Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
The Implementation of Project-Based Learning by Adrian Vega and Casey Graham ...William Kritsonis
Adrian Vega and Casey Graham Brown - Published in the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 1, 2012-2013 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
E-learning: Is This Teaching at Students or Teaching With Students. Robert Jo...eraser Juan José Calderón
E-learning: Is This Teaching at Students or Teaching With Students?. Robert John Muirhead, BN, RGN, RSCN
The development of e-learning as a teaching
strategy in higher education has implications
relating to student learning, the role of the
teacher, and the institution of higher education.
This paper debates the andragogical and
pedagogical theories that support the development
of e-learning to date. Leading to a discussion on
how the process of e-learning may be contributing
to the “stamp-me-smart” culture and restricting
the development of critical thinking within
student nurses. Concluding that e-learning has a
top-down institution-led development that is
contrary to the student-led development
espoused by universities.
Search terms: Nurse, education, e-learning,
androgogy, pedagogy
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
The Implementation of Project-Based Learning by Adrian Vega and Casey Graham ...William Kritsonis
Adrian Vega and Casey Graham Brown - Published in the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 1, 2012-2013 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
E-learning: Is This Teaching at Students or Teaching With Students. Robert Jo...eraser Juan José Calderón
E-learning: Is This Teaching at Students or Teaching With Students?. Robert John Muirhead, BN, RGN, RSCN
The development of e-learning as a teaching
strategy in higher education has implications
relating to student learning, the role of the
teacher, and the institution of higher education.
This paper debates the andragogical and
pedagogical theories that support the development
of e-learning to date. Leading to a discussion on
how the process of e-learning may be contributing
to the “stamp-me-smart” culture and restricting
the development of critical thinking within
student nurses. Concluding that e-learning has a
top-down institution-led development that is
contrary to the student-led development
espoused by universities.
Search terms: Nurse, education, e-learning,
androgogy, pedagogy
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
REVISITING INNOVATIONS IN ELT THROUGH ONLINE CLASSES: AN EVALUATION OF THE AP...Mohammad Mosiur Rahman
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students’ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students’ quick learning.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
Is online education an effective replacement for traditional classroom teaching?Dam Frank
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2).
Is online education an effective replacement for traditional classroom teaching?DamaineFranklinMScBE
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2). This implies that there is no face-to-face interaction with online learning, unlike traditional education. Due to its flexibility and convenience, online education has become one of the most popular teaching and learning methods. However, there appears to be substantial debate among researchers regarding the relevance and effectiveness of both online education and traditional classroom teaching. Some researchers argue that traditional classroom teaching is still relevant and, as such, is the most effective teaching and learning method, whereas others support online learning as the most effective method of teaching and learning in
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
RESEARCH AND PRACTICE OF A BLENDED TEACHING MODE BASED ON SMALL PRIVATE ONLIN...IJCI JOURNAL
With the continuous development of information technologies, the pace of education informatization is
accelerating increasingly. The traditional classroom-teaching mode cannot fully meet students’ learning
demands. Due to the emergence of new teaching forms in the post-pandemic era, rapid development of IT
applications, national education-informatization policies and deployment, and the plight of the traditional
teaching mode, there is a need to explore new ideas and patterns of integrating information technologies
and teaching approaches. With the course of Heat Transfer as an example, this study expounds a blended
teaching mode based on small private online courses (SPOC) on course aims, teaching contents, teaching
methods, and evaluation approaches under the background of informatization. The results show that this
teaching model can enhance students' learning effect and comprehensive ability effectively. The rules of
blended teaching were explored to guide teaching improvement.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
Challenges and Experiences of Students in the Virtual Classroom World: A Lite...Dr. Amarjeet Singh
The study aims to discuss the experience students face in the virtual classroom mode. The limitations and challenges which students face while enrolling in online modes to learning from MOOC Courses to Distance Learning. The community of the people undertaking online education has increased significantly in the past few years. The paper reviews the literature on the topic of online classes, asynchronous and synchronous modes of delivery, the perception of students in the virtual learning and the experiences and challenges faced.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
i2Flex parent seminar May 2014
1.
i2Flex@ ACS Athens
Dr. M.D. Avgerinou
Director- Educational Technology & eLearning
with ACS Athens Faculty
Dr. Tonia Firigou
Labrini Rontogiannis
Angelo Dimitropoulos
Heike Arnold
Dean Bradshaw
May 15, 2014
Presentation to ACS Athens Parents
2. Session Overview
Part I (Maria): i²Flex Overview
Part II: i2Flex Course Demonstration by ACS
Athens Faculty (Tonia, Labrini, Angelo, Heike, &
Dean)
Part III: Discussion
3. Agreements
Focus on the Learner
Focus on learning with technology vs.
technology in learning
Focus on the Teacher
4.
5. Educational ReformWorldwide
“We are on the threshold of a tipping point in
public education” (Kay, 2010, xiii).
Since the beginning of this century, the world
has developed in such diverse directions and
created new and particularly complex demands
for citizenship, college and careers that it is
no longer possible for old learning paradigms to
accommodate them.
6. Rice et al. (2012)
At its core, education teaches information gathering and
critical thinking.
As the United States economy increasingly moves towards
being based on information and services, more and more
jobs—and indeed entire sectors of the economy—require that
workers be able to acquire information, analyze data, and act
on their newly created knowledge.
Too many schools are still attempting to prepare students for
this world without teaching within the mode that students
will find when they move on to post-secondary education or
the workforce. Instead, we appear to be preparing students
for information-based jobs where they will share a single
desktop computer with 25 co-workers—jobs that clearly do
not exist.
7. 21st Century Frameworks
The recognition of the new reality has led to the
development of a new vision for 21st century learning.
Several conceptual frameworks for 21st century skills:
a. Partnership for 21st Century Skills, 2006
b. North Central Regional Education Laboratory (NCREL) &
Metiri Group, 2003
c. Organization for Economic Co-operation and
Development (OECD), 2005
d. National Leadership Council for Liberal Education and
America’s Promise (LEAP), 2007
9. Response to 21st Century’s
Educational Reform
ground-breaking research experiments- e.g. Sugata
Mitra’s ‘a hole in the wall’ (Mitra, 2005) and ensuing first
school in the cloud (Newcastle University, 2013)
entire nations’ movements toward innovative teaching
and learning programs- e.g. Singapore’s initiative “Teach
Less, Learn More” (Fogarty & Pete, 2010)
pressing demands for major policy changes (Darling-
Hammond, 2010); and,
a continuous dialogue among leading educational
thinkers about the significant role of creativity in today’s
education (Robinson, 2001) and the forthcoming
sovereignty of the right brain (Pink, 2006) or of the five
minds, per Gardner’s (2010) suggestion.
10. Virtual Schools
and 21st Century Skills- Report
Online learning via virtual schools is transforming
US education
84% of employers argue that K12 schools do not
prepare students adequately for today’s workplace
(esp. math, science, & reading)
30% of employers use eLearning training for their
workforce
11. Overview: why online & blended K12?
the number of college students taking at least one online course
has now surpassed 6.7 million (sloanconsortium.org, 2013)
96% of traditional universities offer at least one class in an
online-only format
Open Course Ware offers 4200 complete courses online for
free…
1689 of which are classes from MIT (source Classes And
Careers.com, 2013)
According to a 2009 study from the Department of Education:
“Students who took all or part of their class online performed
better, on average, than those taking the same course through
traditional face-to-face instruction.” Students who mix online
learning with traditional coursework (i.e. blended learning) do
even better (Internet Time Group Report, 2013).
12. Online Learning in K12
Traditional schools are turning to online instruction
to expand opportunities and choices for students,
and professional development for teachers and
administrators
More than 40% of U.S. high schools do not offer AP
courses
The millennial generation are growing up in the
digital age
13. Online Learning in K12 (cont.)
Not only technological advancements influence the
increase in online offering and enrollments
Budgetary crises in K12 & in higher education make
online education vital to many institutional fiscal
plans. Online courses are cost effective: they can be
developed, copied, and reused by other instructors
The replication and standardization of online course
offers, to some extent, quality control regarding
content presented and course design (Wise &
Rothman, 2010)
15. Jones (2012)
Supporters and critics of virtual schools agree that
online learning doesn't work for all students and
that parental involvement matters. Bright, highly
motivated students may thrive, while those who
struggled in ordinary schools may continue to
struggle online.
Parents of virtual/blended school students to act as
"learning coaches" to help facilitate their children's
learning especially in the lower grades.
16. • 96 % say doing well in school is important
• 94 % plan to continue their education
• 90 % between 5-17 use computers
• 94 % of teens use Internet for school research
• 75 %+ are creators of content on Internet
• Teens spend more time using the Internet thanTV
(Schrum, L. Keynote Speech at IVLA2009)
Our Students: who are they?
Capable, conscientious, concerned & optimistic,
determined to succeed…
18. Is lecturing… unethical?
A new meta-analysis research of 225 studies in teaching
undergraduate STEM finds that teaching approaches
that turned students into active participants rather than
passive listeners reduced failure rates and significantly
boosted scores on exams. (Freeman et al., 2014)
The U.S. Department of Education has conducted its
own meta-analysis of distance learning, and it found
there was no difference in being lectured at in a
classroom versus through a computer screen at home.
So, Freeman says: “If you’re going to get lectured at, you
might as well be at home in bunny slippers.” (Science
Insider, 2014)
19. ACS Athens’ Response to Education Reform
Building 21st century skills and educating learners
for their lives as 21st century leaders and
architects of their own learning (ACS Athens
vision), requires us to create a new education
paradigm.
At ACS Athens, we have developed Morfosis
(Gialamas & Pelonis, 2009) a paradigm grounded
on holistic, meaningful, and harmonious
educational experiences, guided by ethos.
20.
21. What is i2Flex?
A new vehicle for a new education paradigm! Possibly the bridge
between the four-walled, brick-and-mortar classroom and 21st
century education.
A non-formal education model of instruction that integrates
internet-based delivery of content and instruction with student
independent learning, and some control over time, pace, place, or
mode, in combination with guided, face-to-face classroom
instruction aiming at developing higher order cognitive skills
within a flexible learning design framework.
Grounded on the concept of Morfosis, learning via i2Flex that
draws on practice and research on blended/hybrid learning and
the concept of “flipped classroom” in K12 across the US and
beyond, is learner-centered and ultimately aims at developing
students' 21st century skills, while also helping them successfully
prepare for their higher education studies (where a good deal of
them is already offered online).
22. What is i2Flex?
Student-centered
i2: Independent, and Internet-based (yet fully guided and
interactive)
Flex= flexible learning experiences (regarding time, pace,
space, and/or modality)
From Avgerinou, M.D., Gialamas, S., & Tsoukia, L. (in print). i2Flex: The meeting point of web-based education
and innovative leadership in a K-12 international school setting. In D.G. Sampson, D. Ifenthaler, J.M. Spector, &
P. Isaias (Eds.). Digital systems for open access to formal and informal learning. New York: Springer.
23. International Association for
K12 Online Learning (INACOL) 2013
The combination of multiple approaches to learning. Blended learning can be
accomplished through the use of ‘blended’ virtual and physical resources.
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,
rather than a ratio of delivery modalities. In other words, blended learning should
be approached not merely as a temporal construct, but rather as a fundamental
redesign of the instructional model with the following characteristics:
A shift from lecture- to student-centered instruction in which students become
active and interactive learners (this shift should apply to the entire course,
including face-to-face contact sessions);
Increases in interaction between student-instructor, student-student, student-
content, and student-outside resources;
Integrated formative and summative assessment mechanisms for students and
instructor.
25. From Face2Face to i2Flex & Online
@ACS Athens
Face2Face
Enhanced by Static
Shell
& Educational
Technology
components
i²Flex
Enhanced by
Interactive
Moodle shell
Online
Totally Interactive Shell
Learning occurs online
26. What are the i2Flex Benefits?
This new model of instruction which integrates educational technology into student learning can
potentially offer multiple benefits:
Greater personalization (“just for me” learning) of the learning experiences thus increasing and
sustaining student motivation and finally improving academic performance
Anytime, anywhere, “at my own pace” learning
Facilitates active learning; boosts engagement, and confidence
Develops student 21st Century skills
Speaks “digital native” language thus bridging the persistent digital disconnect between students
and adults
Addresses students’ need for sophisticated use of educational technology & more personalized
learning environments
Builds online study and communication skills for university, but also fosters life long learning
skills
Enriches and improves teaching conditions
27. i2Flex Leadership Committee
Principals
Deans
Director of Technology
Director of Educational Technology &
eLearning
Division Chairs
K-12 Technology Co-ordinatorsFaculty
Champions
Faculty
Student Services Innovation Zone
Students & Parents
Information Technology
Services
Director of
Educational Technology
& eLearning
i2Flex@ACSAWholeSchoolAffair Who is involved? It takes a village…
28. What is the i2Flex
Design & Development Process?
Phase 1
a. develop an implementation plan & timeline
b. develop or re-design course on Moodle (with or
without student access; QM® standards; ID and EdTech
support)
Phase 2
evaluation of Phase 1 (external, and self-review via QM®
Rubric)
Step 3
teach, reflect, review, teach again
29. i2Flex
Instructional Design & Development Process
Reflect on Lesson
Plan or Entire Course
Continue
Instructional Design
Consultations
Re-Design Lesson
Plan or Course via
Alignment Table or
QualityMatters®
Rubric
Start Here
ID #1 ID #2 ID #3
Pilot/Impleme
nt ID Decisions
with/without
further ID
and/or
technical
support**
* One-on-One Meetings with Educational Technology & eLearning Director
** Information Services, K-12 Technology Co-ordinators, i2Flex Faculty Champions
*** Formative evaluation and monitoring of Implementation (with Educational Technology Director, and students)
1.1 2.1
3.1***
3.+
Support
30. QualityMatters®
QUALITY MATTERS = A NATIONAL BENCHMARK
FOR ONLINE COURSE DESIGN
Quality Matters (QM) is a leader in quality
assurance for online education and has received
national recognition for its peer-based approach to
continuous improvement in online education and
student learning.
31. i²Flex Course Standards – QM®
General Standard 1: The overall design of the
course is made clear to the student at the
beginning of the course
General Standard 2: Learning objectives are
clearly stated and explained. They assist students
in focusing their effort in the course
General Standard 3: Assessment strategies use
established ways to measure effective learning,
evaluate student progress by reference to stated
learning objectives, and are designed to be integral
to the learning process
General Standard 4: Instructional materials are
authoritative, up-to-date and appropriately chosen
for the level of the course
General Standard 5: Meaningful interaction
between the teacher and students, among
students, and between students and course
materials is employed to motivate students and
foster intellectual commitment and personal
development (learning activities)
General Standard 6: Course navigation features
and the technology employed in the course foster
student engagement and ensure access to
instructional materials and resources
General Standard 7: The course facilitates
student access to institutional services essential
to student success
General Standard 8: The face-to-face and online
course components are accessible to all students
General Standard 9 — Compliance
Standards: This section of the rubric is optional
and may be tailored to particular requirements or
mandates at the state or local level. These
requirements may deal with subject matter
standards, inclusion of specific information in the
course outline or syllabus, mandated
communications, etc.
32. i²Flex Facts & Figures:
PilotYear (2013-2014)
23 faculty in the Pilot i²Flex year
a. 8 middle school faculty
b. 14 high school faculty
c. 1 student services
20 courses
a. 3 online
b. 17 i²Flex
Design & Development hours invested by individual Faculty or Faculty Teams (f2f
and online, in and out of school): TOO MANY to count!!!
Over 100 hours of professional development one-on-one and group sessions
All ACS Athens faculty from 5th grade and up will be using the ACS Athens Moodle
template from September 2014