This document discusses the evolution of teaching and learning from traditional textbook-based methods to modern online and blended approaches. It begins by defining different models along a continuum from textbook to fully online, including definitions of terms like online, blended, and MOOCs. Examples are provided of what student, teacher, and content experiences might look like in textbook, technology-enhanced, web-enhanced, blended, and online environments. The importance of clear definitions and understanding how approaches differ is discussed.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This document discusses using technology to enhance education for administrators, teachers, and students. It provides examples of how tools like Google Docs, Jing, podcasts, blogs, Skype, and social media can increase communication, collaboration, engagement, and achievement. The document advocates that administrators lead by example in adopting new technologies and ensure infrastructure is in place to support digital learning.
This document provides an overview of how administrators can use various Web 2.0 tools and technologies to increase productivity, communication, leadership, and student achievement. It discusses objectives of professional development on educational technology and provides examples of how tools like blogs, wikis, Google Docs, podcasts, and social networking can be utilized by administrators, teachers, and students. The key message is that technology, when integrated effectively, can positively impact learning by encouraging new models that engage students and provide equal access to educational resources.
The document provides an overview of various free web tools that can be used for social studies instruction, including educational platforms like Edmodo and Wikispaces that allow students to collaborate online. It also discusses tools for creating timelines, presentations, and interactive posters to engage students. Videos resources mentioned include Khan Academy, Crash Course, and channels on YouTube that provide historical content.
This document provides a summary of technology integration initiatives at various grade levels within the FDCSD school district. At the senior high level, initiatives included using Moodle for online discussions and assessments. In sociology classes, students created PSAs using Animoto. At the middle school level, initiatives included implementing Google Apps, using Scratch for coding, and 21st century skills curriculum. Elementary initiatives involved using iPads for reading, movie maker projects, blogs, and online safety curriculum. District-wide, the document outlines the technology plan, curriculum mapping, and staff training initiatives.
Feb 11 2014 MultiMOOC and ICT4ELT EVO sessions joint event - Once a Webhead a...Vance Stevens
Becoming a Webhead is not offered as an EVO session for the first time in ten years, but its moderators have created an alternative EVO session to follow on the collaborative spirit of BaW - ICT4ELT at http://ict4elt2014.pbworks.com. Now that BaW is no longer being offered, its moderators think it important to introduce ICT4ELT participants to the Webheads <http: />, so they have invited Vance Stevens to join them in a live session in Week 5. This would be also an opportunity for ICT4ELT to get to know Learning2gether, at which, says Jose Antonio Da Silva, "there is always someone presenting something very interesting every weekend."
This presentation is on "Web 2.0 Tools for Effective Teaching/Learning Experience" It was presented in workshop at VPMP Polytechnic Institute, KSKV Univeristy, Gandhinagar. Gujarat.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This document discusses using technology to enhance education for administrators, teachers, and students. It provides examples of how tools like Google Docs, Jing, podcasts, blogs, Skype, and social media can increase communication, collaboration, engagement, and achievement. The document advocates that administrators lead by example in adopting new technologies and ensure infrastructure is in place to support digital learning.
This document provides an overview of how administrators can use various Web 2.0 tools and technologies to increase productivity, communication, leadership, and student achievement. It discusses objectives of professional development on educational technology and provides examples of how tools like blogs, wikis, Google Docs, podcasts, and social networking can be utilized by administrators, teachers, and students. The key message is that technology, when integrated effectively, can positively impact learning by encouraging new models that engage students and provide equal access to educational resources.
The document provides an overview of various free web tools that can be used for social studies instruction, including educational platforms like Edmodo and Wikispaces that allow students to collaborate online. It also discusses tools for creating timelines, presentations, and interactive posters to engage students. Videos resources mentioned include Khan Academy, Crash Course, and channels on YouTube that provide historical content.
This document provides a summary of technology integration initiatives at various grade levels within the FDCSD school district. At the senior high level, initiatives included using Moodle for online discussions and assessments. In sociology classes, students created PSAs using Animoto. At the middle school level, initiatives included implementing Google Apps, using Scratch for coding, and 21st century skills curriculum. Elementary initiatives involved using iPads for reading, movie maker projects, blogs, and online safety curriculum. District-wide, the document outlines the technology plan, curriculum mapping, and staff training initiatives.
Feb 11 2014 MultiMOOC and ICT4ELT EVO sessions joint event - Once a Webhead a...Vance Stevens
Becoming a Webhead is not offered as an EVO session for the first time in ten years, but its moderators have created an alternative EVO session to follow on the collaborative spirit of BaW - ICT4ELT at http://ict4elt2014.pbworks.com. Now that BaW is no longer being offered, its moderators think it important to introduce ICT4ELT participants to the Webheads <http: />, so they have invited Vance Stevens to join them in a live session in Week 5. This would be also an opportunity for ICT4ELT to get to know Learning2gether, at which, says Jose Antonio Da Silva, "there is always someone presenting something very interesting every weekend."
This presentation is on "Web 2.0 Tools for Effective Teaching/Learning Experience" It was presented in workshop at VPMP Polytechnic Institute, KSKV Univeristy, Gandhinagar. Gujarat.
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
This document summarizes Sheila Majask's experience taking a Blended Learning in the Classroom (BLiC) course and implementing blended learning in her own classroom. The BLiC course introduced Majask to new information and models of blended learning. It challenged her to immediately apply what she learned. As a result, Majask classified her classroom as a lab rotation model and began using Blackboard as her learning management system. She also learned about the importance of managing time, accessibility, assessments, and establishing policies in a blended environment. Overall, implementing blended learning has caused Majask to reevaluate her teaching practices and engage students more with technology.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
Is blended learning well blended? A comparative study of students' and educat...Blackboard APAC
The exploratory study reports the benefits, limitations and challenges, and blend mix of blended learning from the perspectives of students and lecturers for one of the part-time Australian MBAs currently conducted based on traditional classroom teaching at a private education institution in Singapore.
The data collected through semi-structured interviews with 10 existing MBA students and 10 lecturers teaching this MBA programme. In line with prior studies, while students recognise blended learning provides them with greater flexibility and improving their learning outcome and performance, they noted that discipline and commitment to online learning, reduced interaction, and resistance to changes were the three major weaknesses and challenges faced.
Lecturers also felt that though blended learning increased flexibility through designing the course curriculum to suit students with diverse learning style and pace, they noted that the resistance in learning new technology and heavy work load remain as two key challenges in introducing blended learning. Majority of the students preferred online learning to the introduced gradually over time.
The findings in this study provide useful insights to the university and institution in assessing the readiness of students and lecturers for blended learning, and taking appropriate measures for successful implementation of blended learning.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Teaching with Technology: Some Pedagogical ImplicationsDilip Barad
This presentation is about some pedagogical implications in using technology in the classroom. Based on Vygotsky's philosophy of constructivism, if teachers use technology as a method of delivery in the classroom, it can make huge difference in connecting the class with the outside world.
Moodle: Enhancing Students’ ESL & Motivation Using an E-Learning PlatformEdu Nile
This presentation proposes Moodle as an e-learning solution to enhance students' writing skills and increase their motivation level in the secondary education level.
PowerPoint presentation on Online Courses kireland31
This document provides an overview of online courses, including definitions, types, history, advantages, disadvantages and considerations. It defines asynchronous vs synchronous courses and different types like blended, free vs cost, academic, K-12, college, etc. The advantages include flexibility of time, location and pace. Disadvantages could include cheating, less social learning and teacher interaction. It provides examples of online courses created with tools like Moodle and Flash. In closing, it notes that online college enrollment increased 17% in one year and K-12 online enrollment is projected to increase to over 10 million students in the next five years, demonstrating the rapid growth of online education.
The document discusses how teachers can use various Web 2.0 technologies like blogs, wikis, podcasts, and social networking sites to engage students more in their learning. It provides examples of how teachers are using tools like YouTube, Twitter, Skype, and mobile devices in the classroom. It also addresses issues around integrating technology, such as determining infrastructure needs, providing teacher training, and establishing guidelines for appropriate Internet use.
Blended Learning workshop at the Univeristy of Utrecht. Learning golas; Explain the term blended learning, Explain the term flipped classroom, Give three examples of different ‘types’ of educational video formats, Give five examples of ways to use video as part of a blended format, Map instructional formats onto the ‘blended wave’ for a lesson/course, Record a one minute video interview, Reflect on the 2d self and finally, to Use Padlet to give feedback
Blended learning combines online digital media with traditional classroom methods. It is defined as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, or pace. This document discusses various models of blended learning and factors to consider when designing a blended learning environment, including learning styles, pedagogical approaches, and sustainability. The document encourages readers to develop a blended learning methodology for their own course by specifying learning outcomes, activities, and tools.
The document discusses using new technologies to enhance geography teaching and learning. It promotes using tools like websites, virtual learning environments (VLEs), blogs, podcasts and wikis to engage students in online learning. Specific examples mentioned include using a department website and VLE to provide homework support, share resources and showcase student work. The benefits of collaborative online learning through tools like blogs and online communities are also discussed.
1) The role of the teacher is shifting from a lecturer to a facilitator of learning as technology allows students to access information on their own and learn through collaborative activities.
2) Future teachers will need to develop engaging learning activities, provide necessary training to students on tools, and select appropriate tools while balancing student autonomy and control.
3) Teachers will curate and create open educational resources, facilitate peer learning through social software and networks, and support diverse student needs through a variety of technologies.
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
1. The document discusses various technologies that can be used in the classroom such as wikis, blogs, podcasts, and social networking sites.
2. It encourages teachers to engage students in their own learning using technologies like virtual book studies, online collaboration tools, and mobile devices.
3. Examples are given of ways technologies can transform education, such as using smartphones to deliver English lessons, implementing virtual textbooks, and facilitating online learning environments.
The document discusses blended learning, which combines face-to-face and online learning. It provides tips for implementing blended learning in the classroom, such as starting with one digital tool and using technology to make tasks easier. Examples are given of ways to blend learning, including flipped classrooms, digital storytelling, and simulations. The document argues that blended learning prepares students for the future by allowing them to learn skills through the tools they will use.
Blended learning Technologies in ESL ClassroomSandra Costa
This document proposes using blended learning technologies to support English as a second language (ESL) teachers in an elementary school context. It identifies teachers' lack of comfort with new technologies and need for more collaborative, inquiry-based approaches. The proposal is to introduce teachers to various Web 2.0 tools like wikis, Wordle and PhotoStory through a group project exemplifying blended learning. This will help develop students' reading, communication, listening and writing skills while fostering collaboration and community through technology affordances.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
This document summarizes a workshop on planning, implementing, and sustaining a blended learning program. It discusses defining blended learning and various blended learning models. It also covers blended learning research, the challenges of implementation based on Rogers' diffusion of innovations theory, and elements of successful blended learning programs, including leadership, professional development, instructional practices, operations, content, and technology. Participants worked in groups to discuss implementation strategies for different elements and how to measure progress. The workshop provided resources on blended learning case studies and organizations.
Rob Darrow presented research on comparing achievement and dropout rates between full-time online charter high school students and traditional high school students in California. The presentation found that achievement on standardized tests was somewhat higher for traditional students, with differences ranging from 8-11%. Dropout rates were much higher for online charter students, with differences ranging from 22-55%. Implications are that online programs attract more at-risk students, and engaging such students requires caring adult relationships as in traditional schools.
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
This document summarizes Sheila Majask's experience taking a Blended Learning in the Classroom (BLiC) course and implementing blended learning in her own classroom. The BLiC course introduced Majask to new information and models of blended learning. It challenged her to immediately apply what she learned. As a result, Majask classified her classroom as a lab rotation model and began using Blackboard as her learning management system. She also learned about the importance of managing time, accessibility, assessments, and establishing policies in a blended environment. Overall, implementing blended learning has caused Majask to reevaluate her teaching practices and engage students more with technology.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
Is blended learning well blended? A comparative study of students' and educat...Blackboard APAC
The exploratory study reports the benefits, limitations and challenges, and blend mix of blended learning from the perspectives of students and lecturers for one of the part-time Australian MBAs currently conducted based on traditional classroom teaching at a private education institution in Singapore.
The data collected through semi-structured interviews with 10 existing MBA students and 10 lecturers teaching this MBA programme. In line with prior studies, while students recognise blended learning provides them with greater flexibility and improving their learning outcome and performance, they noted that discipline and commitment to online learning, reduced interaction, and resistance to changes were the three major weaknesses and challenges faced.
Lecturers also felt that though blended learning increased flexibility through designing the course curriculum to suit students with diverse learning style and pace, they noted that the resistance in learning new technology and heavy work load remain as two key challenges in introducing blended learning. Majority of the students preferred online learning to the introduced gradually over time.
The findings in this study provide useful insights to the university and institution in assessing the readiness of students and lecturers for blended learning, and taking appropriate measures for successful implementation of blended learning.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Teaching with Technology: Some Pedagogical ImplicationsDilip Barad
This presentation is about some pedagogical implications in using technology in the classroom. Based on Vygotsky's philosophy of constructivism, if teachers use technology as a method of delivery in the classroom, it can make huge difference in connecting the class with the outside world.
Moodle: Enhancing Students’ ESL & Motivation Using an E-Learning PlatformEdu Nile
This presentation proposes Moodle as an e-learning solution to enhance students' writing skills and increase their motivation level in the secondary education level.
PowerPoint presentation on Online Courses kireland31
This document provides an overview of online courses, including definitions, types, history, advantages, disadvantages and considerations. It defines asynchronous vs synchronous courses and different types like blended, free vs cost, academic, K-12, college, etc. The advantages include flexibility of time, location and pace. Disadvantages could include cheating, less social learning and teacher interaction. It provides examples of online courses created with tools like Moodle and Flash. In closing, it notes that online college enrollment increased 17% in one year and K-12 online enrollment is projected to increase to over 10 million students in the next five years, demonstrating the rapid growth of online education.
The document discusses how teachers can use various Web 2.0 technologies like blogs, wikis, podcasts, and social networking sites to engage students more in their learning. It provides examples of how teachers are using tools like YouTube, Twitter, Skype, and mobile devices in the classroom. It also addresses issues around integrating technology, such as determining infrastructure needs, providing teacher training, and establishing guidelines for appropriate Internet use.
Blended Learning workshop at the Univeristy of Utrecht. Learning golas; Explain the term blended learning, Explain the term flipped classroom, Give three examples of different ‘types’ of educational video formats, Give five examples of ways to use video as part of a blended format, Map instructional formats onto the ‘blended wave’ for a lesson/course, Record a one minute video interview, Reflect on the 2d self and finally, to Use Padlet to give feedback
Blended learning combines online digital media with traditional classroom methods. It is defined as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, or pace. This document discusses various models of blended learning and factors to consider when designing a blended learning environment, including learning styles, pedagogical approaches, and sustainability. The document encourages readers to develop a blended learning methodology for their own course by specifying learning outcomes, activities, and tools.
The document discusses using new technologies to enhance geography teaching and learning. It promotes using tools like websites, virtual learning environments (VLEs), blogs, podcasts and wikis to engage students in online learning. Specific examples mentioned include using a department website and VLE to provide homework support, share resources and showcase student work. The benefits of collaborative online learning through tools like blogs and online communities are also discussed.
1) The role of the teacher is shifting from a lecturer to a facilitator of learning as technology allows students to access information on their own and learn through collaborative activities.
2) Future teachers will need to develop engaging learning activities, provide necessary training to students on tools, and select appropriate tools while balancing student autonomy and control.
3) Teachers will curate and create open educational resources, facilitate peer learning through social software and networks, and support diverse student needs through a variety of technologies.
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
1. The document discusses various technologies that can be used in the classroom such as wikis, blogs, podcasts, and social networking sites.
2. It encourages teachers to engage students in their own learning using technologies like virtual book studies, online collaboration tools, and mobile devices.
3. Examples are given of ways technologies can transform education, such as using smartphones to deliver English lessons, implementing virtual textbooks, and facilitating online learning environments.
The document discusses blended learning, which combines face-to-face and online learning. It provides tips for implementing blended learning in the classroom, such as starting with one digital tool and using technology to make tasks easier. Examples are given of ways to blend learning, including flipped classrooms, digital storytelling, and simulations. The document argues that blended learning prepares students for the future by allowing them to learn skills through the tools they will use.
Blended learning Technologies in ESL ClassroomSandra Costa
This document proposes using blended learning technologies to support English as a second language (ESL) teachers in an elementary school context. It identifies teachers' lack of comfort with new technologies and need for more collaborative, inquiry-based approaches. The proposal is to introduce teachers to various Web 2.0 tools like wikis, Wordle and PhotoStory through a group project exemplifying blended learning. This will help develop students' reading, communication, listening and writing skills while fostering collaboration and community through technology affordances.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
This document summarizes a workshop on planning, implementing, and sustaining a blended learning program. It discusses defining blended learning and various blended learning models. It also covers blended learning research, the challenges of implementation based on Rogers' diffusion of innovations theory, and elements of successful blended learning programs, including leadership, professional development, instructional practices, operations, content, and technology. Participants worked in groups to discuss implementation strategies for different elements and how to measure progress. The workshop provided resources on blended learning case studies and organizations.
Rob Darrow presented research on comparing achievement and dropout rates between full-time online charter high school students and traditional high school students in California. The presentation found that achievement on standardized tests was somewhat higher for traditional students, with differences ranging from 8-11%. Dropout rates were much higher for online charter students, with differences ranging from 22-55%. Implications are that online programs attract more at-risk students, and engaging such students requires caring adult relationships as in traditional schools.
Tools for Blended Learning AdministratorsRob Darrow
This document provides an overview of a presentation by Rob Darrow on tools for administrators to support blended learning teachers. The presentation introduces iNACOL and defines blended learning. It discusses observing blended learning teachers and provides examples of effective blended models. Tools are presented, including a continuum of learning environments and a rubric for evaluating blended learning implementation. The talk emphasizes that blended learning is student-centric and personalized, with teachers as facilitators. Technology, leadership, and professional development are key factors for successful blended models.
This dissertation examines differences in achievement and dropout rates between online charter high school students and traditional high school students in California. The study compares test scores and dropout data from 10 online charter schools and 10 traditional schools that serve similar percentages of economically disadvantaged students. The dissertation aims to determine if at-risk students are disproportionately enrolled in online charter schools and if these students experience more success compared to traditional schools.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
This Power Point is a presentation created to explain how online learning modules can fill in instructional gaps with authentic learning and why they should be utilized in schools.
This document provides resources and suggestions for using Web 2.0 technologies in K-12 education. It lists educational websites and tutorials for administrators. It also discusses using technologies like blogs, wikis, Google Docs, YouTube, and Skype to enhance collaboration, research, note-taking, and communication between teachers, students, parents and other schools. The document advocates for using technology to engage students in their own learning and open up educational opportunities.
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
The advantages and disadvantages of online learningJanna8482
The document discusses online education and its various forms. It defines online education as learning undertaken on a computer via the internet without attending a traditional school. It notes some key advantages of online education include flexibility, the ability to learn anywhere with an internet connection, and being able to work at one's own pace. However, it also discusses potential disadvantages such as a lack of personal interaction and feeling isolated.
"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore" (Godsey, 2015). Information is no longer in the hands of the select few. Learners are finally independent of the teacher and school – or are they? What will they do with the information? How will it be possible to assess learning?
Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
Learn more about creating video tutorials using screencast-o-matic after slide 19L https://youtu.be/WMifThANglE
The recording of the webinars appears at the end of the presentation.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
This document discusses how technology can be used as an effective communication tool for schools. It outlines several applications like digital portfolios, social media, blogs, and classroom websites that can improve communication with students, parents, and the community. These tools allow schools to share information more easily, engage parents in their child's education, and create a sense of involvement and pride in the community. The overall message is that embracing technology can enhance communication, which is key to student success.
This document outlines Rob Darrow's presentation on planning, implementing, and sustaining a blended learning program. The presentation defines blended learning and discusses various blended learning models. It also reviews existing blended learning research, which is limited given the newness of the field. The presentation emphasizes that successful blended learning involves focusing on six key elements: leadership, professional development, teaching practices, operations/policy, content, and technology. It provides examples of how these elements can be implemented in schools and promising practices within each element.
This document provides information about using Web 2.0 technologies for school administrators. It discusses objectives of professional development on educational technology, lists websites for administrators to learn technology skills, and suggests ways administrators can use tools like Google Docs, Jing, podcasts, blogs, and Skype to increase communication, productivity, and student engagement. Examples of how other administrators have used these tools are also provided.
Discover Key Data Points from Project Tomorrow Report on Social LearningJulie Evans
The webinar discussed key findings from Project Tomorrow's Speak Up research on social learning. It highlighted students' vision for more digitally-rich, un-tethered, and social-based learning. While students see value in social learning tools, administrators and parents still have concerns around safety, privacy, and ensuring academic use. New technologies will need to address these concerns while providing features students want for collaborating with classmates and personalizing learning.
Students, Parents & Teachers “Speak Up” about Online LearningJulie Evans
Speak Up is an annual research project that collects data through online surveys from K-12 students, teachers, parents, and administrators about technology use in education. The presentation summarized key findings from Speak Up 2008 related to online learning. It found that student interest in online classes is increasing but availability does not match demand. Barriers to expanding online learning cited by administrators included lack of funding and teacher preparation. Students said their top technology priority was being given a laptop for personal use at school.
In this workshop, participants will examine trends and benefits of eLearning in the K12 environment. Then participants will apply best practice techniques with hands on Moodle exercises.
The document provides an agenda and overview for a webinar on digital content and the Speak Up research project. It introduces the presenters and discusses key findings from the 2008 Speak Up data on how K-12 students are using technology for schoolwork and their aspirations for greater use. Students report dissatisfaction with limits on technology use at school and desire more flexibility to use their own devices and access resources remotely.
The document describes a case study on a blended learning course for sub-degree students in Hong Kong. It discusses the literature on blended learning and the methodology used in the case study, which involved interviews and observations of students in a management accounting course. The results identified 12 themes in student experiences, including integrating online and face-to-face learning and engaging with peers. Students demonstrated autonomy by directing their own learning online and collaborating without the teacher. However, the Community of Inquiry framework does not fully capture this autonomy. The conclusion calls for extending the framework to reflect how autonomy relates to online learning communities.
Take a walk on the digital side: How purposeful use of tech and program desi...LaBonte Randy
This document discusses how purposeful use of technology and instructional design can improve learning. It begins by framing the conversation around assumptions about learning and technology. The presenter then discusses their background and influences, including connectivism and the use of technology. Principles of learning are outlined, including that learning is personal, social, contextual and messy. Ideas are presented around designing flexible and engaging learning, including backward design. The importance of interaction and the teacher is emphasized.
Online education is a type of distance learning where students take courses and interact with teachers over the internet instead of in a physical classroom. It includes online public K-12 education, online university classes, e-learning, m-learning, and blended learning. While online education provides flexibility and accessibility, it also lacks personal interaction and connection that traditional in-person classes provide. Both online and in-person education have benefits and drawbacks depending on individual student needs and learning styles.
This document provides an overview of a workshop presented by Rob Darrow on school libraries and LGBTQ youth. Some key points:
- Darrow discusses his background and experience working with LGBTQ youth. He notes the lack of LGBTQ inclusion in many educational programs.
- Around 10-20% of youth identify as LGBTQ, and many face bullying. New state frameworks and laws aim to promote inclusion of LGBTQ topics and history.
- The workshop defines important terms like gender, sexual orientation, and transgender. It discusses concepts like gender fluidity and the gender binary.
- Brief histories of activists like Frank Kameny and cases like David Schroer's help illustrate discrimination faced by the LGBT
LGBT History People and Events Part 1: Early HistoryRob Darrow
Presentations highlight various people and events in LGBT history and focused on early world and U.S. history. Final Presentation for LGBT history course.
This document summarizes a webinar on teaching transgender history. It discusses the structure and schedule of the webinar series. It emphasizes that the webinars provide a safe space and distinguish between teaching history versus advocating. There is a quick review of past webinar topics and a discussion on characterizing historical figures' gender identities. The document also outlines transgender vocabulary, key leaders and events in transgender history, and relevant California laws.
LGBT History: Harlem Renaissance and Lavender ScareRob Darrow
Webinar slides. The 1920s Harlem Renaissance was open and inclusive of all people while the 1950s Lavender Scare decreased acceptance and visibility of LGBT people.
Social Movements and Teaching LGBT HistoryRob Darrow
This document outlines a webinar on teaching LGBT history in schools. It discusses how to teach about social movements by comparing the stages of the women's rights movement, civil rights movement, and gay rights movement. It provides examples of how to integrate LGBT history into various grade levels by tying it to topics already in the curriculum, and resources on aligning LGBT lessons to state standards. The webinar emphasizes teaching LGBT history in the context of social movements and standing up for rights at an age-appropriate level for students.
This document provides an overview of an introductory webinar on teaching LGBT history. It outlines the webinar structure, schedule covering topics like social movements, historical events from the 1920s-1950s, and related legislation. It discusses the focus on LGBT history in the California history framework and reasons for teaching this history, like creating more inclusive schools. An overview of LGBT history from ancient times to the 1900s is also presented.
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May17.what is edtech 280T
1. Rob Darrow, Ed.D.
EDL 280T, Ed Tech
May 2013
Rob’s Wiki:
http://robdarrow.wikispaces.com
2. Introductions
Me: Director, Member Services, iNACOL
(www.inacol.org). Retired online school
principal, doctorate, consultant
(www.onlinelearningvisions.com),
father of a 22-year-old,
My online learning journey
You: Your dissertation topic and your
career goal?
13. August 16, 2007
J: romeo u there
R: yo wassup
J: nothin’, u?
R: skool sucked 2day
J: heard wylander got mad at u
R: what a jerk i used purpl ink
on the sci test and he got pissed he
lookjs like jimminy crickt
J: lol
R: going to nicks party
J: cant i’m grounded
R: y
J: cardoza called home, sez im failig
Spanish btw my rents hate u
R: mine hate u 2
J: my dads coming gtg
R: k bye
J: xoxoxoxo bye see u tmw
R: xoxoxoxoxoxoxo gtg
J: k
Instant
Messaging,
1997
17. August 16, 2007
Cellphones – Middle school
years
In 2004 – 45% online
teens have a
cellphone
In 2006, 66% of
online teens have a
cellphone
68% of cellphone
owners txt (2006)
22. August 16, 2007
2005-2006
The Year of MySpace:
More than 100 million
accounts created
Third most popular site in the
U.S. (after Yahoo and Google)
55% of online teens use social
networking sites
Of those who use social
networking, 48% log on to the
sites at least once a day or
more
27. Background – National Trends
** Online Schools **
Enrollment increases
30% per year
** Charter Schools **
Enrollment increases
11% - 20% per year
Two educational trends challenging
traditional education:
29. Three out of every ten students do not graduate from high school.
The Challenge for the Nation
Source: EPE 2007; Greene 2002
About half of those who graduate are not college- and work-ready.
30. Research and Dropouts
“Lack of school success is
probably the greatest single
cause which impels pupils to
drop out of school.”
Ayres (1909). Laggards in our schools.
31. Research Studies - California
Darrow (2010).
Online charter schools
and at-risk students
Schwirzke (2011).
Perspectives about
online learning from
superintendents
32. California
13% of the total U.S. K-12 public
school student enrollment
20% of the U.S. public charter
school enrollment
Top rated state regarding
charter school law and policy
National Alliance for Public Charter Schools (2010)
33. Recommendations (Schwirzke, 2011)
State policies need to be developed to:
Identify standard definitions for online and
blended learning
Create a framework for online and blended
learning
Change to a funding model for online courses
that allows fractional per-pupil funds to follow
students down to the individual course, not
just the full-time program
34. Recommendations (Darrow, 2010)
Need a uniform way to count online school
students
Innovation grants and research grants needed
for online learning in California
Common standards for K-12 online learning
should be adopted
Ongoing finance model for online schools
needed in California; current school funding
finance models don’t fit with online courses
35. Defining Terms
Traditional Learning
attend courses daily in face-to-face setting
Online Learning
attend courses online where 70% instruction
is online
Blended Learning
attend courses online where 30% instruction
is online
Charter School
independently operated public schools of
choice
36. Online Programs
Computer Assisted
Computer assessment and
computer placed
Complete lesson (teacher in a
box)
Multiple choice test (Pass,
continue; Fail, repeat)
Adult facilitated (credentialed
or classified)
Education 2020
Plato
Apex Learning
Teacher Lead
Teacher places students
Teacher at end of every course
Students advance based on
teacher assessment (some may
be multiple choice)
Online interaction (e.g. discussion
boards, synchronous online
lessons/office hours)
K-12, Inc.
Florida Virtual School
Connections Academy
37. What was school like
for you?
Teaching ?
Learning ?
Curriculum ?
38. We are pretty clear
Face-to-Face Teaching
Students in classroom
Teacher in classroom
Interaction face-to-face,
mostly verbal, some
visual
Fixed schedule of classes
to attend
Prescribed curriculum
based on standards / use
of textbooks
Online Teaching
Students online
Teacher online (minimal
face-to-face interaction)
Interaction online video
conferencing, email –
more visual, less verbal
Flexible schedule for work
completion
Prescribed curriculum
based on standards / text
39. From Textbook to Online Teaching
Online
Teaching
Textbook
Enhanced
Teaching
Technology
Enhanced
Teaching
Web / Online
Enhanced
Teaching
40. Confusion about
“blended learning?”
Two definitions:
Blended learning should be viewed as a pedagogical
approach that combines the effectiveness and socialization
opportunities of the classroom with the technologically
enhanced active learning possibilities of the online
environment,
• Dziuban, Hartman and Moskal (2004)
Blended learning “combines face-to-face learning
with computer mediated learning.”
(Bonk and Graham, 2006. Handbook of blended learning: Global perspectives,
local designs. http://www.publicationshare.com/).
41. Another definition
“Blended learning is a formal education
program in which a student learns at least in
part through online delivery of content and
instructionwith some element of student
control over time, place, path, and/or pace
and at least in part at a supervised brick-and-
mortar location away from home.”
(Horn & Staker, 2012)
42. Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of
blended education in the United States. Newburyport, MA: The Sloan Consortium.
http://www.sloan-c.org/publications/survey/blended06
43. Why does this matter?
The goal is student achievement, but…if
we don’t know what “it” looks like:
We can’t measure it
We can’t study it (researchers)
We don’t know if it’s making a difference
We can’t teach it to others
44. From Textbook to Online Teaching
Online
Teaching
Textbook
Enhanced
Teaching
Technology
Enhanced
Teaching
Web / Online
Enhanced
Teaching
45. What does “it” look like?
Where do you fit?
Textbook enhanced teaching and
learning
Technology enhanced (not online)
Web/online enhanced
Blended
Online
47. Teaching and Learning
What is the student
doing and where is the
student?
What is the teacher
doing and where is
the teacher?
What and where is the
content?
48. What does “it” look like?
*Teacher vs. student control of
teaching and learning
Textbook enhanced
teaching and learning
Technology enhanced
(not online)
Web/online enhanced
Blended
Online
More teacher
control
Shared
control
More student
control
49. What does “it” look like?
*Teacher-centric vs. Student-centric
Textbook enhanced
teaching and learning
Technology enhanced
(not online)
Web/online enhanced
Blended
Online
More teacher
centric
Combination
More student
centric
50. What does “it” look like?
*Control of time and pace
Textbook enhanced
teaching and learning
Technology enhanced
(not online)
Web/online enhanced
Blended
Online
Set time
structure
Some
Flexibility
Flexible
51. What does “it” look like?
Textbook enhanced teaching and
learning
Technology enhanced (not online)
Web/online enhanced
Blended
Online
53. Textbook Enhanced
What is the student doing?
• Sitting in a desk in a classroom
• Writing on paper
• Listening to teacher
• Talking with peers
What is the teacher doing?
• Standing in front of the
classroom
• Directing Learning
• Group discussions
What is the content?
• Textbooks
• Supplemental materials
• Teacher created materials
Where is the content?
• On paper
• In the classroom
• In a school library
55. Technology Enhanced
What is the student doing?
• Sitting in a desk in a classroom
• Writing on paper
• Listening to teacher
• Talking with peers
• Using a shared or personal
computer
What is the teacher doing?
• Standing in front of the classroom
• Directing Learning
• Group discussions
What is the content?
• Textbooks
• Supplemental materials
• Teacher created materials
• Computer (Word, Ppt, etc.)
• Computer Program (loaded or
CD-Rom)
Where is the content?
• On paper
• In the classroom
• In a school library
• On a computer/digital white
board / doc camera, etc.
57. Web/Online Enhanced
What is the student doing?
• Sitting in a desk in a classroom
• Writing on paper
• Listening to teacher
• Talking with peers
• Using a shared or personal
computer
What is the teacher doing?
• Standing in front of the classroom
• Directing Learning
• Group discussions
• Assignments/activities online
What is the content?
• Textbooks
• Supplemental materials
• Teacher created materials
• Computer (Word, Ppt, etc.)
• Computer Program (loaded or
CD-Rom)
• Web
• Computer led (e.g.
programmed math or English.
Plato, Ed 2020)
Where is the content?
• On paper
• In the classroom
• In a school library
• On a computer/digital white
board / doc camera, etc.
• Some Online
59. Blended
What is the student doing?
(30% work online)
• Sitting in a desk in a classroom
or computer lab
• Using personal computer
online at home or other
location
• Interacting with peers in
person and online
What is the teacher doing?
(30% interacting with students
online)
• Standing in front of the
classroom and interacting
online
• Directing Learning
• Meeting students in small
groups (f2f and online)
• Developing/assigning online
lessons
• Grading online
What is the content?
• Textbooks
• Supplemental materials
• Teacher created materials
• Computer (Word, Ppt, etc.)
• Computer Program (loaded or
CD-Rom)
• Web
• Computer led (e.g.
programmed math or English)
Where is the content?
• On paper
• In the classroom
• In a school library
• On a computer/digital white
board / doc camera, etc.
• Online (computer led or
teacher led content)
61. Online
What is the student doing?
(70% or more work online)
• Sitting in a desk in a classroom or
computer lab
• Using personal computer online at
home or school or other location
• Interacting with teacher in person
and/or online
• Interacting with teacher in person
and/or online
What is the teacher doing?
(70% or more interacting with students
online)
• Standing in front of the classroom
• Directing Learning
• Meeting students in small groups (f2f
and online)
• Developing/assigning online lessons
• Discussion Board
• Online meetings/teaching (e.g.
Elluminate)
• Grading online
What is the content?
• Textbooks
• Supplemental materials
• Teacher created materials
• Computer (Word, Ppt, etc.)
• Computer Program (loaded or CD-Rom)
• Web
• Computer led (e.g. programmed math or
English)
• Teacher led
Where is the content?
• On paper
• On a computer/digital white board / doc
camera, etc.
• Online (computer led or teacher led
content)
65. A Quiz! - Practice
Students are told to take out their math
books and turn to p. 45 to learn about
adding fractions.
66. Quiz 1
Students must create a short video to
demonstrate their learning about the
Pythagorean Theorem in their Algebra
course. Students put together the key
points, add in their voice and background
music and then upload the video to
YouTube. The web address is posted in
the assignment area for the teacher to
grade.
67. Quiz 2
Students are directed by the teacher to go
to the National Geographic website to
complete the activity there about the
different continents of the world. Students
turn in the assignment digitally through the
online classroom drop box.
68. Quiz 3
Students are working together on a wiki to
identify the key concepts needed to know
about when taking the Advanced
Placement U.S. History exam. The
students decide which students will focus
on different topics and then set a time
when they can meet online to review each
part of the wiki.
69. Quiz 4
Students are presenting about what they
learned about the Battle of Gettysburg in
the Civil War. They have created a
PowerPoint and are advancing the slides
on the digital white board in the front of
the classroom. In addition, each student
listening has a “clicker” to answer
questions about the presentation while the
students are presenting.
70. Where are the majority of
schools today?
Everyone will become blended with time