction are more prevalent than fully online programs. Teachers play an important role in facilitating digital learning.
4) Personalized and adaptive learning driven by data are trends in
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 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.
Emergency Home Learning Summit 2020 - What Should Have Happened in September?...Michael Barbour
Barbour, M. K. (2020, November). What should have happened in September? And how can we fix it now? [Presentation]. Emergency Home Learning Summit 2020. https://www.homelearningsummit.com/talks/what-should-have-happened-in-september-and-how-can-we-fix-it-now/
CANeLearn Webinar - A Fall Like No Other (Part 2): Voices from the FieldMichael Barbour
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
Barbour, M. K. (2020, November). Moving beyond triage: Transitioning from emergency remote instruction to hybrid learning environments [Webinar]. American Center For The Study Of Distance Education.
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.
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 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.
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.
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.
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.
SD DL Academy 2017 - Best Practices in Blended and Distance Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2017, October). Best practices in blended and distance learning in Canada. A presentation at the Building Student Engagement in Blended and Distance Environments, North Battleford, SK.
SITE 2017 - K12 Online and Blended Learning: Current Research and Challenges ...Michael Barbour
Jackson, B., Barbour, M. K., Parks, R., & Kennedy, K.
(2017, March). K12 online and blended learning: Current research and challenges into implementation and teacher education. A panel presentation at the Society for Information Technology and Teacher Education conference, Austin, TX.
Umea University Symposium on Distance Learning 2021 - Pandemic Pedagogy, Remo...Michael Barbour
Barbour, M. K. (2021, May). Pandemic pedagogy, remote teaching, and online learning: Deciphering the development of K-12 distance education. [Keynote] Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12 Schools: A Symposium on Distance Learning.
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.
CIDER 2016 - Online, Blended And Distance Education In SchoolsMichael Barbour
Barbour, M. K. (2016, November). Online, blended and distance education in schools. A presentation for the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p5tjr99eths/
WERA 2017 - Inviting Education Online: The Development of an Asynchronous Gra...Michael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, December). Inviting education online: The development of an asynchronous graduate program. A paper presentation at the World Education Research Association Focal Meeting, Hong Kong.
HKERA 2017 - Designing and Delivering Inviting Online EducationMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, November). Designing and delivering inviting online education. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
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.
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.
DLAC 2019 - Eight Key Trends In K-12 Digital LearningMichael Barbour
This document discusses trends in digital, online, blended, and personalized learning based on case studies from several countries. It finds:
1) There is a global trend toward more availability of digital and personalized learning, though more research is still needed, especially on K-12 online education.
2) Mobile technology access is rapidly increasing in developing nations and may help address barriers to education access. Open educational resources and learning management systems are also becoming more common.
3) Outside of the US, blended learning models that combine online and in-person instruction are more prevalent than fully online programs. Teachers play an important role in facilitating digital learning.
4) Personalized and adaptive learning driven by data are trends in
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 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.
Emergency Home Learning Summit 2020 - What Should Have Happened in September?...Michael Barbour
Barbour, M. K. (2020, November). What should have happened in September? And how can we fix it now? [Presentation]. Emergency Home Learning Summit 2020. https://www.homelearningsummit.com/talks/what-should-have-happened-in-september-and-how-can-we-fix-it-now/
CANeLearn Webinar - A Fall Like No Other (Part 2): Voices from the FieldMichael Barbour
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
Barbour, M. K. (2020, November). Moving beyond triage: Transitioning from emergency remote instruction to hybrid learning environments [Webinar]. American Center For The Study Of Distance Education.
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.
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 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.
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.
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.
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.
SD DL Academy 2017 - Best Practices in Blended and Distance Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2017, October). Best practices in blended and distance learning in Canada. A presentation at the Building Student Engagement in Blended and Distance Environments, North Battleford, SK.
SITE 2017 - K12 Online and Blended Learning: Current Research and Challenges ...Michael Barbour
Jackson, B., Barbour, M. K., Parks, R., & Kennedy, K.
(2017, March). K12 online and blended learning: Current research and challenges into implementation and teacher education. A panel presentation at the Society for Information Technology and Teacher Education conference, Austin, TX.
SITE 2017 - K12 Online and Blended Learning: Current Research and Challenges ...
Similar to Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What We Got Right In Our Response to COVID-19 and What Can We Learn?
Umea University Symposium on Distance Learning 2021 - Pandemic Pedagogy, Remo...Michael Barbour
Barbour, M. K. (2021, May). Pandemic pedagogy, remote teaching, and online learning: Deciphering the development of K-12 distance education. [Keynote] Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12 Schools: A Symposium on Distance Learning.
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.
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
This document provides guidance on implementing a flipped classroom approach for online teaching and learning. It defines a flipped classroom as delivering instructional content online before class so class time can be used for hands-on activities and collaboration. The document outlines best practices for the pre-class, in-class, and post-class phases and recommends several free digital tools that can help implement each phase, such as Khan Academy for pre-class videos, Google Classroom for in-class assignments, and YouTube for student project sharing. The goal of a flipped classroom is to actively engage students in applying their new knowledge during class.
Distance Education: Alternative Learning System Beyond Bordersphyscibio14
This document provides an overview of distance education. It begins by outlining the objectives of familiarizing learners with distance education concepts, citing advantages and disadvantages, describing interactions and technology, and affirming it as a viable higher education strategy. It then discusses the concept and context of distance education, how it has evolved historically using different technologies. It also defines distance education, describes its characteristics like flexibility and learner-centered approach. The document outlines advantages like accessibility and convenience, different interactions and key players. It concludes by discussing different distance education technologies.
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.
This study aims to determine the relationship between teaching methodology and the academic performance of internal auditing students at Jose Rizal Memorial State University. Specifically, it will examine students' profiles, their ratings of different teaching methods (online distance learning, modular distance learning, blended learning), academic performance levels, and how these variables are impacted by family income and home location. The study is grounded in theories of blended synchronous teaching and learning. It seeks to identify the most effective teaching methodologies to support student learning during the challenges of distance education amidst the COVID-19 pandemic. The results could help teachers, students, and parents identify approaches that best suit their needs and contexts.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
This document discusses a study that examined the effects of blended learning models on students' academic achievement and retention in science education. The study used a quasi-experimental design with 120 undergraduate students across six groups. Students in the experimental groups received eight weeks of science instruction using one of six blended learning models: supplemental model, replacement model, emporium model, fully online model, buffet model, or linked workshop model. Students completed pre-tests, post-test I, and post-test II to measure achievement and retention. Statistical analysis found significant differences in mean achievement and retention scores between pre- and post-testing, indicating blended learning models improved students' performance and knowledge retention in science.
Personalised Learning; an answer to some of the educator’s COVID19 frustrationsCraig Hansen
The document discusses how personalized learning can help address educators' frustrations that arose during the COVID-19 pandemic. It describes three levels of personalized learning - differentiation, individualization, and personalization - with personalization being the most student-centered. The document recommends that schools address circadian rhythm issues in teenage students by reducing day length and starting classes later. It also argues schools must help provide devices and internet access to support equitable learning opportunities. Finally, it outlines five tactics educators can use to implement more personalized learning both in-person and remotely, such as using student feedback to guide instruction and giving students agency in assessing their own learning.
The document summarizes research on the flipped classroom model of instruction. It discusses key aspects of the flipped classroom approach, including students learning new content at home through videos and online activities, and using classroom time for hands-on activities and projects. The document also reviews several research studies and articles that discuss benefits and drawbacks of the flipped classroom model according to educators and students. Benefits highlighted include increased active learning time in class, while drawbacks include the significant time required for teachers to develop instructional videos and materials, and ensuring all students have access to technology needed for home learning.
Quest in Education April 2019 ISSN: 0048-6434VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
The document discusses the past, present and future of education. In the past, education involved chalkboards and group studies. Currently, powerpoint and internet are widely used. In the future, education may become more accessible through distance learning and the use of social media and mobile technologies. Challenges will include keeping students focused without direct supervision and ensuring all students can benefit from new technologies.
A Case Study On The Advantages And Disadvantages Of Using Blackboard Collabor...Melinda Watson
This document presents a case study on the use of Blackboard Collaborate by the Health Sciences Faculty at the University of the Free State in South Africa. The study used qualitative interviews with 7 lecturers and staff to understand the effectiveness of Blackboard Collaborate in supporting online learning. Key findings were that Blackboard Collaborate improved student access to classes and engagement, as seen in improved grades in modules that relied on the tool. It was found to effectively assist students who cannot attend in-person by providing recorded videos and online seminars. Recommendations included noting both the advantages and disadvantages of Blackboard Collaborate, as well as feedback on experiences and improvements for sustainable open education practices.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”. This study has the purpose to examine and help resolve the challenges that students with disabilities face when using online course materials.
The document outlines an implementation plan to develop online learning resources to complement an existing nursing course on contemporary Maori health issues. It involves creating resources like lecture recordings, cultural safety activities, and guest interviews to post on a Moodle site. An evaluation will assess if the plan improves learner flexibility and accessibility while meeting course aims.
kvs-split-up-sylabus-2021 for secondry classes.pdfKapilDev664802
Details splitup syllabus
Similar to Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What We Got Right In Our Response to COVID-19 and What Can We Learn? (20)
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.
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
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
Barbour, M. K., Moore, S., & Veletsianos, G. (2023, April). Questionable-cause logical fallacy and modality scapegoating: Synthesis of research on mental health and remote learning [Paper]. A part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
AERA 2023 - Teaching During Times of Turmoil: Ensuring Continuity of Learning...Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). Teaching during times of turmoil: Ensuring continuity of learning during school closures [Paper]. As part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
CIDER 2023 - State of the Nation: K-12 E-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, March). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
The document summarizes a panel discussion on K-12 online and blended learning across Canada. The panelists represented the Canadian eLearning Network, Touro University, Vista Virtual School Alberta, Ignite Centre for eLearning Alberta, Ontario eLearning Consortium, and CAVLFO.
The panel discussed current practices in each Canadian province, with many moving towards more centralized online learning programs. Key trends included a focus on blended learning at the classroom level and ensuring online learning is integrated into regular teaching practice. While models vary between centralized and decentralized approaches, completion rates do not significantly differ depending on the approach; success depends more on teacher quality.
The discussion concluded by emphasizing that online learning continues to grow in importance despite challenges during
DLAC 2023 - Design Principles for Digital Learning and NSQOL Standards: Commo...Michael Barbour
LaBonte, R., & Barbour, M. K. (2023, February). Design principles for digital learning and NSQOL standards: Commonalities & differences [Contributed Talk]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
HICE 2023 - Teaching During Times of Turmoil in Canada: Ensuring Continuity o...Michael Barbour
1) Emergency remote learning was implemented in Spring 2020 in response to school closures from COVID-19, with the goal of providing temporary instruction until in-person learning could resume.
2) Various learning models were used throughout Phases 1 and 2 of the pandemic from 2020-2022, including fully remote, hybrid, and in-person options depending on infection rates and public health guidelines in each province.
3) The pandemic highlighted the need for schools to plan for both short and long-term closures going forward, including developing distance learning curricula and training teachers to facilitate online instruction.
HICE 2023 - 5 Minutes On K-12 Online Learning With… A Thematic Analysis of A...Michael Barbour
Barbour, M. K., & Wilson, E. V. (2023, January). 5 minutes on K-12 online learning with… A thematic analysis of advice from experts [Paper]. Hawaii International Conference on Education, Waikiki, HI.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What We Got Right In Our Response to COVID-19 and What Can We Learn?
1. Pandemic Pedagogy Around
the Globe: What We Got Right
In Our Response to COVID-19
and What Can We Learn?
Michael K. Barbour
Touro University California
2.
3.
4.
5.
6.
7. What Does the Research
Tell Us? How Should
Research Shape Policy?
Michael K. Barbour
Touro University California
H istory of K- 12 Distance Education
History of K-12 Distance Learning
8. Online learning requires purposeful instructional
planning, using a systematic model of administrative
procedures, and course development. It also
requires the careful consideration of various
pedagogical strategies. These pedagogical
considerations are used to determine which are best
suited to the specific affordances and challenges of
delivery mediums and the purposeful selection of
tools based on the strengths and limitations of each
one. Finally, careful planning requires that teachers
be appropriately trained to be able to support the
tools that are being used, and for teachers to be
able to effectively use those tools to help facilitate
student learning.
9. Online learning requires purposeful instructional
planning, using a systematic model of administrative
procedures, and course development. It also
requires the careful consideration of various
pedagogical strategies. These pedagogical
considerations are used to determine which are best
suited to the specific affordances and challenges of
delivery mediums and the purposeful selection of
tools based on the strengths and limitations of each
one. Finally, careful planning requires that teachers
be appropriately trained to be able to support the
tools that are being used, and for teachers to be
able to effectively use those tools to help facilitate
student learning.
10.
11. Emergency remote teaching is a temporary shift
of instructional delivery to an alternate delivery
mode due to crisis circumstances. It involves the
use of fully remote teaching solutions for
instruction or education that would otherwise be
delivered face-to-face or as blended or hybrid
courses and that will return to that format once the
crisis or emergency has abated. The primary
objective in these circumstances is not to re-create
a robust educational ecosystem but rather to
provide temporary access to instruction and
instructional supports in a manner that is quick to
set up and is reliably available during an
emergency or crisis.
12. Emergency remote teaching is a temporary shift
of instructional delivery to an alternate delivery
mode due to crisis circumstances. It involves the
use of fully remote teaching solutions for
instruction or education that would otherwise
be delivered face-to-face or as blended or hybrid
courses and that will return to that format once
the crisis or emergency has abated. The primary
objective in these circumstances is not to re-
create a robust educational ecosystem but
rather to provide temporary access to
instruction and instructional supports in a manner
that is quick to set up and is reliably available
during an emergency or crisis.
30. • Has there been an examination of the curriculum to
determine which standards were absolutely necessary for
curriculum continuity and which standards were there
because they were simply age-appropriate in something
we hoped well-rounded citizens would know, do, or
understand?
• Have schools collected systematic data from their teachers
and from the parents/guardians that they serve to find out:
o what tools were being used?
o which tools it seemed like the students understood how to use
effectively?
o which tools it seemed like the students were able to learn from?
o which tools students had fewer technical problems accessing from
home?
Planning and Preparation
31.
32.
33.
34.
35. • How to get devices and connectivity into the hands of
students?
• Have official tools been formally selected?
• Have decisions been made about content creation/curation?
• Have schools took a serious look at non-digital technologies
that could be used for the purposes of education?
• Have schools provided any professional development at all
to their teachers concerning non-digital means of providing
continuity of learning?
• Have schools spent time focused upon ensuring that
learning remained accessible for all students?
Modality of Learning/Devices
36.
37.
38. • Have teachers received professional development on how to use the
tools needed for distance-learning?
• Have teachers received professional development on how to
troubleshoot common problems students might have with those tools?
• Have teachers received professional development on how to use these
tools to facilitate learning with age-appropriate learners?
• Have schools created professional development sessions for
parents/guardians on how to use and troubleshoot the tools?
• Have schools had professional development sessions for
parents/guardians on the expectations of their role with respect to the
learning environment if the students were forced into a remote learning
situation?
• Have schools, or even individual teachers, incorporated instruction as
a part of the regular teaching to prepare students to be able to learn in
the largely independent remote learning environment?
Professional Development/Training
43. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
44. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
45. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
46. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
3
47. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
3
4
48. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
3
4
5
49. Hybrid
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)
1
2
3
4
5
6
7
8
9
50. Hybrid
Teacher Monday Tuesday Wednesday Thursday Friday
Teacher A In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
In person lesson
(Topic D)
In person lesson
(Topic E)
Teacher B Distance lesson
(Topic A)
Distance lesson
(Topic B)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
69. • McCracken (2020) described how during the Spanish flu
pandemic the telephone – a technology only 40 years
old at the time – was being used for high school
students in Long Beach. According to the author, “the
fact that California students were using it as an
educational device was so novel that it made the
papers.” (para. 2)
• during the polio epidemic in New Zealand in 1948,
which closed all of that country’s schools, and the
Correspondence School – now Te Aho o Te Kura
Pounamu – used traditional correspondence education
to send lessons to every household, as well as using
educational radio to broadcast lessons during the first
semester of the school year (German, 2020)
70. • distance/online learning has regularly been
suggested as an option to maintain instructional
time during short term school closures (Haugen,
2015; Hua et al., 2017; Milman, 2014; Morones,
2014; Swetlik et al., 2015)
• “the immediate post-earthquake challenges of
redesigning courses using different blends of
face-to-face and online activities to meet the
needs of on-campus, regional campus, and
distance pre-service teacher education students”
(Mackey et al., 2012, p. 122)
71. • online learning helped facilitate continued access to instruction in
2003 in Hong Kong when schools had to close due to the SARS
outbreak (Alpert, 2011)
• during the H1N1 outbreak in 2008 remote teaching allowed
approximately 560,000 students in Hong Kong to continue learning
during that pandemic induced school closure (Latchem & Jung, 2009)
• following high levels of absenteeism during the H1N1 pandemic,
private schools in Boliva developed their own virtual classrooms and
trained teachers on how to teach in that environment (Barbour et al.,
2011)
• “in Singapore online and blended learning was so pervasive that
teaching in online and virtual environments was a required course in
their teacher education programs and schools are annually closed for
week-long periods to prepare the K-12 system for pandemic or
natural disaster forced closures” (Barbour, 2010, p. 310)
72. Schools should plan for the following
sustaining school operations when a
disaster makes school buildings
inaccessible or inoperable for an
extended period of time including
connectivity, device distribution, teacher
preparation, instructional modalities,
content creation/curation, etc.. (Rush et
al., 2016)
75. “I think it will be easily by the end
of 2021. And perhaps even into
the next year, before we start
having some semblances of
normality.”
October 2020
76. Canadians should expect to live
with the current inconveniences
for the next two to three years.
July 2020
83. Associate Professor of Instructional Design
College of Education & Health Services
Touro University California
mkbarbour@gmail.com
https://www.michaelbarbour.com