On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Critical thinking is defined as the process of actively and skillfully analyzing and evaluating information gathered from various sources in order to guide beliefs and actions. It involves 6 steps: 1) gaining knowledge through identification and description, 2) comprehending by explaining and summarizing, 3) applying knowledge to solve problems, 4) analyzing by breaking down information into parts, 5) synthesizing analyzed parts to form new theories, and 6) evaluating through ranking and appraising.
Orewa College is a member of the HarbourNet online learning community. It provides students access to online courses taught by teachers from other schools nationally. These online courses use tools like video conferencing, online classrooms, and communication through email, chat, and discussion boards. Acceptance is dependent on availability and a student being self-motivated with good attendance and the ability to work independently.
This document is a needs analysis form for schools in the FarNet and HarbourNet networks to indicate their student learning needs for online and distance classes in 2014. Schools are asked to provide information about themselves and identify subjects and levels they may need to access for their students through the Virtual Learning Network Community in 2014. They are also reminded of the commitments needed from each school to provide e-teachers and e-deans to support online learning. A list of subjects available for 2014 is included.
Adam is taking Level 3 Accounting through an online class. He has attended all video conferences and completed most tasks. He communicates regularly with his teacher. Adam has achieved Excellence in one internal standard and is working towards others. His teacher recommends that Adam study past exam papers and attend study sessions to prepare for externals. Improvements include ensuring attendance at an upcoming study day and workshop.
This document provides information about an AKO E-Level 1 Accounting course. The course will be delivered through video conference and blended learning approaches. It will be taught by Carolyn Alexander-Bennett and cover accounting concepts and processes used by sole proprietors and community organizations. The course is aimed at Year 11 students and will assess students through 7 achievement standards, with 3 externals worth 12 credits total and 4 internals worth 13 credits total. Resources for the course include an accounting workbook, google account, itunes account, calculator, and folder.
The document confirms NZQA standards to be enrolled for a group of Level 3 Accounting students. It lists the students and whether they should be enrolled in all 6 standards or withdrawn from some. It recommends withdrawing Fraser Ward from AS91405, and withdrawing Jack Manning and Jordan Baas from AS91406. It also provides details of the 6 Level 3 Accounting standards, including course codes, credits, and whether they are internal or external assessments.
This document outlines the course for a Level 3 Accounting term, including the standards covered, weekly topics and tasks, resources, and assessments. Students will cover company financial statement preparation and interpreting annual reports over 9 weeks. They will complete internal assessments on job costing and interpreting The Warehouse's annual report. Weekly topics include processing shares, revaluations, income statements, statements of financial position, and cash flows. Students are expected to spend 6 hours per week on coursework and assessments.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Critical thinking is defined as the process of actively and skillfully analyzing and evaluating information gathered from various sources in order to guide beliefs and actions. It involves 6 steps: 1) gaining knowledge through identification and description, 2) comprehending by explaining and summarizing, 3) applying knowledge to solve problems, 4) analyzing by breaking down information into parts, 5) synthesizing analyzed parts to form new theories, and 6) evaluating through ranking and appraising.
Orewa College is a member of the HarbourNet online learning community. It provides students access to online courses taught by teachers from other schools nationally. These online courses use tools like video conferencing, online classrooms, and communication through email, chat, and discussion boards. Acceptance is dependent on availability and a student being self-motivated with good attendance and the ability to work independently.
This document is a needs analysis form for schools in the FarNet and HarbourNet networks to indicate their student learning needs for online and distance classes in 2014. Schools are asked to provide information about themselves and identify subjects and levels they may need to access for their students through the Virtual Learning Network Community in 2014. They are also reminded of the commitments needed from each school to provide e-teachers and e-deans to support online learning. A list of subjects available for 2014 is included.
Adam is taking Level 3 Accounting through an online class. He has attended all video conferences and completed most tasks. He communicates regularly with his teacher. Adam has achieved Excellence in one internal standard and is working towards others. His teacher recommends that Adam study past exam papers and attend study sessions to prepare for externals. Improvements include ensuring attendance at an upcoming study day and workshop.
This document provides information about an AKO E-Level 1 Accounting course. The course will be delivered through video conference and blended learning approaches. It will be taught by Carolyn Alexander-Bennett and cover accounting concepts and processes used by sole proprietors and community organizations. The course is aimed at Year 11 students and will assess students through 7 achievement standards, with 3 externals worth 12 credits total and 4 internals worth 13 credits total. Resources for the course include an accounting workbook, google account, itunes account, calculator, and folder.
The document confirms NZQA standards to be enrolled for a group of Level 3 Accounting students. It lists the students and whether they should be enrolled in all 6 standards or withdrawn from some. It recommends withdrawing Fraser Ward from AS91405, and withdrawing Jack Manning and Jordan Baas from AS91406. It also provides details of the 6 Level 3 Accounting standards, including course codes, credits, and whether they are internal or external assessments.
This document outlines the course for a Level 3 Accounting term, including the standards covered, weekly topics and tasks, resources, and assessments. Students will cover company financial statement preparation and interpreting annual reports over 9 weeks. They will complete internal assessments on job costing and interpreting The Warehouse's annual report. Weekly topics include processing shares, revaluations, income statements, statements of financial position, and cash flows. Students are expected to spend 6 hours per week on coursework and assessments.
This document outlines the timeline of events for FarNet and HarbourNet from January 2013 through January 2014. It details the enrollment process, virtual class commencement dates, meetings between e-teachers, e-deans, and executives, reporting requirements, and planning for the following year. The timeline aims to coordinate responsibilities and tasks between the online clusters to support students in their virtual learning.
This document provides information about an AKO E-Level 1 Accounting course. The course will be delivered through video conference and blended learning approaches. It will be taught by Carolyn Alexander-Bennett and cover accounting concepts and processes used by sole proprietors and community organizations. The course is aimed at year 11 students and will assess students through 7 achievement standards, with 3 externals worth 12 credits total and 4 internals worth 13 credits total. Resources for the course include an accounting workbook, google account, itunes account, calculator, and folder.
Eddie Reisch was interviewed about his experience leading e-learning initiatives in New Zealand, particularly the Virtual Learning Network (VLN). He prefers the term "blended learning communities" to describe merging online and face-to-face learning. The VLN was created to broker learning programs across schools and address equity issues. It has grown through community collaboration, relationships between coordinators, and ministry support. Challenges included demonstrating inclusive practices and access to technology, but programs like VLN Primary for language learning have been very successful. Lessons learned emphasize developing collaboratively with users, providing support, and being patient.
Eddie Reisch was interviewed about his work developing virtual learning initiatives in New Zealand, particularly the Virtual Learning Network (VLN). He prefers the term "blended learning" over other e-learning labels. The VLN was created to broker learning programs across schools and give all students equal access to opportunities. It grew through community collaboration and relationships between participating schools. Challenges included ensuring inclusive practices and access to technology, as well as developing policies and providing teacher professional development for the new approaches. Recently the VLN approach has expanded to primary schools, offering language learning opportunities to younger students and positive reactions from schools, students, and parents.
Structured tutorial sessions for scholarship subjects will be delivered after school in Terms 3 and 4 using video conferencing and an online learning platform. The aim is to extend student knowledge and skills beyond Level 3 NCEA for students aiming to enter Scholarship exams. Sessions will involve pre-reading, 45-minute video lessons, and post-lesson materials. Students will need internet access and support from their home schools to enroll and connect to sessions costing $150 per subject.
The VLN Community Scholarship Mentoring Programme involves students and teachers from various schools participating in online tutorial sessions to extend student knowledge beyond Level 3 NCEA. Students will enroll in a maximum of 3 mentoring subjects, paying $170 per subject. Mentor teachers will deliver weekly 45-minute video conference sessions between August and November, and be paid $120 per session up to a maximum of $1500. The program aims to provide additional learning support to students through an online structured mentoring program.
The document provides information for students taking courses via video conferencing. It outlines personal course details, expectations for students, how reports will be handled, video conferencing etiquette, how to use the video conferencing equipment, how to submit work, NCEA information, and maintaining communication with teachers. Students are expected to keep up with coursework, inform teachers of any issues, and attend weekly video lessons, treating it like a regular class. Reports may be distributed separately from the student's other school reports. The document reviews proper video conferencing meeting behavior and how to operate the equipment. It also explains how students should submit work back to their teachers through their school administrator.
HarbourNet provides a collaborative e-learning opportunity for New Zealand schools and students. It utilizes an eDean for pastoral care and administration, an eTeacher for online delivery and weekly face-to-face lessons, and an eStudent who receives and submits work online. For e-learning classes, students have a regular weekly video conference lesson timeslot, are expected to catch up on any missed work during option time, and should notify their eTeacher if absent for any one-off assessments during the regular lesson timeslot.
This document provides guidance for e-Deans on their role and responsibilities in coordinating online learning courses through Ako e FarNet/HarbourNet. It outlines key tasks for e-Deans including enrolling students, setting them up with accounts and equipment, communicating expectations, administering assessments, and facilitating communication between students, e-Teachers, and schools. The document also includes appendices with templates for timetables, letters to parents, student contracts, attendance registers, memorandums of understanding, and reports to provide guidance on operationalizing the e-Dean role.
This document provides guidance for e-Deans on their job responsibilities and managing virtual learning courses. It outlines key tasks for e-Deans including enrolling students, setting up routines and expectations, communicating with teachers and students, recording assessment results, and facilitating Memorandums of Understanding between schools. The document is a comprehensive reference for e-Deans that aims to support them in effectively managing virtual learning programs.
This document provides guidelines for e-teachers in Ako e FarNet/HarbourNet. It outlines responsibilities for setting up online courses, delivering effective online lessons, communicating with students and deans, collecting student data, and providing assessments and feedback. Key responsibilities include setting up the learning management system with course content, applying sound teaching practices for video conferences and distance learning, organizing lessons and resources for students, and keeping accurate records of attendance and results. The document aims to support e-teachers in delivering high quality online instruction.
This document outlines the timeline of events for FarNet and HarbourNet from January 2013 through January 2014. It details the enrollment process, virtual class commencement dates, meetings between e-teachers, e-deans, and executives, reporting requirements, and planning for the following year. The timeline aims to coordinate responsibilities and tasks between the online clusters to support students in their virtual learning.
This document provides information about an AKO E-Level 1 Accounting course. The course will be delivered through video conference and blended learning approaches. It will be taught by Carolyn Alexander-Bennett and cover accounting concepts and processes used by sole proprietors and community organizations. The course is aimed at year 11 students and will assess students through 7 achievement standards, with 3 externals worth 12 credits total and 4 internals worth 13 credits total. Resources for the course include an accounting workbook, google account, itunes account, calculator, and folder.
Eddie Reisch was interviewed about his experience leading e-learning initiatives in New Zealand, particularly the Virtual Learning Network (VLN). He prefers the term "blended learning communities" to describe merging online and face-to-face learning. The VLN was created to broker learning programs across schools and address equity issues. It has grown through community collaboration, relationships between coordinators, and ministry support. Challenges included demonstrating inclusive practices and access to technology, but programs like VLN Primary for language learning have been very successful. Lessons learned emphasize developing collaboratively with users, providing support, and being patient.
Eddie Reisch was interviewed about his work developing virtual learning initiatives in New Zealand, particularly the Virtual Learning Network (VLN). He prefers the term "blended learning" over other e-learning labels. The VLN was created to broker learning programs across schools and give all students equal access to opportunities. It grew through community collaboration and relationships between participating schools. Challenges included ensuring inclusive practices and access to technology, as well as developing policies and providing teacher professional development for the new approaches. Recently the VLN approach has expanded to primary schools, offering language learning opportunities to younger students and positive reactions from schools, students, and parents.
Structured tutorial sessions for scholarship subjects will be delivered after school in Terms 3 and 4 using video conferencing and an online learning platform. The aim is to extend student knowledge and skills beyond Level 3 NCEA for students aiming to enter Scholarship exams. Sessions will involve pre-reading, 45-minute video lessons, and post-lesson materials. Students will need internet access and support from their home schools to enroll and connect to sessions costing $150 per subject.
The VLN Community Scholarship Mentoring Programme involves students and teachers from various schools participating in online tutorial sessions to extend student knowledge beyond Level 3 NCEA. Students will enroll in a maximum of 3 mentoring subjects, paying $170 per subject. Mentor teachers will deliver weekly 45-minute video conference sessions between August and November, and be paid $120 per session up to a maximum of $1500. The program aims to provide additional learning support to students through an online structured mentoring program.
The document provides information for students taking courses via video conferencing. It outlines personal course details, expectations for students, how reports will be handled, video conferencing etiquette, how to use the video conferencing equipment, how to submit work, NCEA information, and maintaining communication with teachers. Students are expected to keep up with coursework, inform teachers of any issues, and attend weekly video lessons, treating it like a regular class. Reports may be distributed separately from the student's other school reports. The document reviews proper video conferencing meeting behavior and how to operate the equipment. It also explains how students should submit work back to their teachers through their school administrator.
HarbourNet provides a collaborative e-learning opportunity for New Zealand schools and students. It utilizes an eDean for pastoral care and administration, an eTeacher for online delivery and weekly face-to-face lessons, and an eStudent who receives and submits work online. For e-learning classes, students have a regular weekly video conference lesson timeslot, are expected to catch up on any missed work during option time, and should notify their eTeacher if absent for any one-off assessments during the regular lesson timeslot.
This document provides guidance for e-Deans on their role and responsibilities in coordinating online learning courses through Ako e FarNet/HarbourNet. It outlines key tasks for e-Deans including enrolling students, setting them up with accounts and equipment, communicating expectations, administering assessments, and facilitating communication between students, e-Teachers, and schools. The document also includes appendices with templates for timetables, letters to parents, student contracts, attendance registers, memorandums of understanding, and reports to provide guidance on operationalizing the e-Dean role.
This document provides guidance for e-Deans on their job responsibilities and managing virtual learning courses. It outlines key tasks for e-Deans including enrolling students, setting up routines and expectations, communicating with teachers and students, recording assessment results, and facilitating Memorandums of Understanding between schools. The document is a comprehensive reference for e-Deans that aims to support them in effectively managing virtual learning programs.
This document provides guidelines for e-teachers in Ako e FarNet/HarbourNet. It outlines responsibilities for setting up online courses, delivering effective online lessons, communicating with students and deans, collecting student data, and providing assessments and feedback. Key responsibilities include setting up the learning management system with course content, applying sound teaching practices for video conferences and distance learning, organizing lessons and resources for students, and keeping accurate records of attendance and results. The document aims to support e-teachers in delivering high quality online instruction.