Online teaching
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The document discusses the responsibilities of online K-12 teachers. Teachers must understand the online learning environment, be able to troubleshoot technical issues with course components, and organize course materials and deadlines. They also need a meaningful presence by setting communication standards and providing feedback to build a community of learners among students, teachers, and parents.
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Engaging Students In and Out of the Classroom: Featuring North Kansas City Sc...
Districts today are trying to increase student engagement in order to ultimately increase student achievement. Blended learning, the teaching practice that combines teaching methods from both face-to-face and online learning, offers a model of instruction to engage students in and out of the classroom. It has proven highly effective in helping schools and districts address the challenges of student achievement, limited resources, and the expectations of 21st century learners.
North Kansas City School District (NKCSD) shares how the district uses online learning in the classroom and beyond to provide a personalized and connected learning experience. Using a 1-1 laptop program, every high school student participates in blended learning, where the teacher utilizes online learning during class and posts assignments and discussion questions for after the bell rings. A representative from NKCSD shares how the district trains teachers and administrators using modeling to create effective blended classes.
Finally, also reviewed is how Blackboard online learning solutions help districts to enhance classroom instruction by extending their courses online for an engaging, individualized and effective learning experience.
Concepto clave por qué es importante la enseñanza en línea
This document provides an overview of an online module that examines how the increasingly digital world is changing education and how higher education is adapting. It discusses both the benefits and challenges of online teaching. The key benefits highlighted are increased flexibility, access to more resources, and developing digital skills. However, access to technology, isolation, and information overload are some of the limitations. The document concludes that online education can be effective if integrated properly and teachers are supported with time, training, and resources to develop their skills.
EdVisions Japan 2.6
The document summarizes an educational symposium between educators from Minneapolis, Minnesota and Tokyo, Japan. It discusses the history and design of project-based learning schools, including EdVisions schools. Key aspects of EdVisions schools are self-directed project based learning, small learning communities, authentic assessment, and teacher ownership of the schools. The roles of both teachers and students differ from traditional schools, with students driving their own curriculum and teachers serving as advisors.
Vision School Final Project
This document outlines a vision for an excellent rural public school serving grades 1-4 with about 400 students. It describes the ideal certified staff, support staff, student demographics, standardized testing results, and core values of the school. These include committing to life-long learning, community partnership, character development, and academic excellence. The school aims to achieve this through a project-based learning curriculum incorporating technology, diversity, and service learning. Teachers will engage in ongoing professional development to support this approach. The school also aims to promote democratic values and indicate success through student and community engagement.
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.
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The document discusses the Ultranet, an online learning environment for Victorian schools. It will connect students, teachers, and parents and support learning through online tools and access to resources. Key features include personalized learning spaces for students and teachers, areas for collaboration, and tools to help plan and assess learning. The Ultranet will roll out in stages, beginning in May 2010 with spaces for student and teacher profiles and collaboration tools, followed by additional parent access and student task functionality in September 2010.
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- 1. Online Teaching in K-12 Monica Satue-Herrera
- 3. To be able to troubleshoot online course components
- 4. To be able to organize course components and deadlines
- 5. To have a meaningful presence and provide feedback
- 10. Homework and activities due dates
- 14. 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
- 16. Why Online Learning? Increases student interaction Focus is always the students Increases collaboration and creativity Flexibility to accommodate students’ needs Appropriate for all learning styles Supports individualized instruction
- 17. A teacher is one who makes himself progressively unnecessary. -- Thomas Carruthers