Online teaching
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The document outlines the responsibilities of online K-12 teachers which include: 1) Being an expert in the content being taught and understanding the online learning environment. 2) Organizing course components and deadlines, and being able to troubleshoot technical issues with support from other staff. 3) Having a meaningful presence online by providing feedback and setting communication standards to build a learning community.
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This document discusses the importance of communication for online learning success. It provides advantages and disadvantages of online learning, highlighting that communication can help address disadvantages like isolation. Good communication includes interaction between students and instructors, as well as clear understanding of course requirements. Several scenarios demonstrate how instructors and students can foster communication through timely feedback, icebreakers, monitoring discussions, and building rapport. Overall, the document emphasizes that communication is key for online students to feel engaged and take responsibility for their own learning.
Fis Curriculum
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
The blended learning research: What we now know about high quality faculty de...
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
The role of a successful online instructor
The document outlines best practices for successful online instructors, noting that they are student-centered, responsive, maintain an active teaching presence, promote interaction and collaboration, keep course design and facilitation simple, and are committed to continuous improvement. Effective online instructors clearly communicate expectations, provide support and flexibility for students, and focus on creating a sense of community in their courses.
the role of a successful online instructor
The document outlines best practices for successful online instructors, noting that they are student-centered, responsive, maintain an active teaching presence, promote interaction and collaboration, keep course design and facilitation simple, and are committed to continuous improvement. Effective online instructors clearly communicate expectations, provide support and flexibility for students, and focus on creating a sense of community in their courses.
Adult Education Online Facilitator training
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
Hybrid Learning
Hybrid learning is a way of combining traditional classroom experiences, experiential learning objectives, and digital course delivery that emphasizes using the best option for each learning objective
Blended Learning: Doing it Right the First Time
This document discusses blended learning curriculum and how to do it effectively. It summarizes a study on factors that influence student engagement in online and blended learning. The study found that clear communication from teachers, meaningful assignments, and flexibility are important for student success. It also found that students may misjudge their readiness for online learning and need preparation and support. The document provides resources and a framework to help educators develop blended curriculum and support students. It emphasizes considering all areas like technology skills, time management, and instructor presence when planning blended programs.
Online learning in schools
The document discusses how online learning and course management systems can benefit students and teachers. It suggests that schools gradually incorporate virtual learning activities that foster student collaboration, such as blogs and wikis, and then transition to using a course management system. This allows all lessons and assignments to be posted online, enabling students to learn at their own pace and collaborate with peers and teachers. Both students and teachers can experience benefits such as increased engagement, motivation, and preparation for global learning. However, some teachers may be hesitant to change methods they have used for years.
Innovation in k12 Education
Flexible learning models allow students to learn at different paces, through various modes, and tailor their learning to their interests. This includes both online and blended approaches, with classrooms becoming more student-centered. As technology and digital tools become more prevalent, there is debate around their benefits and whether an asynchronous online model truly meets student needs. Educators are also rethinking curriculum, instruction, professional development, and how learning is demonstrated to better prepare students for 21st century skills and career transitions through competency-based and cross-curricular approaches.
Bcdl 2015 conference
Flexible learning models allow students to learn at any time, in any place, and at any pace. This document discusses the current landscape of flexible learning models including blended, online, cohort, and self-paced options. It also examines the role of teachers in flexible models and how their role may change from instructors to models, diagnosticians, planners, and more. Concerns are raised about whether asynchronous online only models meet student needs and if learning is truly possible anywhere at any time. The top skills employers want are also listed, focusing on teamwork, problem solving, communication, and other soft skills.
flipped classroom
The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
Facilitator Training Program
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
HE Blended Learning - Charles Darwin University
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
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- 1. Online Teaching in K-12 Monica Satue-Herrera
- 3. To understand the distance learning “world”
- 4. To be able to troubleshoot online course components
- 5. To be able to organize course components and deadlines
- 6. To have a meaningful presence and provide feedback
- 8. To understand the distance learning “world” Our students are digital natives Online teaching courses are a 24/7 environment Every group o students will be different and will have different needs
- 10. Technical Help
- 12. Homework and activities due dates
- 16. To build a community of learners Faculty Guidance Facilitation Teamwork Mutually Negotiated Guidelines Collaborative Learning Community Focused Outcomes Active creation Of knowledge & meaning Shared Goals Interaction & Feedback Picture taken from The Art of Teaching, Crossroads Consulting Group
- 18. Why Online Learning A teacher is one who makes himself progressively unnecessary. -- Thomas Carruthers