A summary of research addressing the question of "how could online support be more valuable to teachers?" with a focus upon pre-servicec teachers. For the SPARK forum at QUT
2016 ATEA presentation - what are beginning teachers looking for online?nickkelly
This document discusses the development of TeachConnect, an online platform designed to provide support for beginning teachers. It describes TeachConnect as aiming to be altruistic with broad participation from diverse stakeholders. The platform allows knowledge sharing through professional content, mentorship through peer and one-on-one support, and live chat features. The document outlines the four year design-based research process used to develop TeachConnect and discusses engagement metrics and lessons learned. It concludes by considering how to further develop online teacher support through national collaboration and integrating such platforms into the teaching profession.
2016 TeachConnect presentation for QUT teachersnickkelly
QUT TeachConnect Presentation, August 26th, 2016.
This presentation gives a rationale for TeachConnect and its value for preservice teachers in creating a personal learning network.
Instructions for logging on to TeachConnect are included: http://www.teachconnect.edu.au
Presenters: Nick Kelly and Steven Kickbusch
Lecturer: Peter O'Brien
Location: QUT, Kelvin Grove
The document summarizes research conducted on assessing student performance in geological observation. The research aimed to develop ways to assess students' perception, explanation, and gestures involved in geological observation. Data was collected from video recordings of students in classroom and field activities. Analysis of the data identified components of perception, types of explanations, and gestures used by students at different levels of performance. The research led to a model for assessing geological observation that accounts for conceptual and cognitive development in geosciences.
This CV summarizes the education and professional experience of Renáta Tichá. She has a PhD in Educational Psychology from the University of Minnesota and has worked as a research associate at the University of Minnesota's Institute on Community Integration since 2008. Her work has focused on several projects related to inclusive education and supporting individuals with disabilities. She has over 15 peer-reviewed publications and has provided consultation and training to several school districts.
Job Talk: Research (2013) - Kennesaw State UniversityMichael Barbour
Michael Barbour is an assistant professor at Wayne State University who researches K-12 online learning. His research agenda focuses on effective design, delivery, and support of online K-12 education. This includes examining teacher and student experiences, preparation of online educators, and policy issues. He teaches both online and face-to-face courses on instructional technology and qualitative research methods at the university level.
Job Talk (2012): University of Western OntarioMichael Barbour
The document summarizes research on K-12 online learning and its policy implications. It finds that much of the early literature focused on potential benefits but lacked rigorous studies. Some performance comparisons found similar results to traditional schools, but students in online programs tended to be more motivated and self-directed. More recent studies show lower performance among full-time online students, including those in cyber schools. The research faces challenges in truly comparing student populations and accounting for teacher and program effects. Overall, the research provides limited guidance for policymaking on K-12 online learning.
This document provides information about a regional cohort presentation for WSU's principal certification program given by Dr. Frank Hewins, Superintendent of the Franklin Pierce School District. The presentation covered the district's early learning center, Dr. Hewins' background and strengths as superintendent, and key ingredients to student success in the district like clear goals, diversity and inclusion, and comprehensive student supports. It also discussed challenges around recruiting and retaining quality teachers and the district's strategic efforts in those areas like cultivating university partnerships and a "grow your own" program.
2016 ATEA presentation - what are beginning teachers looking for online?nickkelly
This document discusses the development of TeachConnect, an online platform designed to provide support for beginning teachers. It describes TeachConnect as aiming to be altruistic with broad participation from diverse stakeholders. The platform allows knowledge sharing through professional content, mentorship through peer and one-on-one support, and live chat features. The document outlines the four year design-based research process used to develop TeachConnect and discusses engagement metrics and lessons learned. It concludes by considering how to further develop online teacher support through national collaboration and integrating such platforms into the teaching profession.
2016 TeachConnect presentation for QUT teachersnickkelly
QUT TeachConnect Presentation, August 26th, 2016.
This presentation gives a rationale for TeachConnect and its value for preservice teachers in creating a personal learning network.
Instructions for logging on to TeachConnect are included: http://www.teachconnect.edu.au
Presenters: Nick Kelly and Steven Kickbusch
Lecturer: Peter O'Brien
Location: QUT, Kelvin Grove
The document summarizes research conducted on assessing student performance in geological observation. The research aimed to develop ways to assess students' perception, explanation, and gestures involved in geological observation. Data was collected from video recordings of students in classroom and field activities. Analysis of the data identified components of perception, types of explanations, and gestures used by students at different levels of performance. The research led to a model for assessing geological observation that accounts for conceptual and cognitive development in geosciences.
This CV summarizes the education and professional experience of Renáta Tichá. She has a PhD in Educational Psychology from the University of Minnesota and has worked as a research associate at the University of Minnesota's Institute on Community Integration since 2008. Her work has focused on several projects related to inclusive education and supporting individuals with disabilities. She has over 15 peer-reviewed publications and has provided consultation and training to several school districts.
Job Talk: Research (2013) - Kennesaw State UniversityMichael Barbour
Michael Barbour is an assistant professor at Wayne State University who researches K-12 online learning. His research agenda focuses on effective design, delivery, and support of online K-12 education. This includes examining teacher and student experiences, preparation of online educators, and policy issues. He teaches both online and face-to-face courses on instructional technology and qualitative research methods at the university level.
Job Talk (2012): University of Western OntarioMichael Barbour
The document summarizes research on K-12 online learning and its policy implications. It finds that much of the early literature focused on potential benefits but lacked rigorous studies. Some performance comparisons found similar results to traditional schools, but students in online programs tended to be more motivated and self-directed. More recent studies show lower performance among full-time online students, including those in cyber schools. The research faces challenges in truly comparing student populations and accounting for teacher and program effects. Overall, the research provides limited guidance for policymaking on K-12 online learning.
This document provides information about a regional cohort presentation for WSU's principal certification program given by Dr. Frank Hewins, Superintendent of the Franklin Pierce School District. The presentation covered the district's early learning center, Dr. Hewins' background and strengths as superintendent, and key ingredients to student success in the district like clear goals, diversity and inclusion, and comprehensive student supports. It also discussed challenges around recruiting and retaining quality teachers and the district's strategic efforts in those areas like cultivating university partnerships and a "grow your own" program.
Using Mentimeter, an interactive polling tool, librarians at Royal Holloway, University of London have found it engages science students during information literacy sessions. It allows anonymous polling to gauge understanding and encourage discussion. Students are more engaged through interactivity versus passive learning. Real-time results prompt discussion. Future plans include expanding its use across disciplines and gathering student feedback to evaluate learning outcomes and student engagement with different question types.
This document describes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. It outlines challenges like high teacher attrition rates, discusses strategies like mentoring and communities of practice, and presents preliminary positive findings from the program's first meeting and surveys, including that participants found value in a non-evaluative community, additional professional development, and opportunities for reflection and action.
The document reviews literature on learning in communities of inquiry. It finds that while communities of inquiry show potential for learning, more robust studies are still needed. Self-report has limitations as a measure of learning, and communities of inquiry may not always facilitate deep, meaningful learning. The review also examines problems and potential solutions in using the community of inquiry framework.
VCCS NH'10: Refining Course Management Systems: Listening to Those Who Do It ...Amber D. Marcu, Ph.D.
How do users use content and collaborative systems? Does using a CMS imply certain pedagogies? Presenters will examine the natural teaching and instructional workflow of users as they interact with a collaborative course management system and how it compliments or conflicts with using a CMS. Three perspectives will be examined: instructional designers, instructors, and graduate/teaching assistants.
The document summarizes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. The program aims to address high teacher attrition rates by providing mentoring, reflection opportunities, professional development, and a community of practice for new teachers. Preliminary findings from surveys and interviews suggest that participants find the community of practice and additional support most beneficial. The program seeks to better prepare new teachers and increase retention to benefit students.
This document discusses using digital communications and social media to increase parental and community engagement in schools. It reviews research showing student achievement is related to community involvement. The study aims to understand how administrators use tools like social media to engage stakeholders and whether this relates to perceptions of the school. Focus groups and a parent survey were conducted in two districts. Themes that emerged included administrators strategically using tools to create transparency and influence reputation. Survey results found most parents prefer websites and newsletters for information and participate in special events. While participation was limited, the study provides examples of how principals communicate and celebrates collaboration between schools and communities. Further research is needed as technologies change and apprehension towards their use exists.
SITE 2018 - K-12 Online Learning: Trends From Two Decades of ScholarshipMichael Barbour
Arnesen, K. T., Hveem, J., Short, C. R., West, R., & Barbour, M. K. (2018, March). K-12 online learning: Trends from two decades of scholarship. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
Online Learning: Keys to Success of the SUNY Learning NetworkAlexandra M. Pickett
IMHE "What Works" Conference, Managing Quality Teaching in Higher Education (Mexicali, Mexico - 5-6 December 2011)
bit.ly/ueCdb1 #OECD #CETYS #highered #IMHE #CONAHEC
Mexicali to Host Educators from Around the World shar.es/o46Jn
This document summarizes a presentation about collaborations and assessments in student learning. It discusses three models of interaction - parallel work, cooperation, and collaboration - and provides examples of how these models have been manifested in assignments at Linfield College. It also describes assessments that have been used to evaluate students' research skills and inform collaborations between librarians and faculty to enhance student learning.
Empowering Students as Colleagues: New Ideas and Examples from the FieldBonner Foundation
The document discusses empowering students as colleagues through new initiatives at Oberlin College and Allegheny College. It provides examples of how Oberlin involves students as co-designers of courses, teaching assistants for community-based learning courses, and partners in community-engaged research. The document also presents a worksheet to identify the assets students provide, what would be required for different forms of student-faculty engagement, and potential obstacles. It concludes by providing contact information for the directors of civic engagement programs at both colleges.
The document summarizes the agenda and notes from a CCCOER Advisory Meeting on January 22, 2014. Key points include:
- Announcements about upcoming OER conferences and events like Open Education Week in March.
- A presentation from the College of Southern Maryland about their new OER course in physics.
- Highlights from recent OER impact research on benefits to students, teachers, and institutions.
- An overview of upcoming CCCOER webinars in spring 2014 on open textbooks and OER impact findings.
- Reminders about upcoming advisory meetings and conferences for open education.
The document discusses four questions for debate around advancing information literacy in higher education:
1. Which models should be used to frame educational interventions, such as theoretical lenses, frameworks, or standards?
2. What should the main purpose of information literacy education be, such as academic performance, career preparation, or lifelong learning?
3. How should information literacy be positioned, as a skillset, discipline, or applied subject area?
4. What types of assessments, such as cognitive tests or coursework, should be used to measure information literacy and when should they be done?
The presenters debate views on each question from different perspectives in higher education.
Promoting collaborative interactions in a learning management systemAleksandra Lazareva
This document discusses strategies to promote collaborative interactions in an online learning management system. It describes a study of a master's degree program delivered online with some face-to-face sessions. The study examined how students interacted collaboratively on discussion forums and with tutors. Key findings included that students learned to structure discussions into threads over time, tutors guided discussions with pointers rather than enforcing participation, and asynchronous discussions supported reflection. The implications discussed promoting awareness in groups and training students to effectively use collaboration tools.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
Social Presence, Learner Supports, and Assessment in Online ClassesLisa Crawford-Craft
This document discusses strategies for social presence, learner supports, collaboration, and assessment in online classes. It notes that over 6.7 million students took at least one online course in fall 2011. To establish social presence, the document recommends that instructors frequently engage and encourage learners through welcome emails, weekly messages, online office hours, and timely feedback. It also suggests using discussion boards and online meetings to build community. To support learners, the document provides examples of introducing learners to each other, sharing general course information and resources, and facilitating discussion boards. It concludes by presenting types of online assessments like tests, quizzes, projects, and rubrics to evaluate learners' understanding.
The document discusses improving learning through forming a community of inquiry. It describes a community of inquiry as having three key elements - social presence, cognitive presence, and teaching presence. Social presence involves open communication, group cohesion, and personal relationships. Cognitive presence is a recursive process involving puzzlement, information exchange, connecting ideas, and testing solutions. Teaching presence provides design, facilitation and direction. Forming a community of inquiry can help learning become an active process of questioning and understanding through interaction, rather than just memorizing answers.
This document summarizes an Elluminate meeting of the CCCOER Advisory Board discussing upcoming projects and events. The board welcomed new members, discussed priorities like promoting OER adoption and impact studies, and heard about open textbook projects at Lane Community College and Hartnell Community College. Upcoming webinars and conferences on open education were also noted.
Online support for teachers: Theory, design and impact (July 2017, CLRI, Univ...nickkelly
In this seminar we address the complex question of: What should online support for Australia’s teachers look like?
We provide an overview of the complicated network of government, commercial, and research websites that provide resources and communities for teachers. We turn to the literature and the theory to discuss the gaps that remain. For example, why, in the face of so many online portals, do teachers resort to querying through Google?
We posit suggestions about the kinds of online support would have a significant impact, in terms of initial teacher education, professional identity, job satisfaction, and retention. Our talk is grounded in four years’ experience developing TeachConnect (www.teachconnect.edu.au) a design-based research project creating an online platform to support teachers. We discuss the policy context within which the challenge of supporting teachers online occurs and pragmatic approaches to research within this paradigm.
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
Using Mentimeter, an interactive polling tool, librarians at Royal Holloway, University of London have found it engages science students during information literacy sessions. It allows anonymous polling to gauge understanding and encourage discussion. Students are more engaged through interactivity versus passive learning. Real-time results prompt discussion. Future plans include expanding its use across disciplines and gathering student feedback to evaluate learning outcomes and student engagement with different question types.
This document describes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. It outlines challenges like high teacher attrition rates, discusses strategies like mentoring and communities of practice, and presents preliminary positive findings from the program's first meeting and surveys, including that participants found value in a non-evaluative community, additional professional development, and opportunities for reflection and action.
The document reviews literature on learning in communities of inquiry. It finds that while communities of inquiry show potential for learning, more robust studies are still needed. Self-report has limitations as a measure of learning, and communities of inquiry may not always facilitate deep, meaningful learning. The review also examines problems and potential solutions in using the community of inquiry framework.
VCCS NH'10: Refining Course Management Systems: Listening to Those Who Do It ...Amber D. Marcu, Ph.D.
How do users use content and collaborative systems? Does using a CMS imply certain pedagogies? Presenters will examine the natural teaching and instructional workflow of users as they interact with a collaborative course management system and how it compliments or conflicts with using a CMS. Three perspectives will be examined: instructional designers, instructors, and graduate/teaching assistants.
The document summarizes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. The program aims to address high teacher attrition rates by providing mentoring, reflection opportunities, professional development, and a community of practice for new teachers. Preliminary findings from surveys and interviews suggest that participants find the community of practice and additional support most beneficial. The program seeks to better prepare new teachers and increase retention to benefit students.
This document discusses using digital communications and social media to increase parental and community engagement in schools. It reviews research showing student achievement is related to community involvement. The study aims to understand how administrators use tools like social media to engage stakeholders and whether this relates to perceptions of the school. Focus groups and a parent survey were conducted in two districts. Themes that emerged included administrators strategically using tools to create transparency and influence reputation. Survey results found most parents prefer websites and newsletters for information and participate in special events. While participation was limited, the study provides examples of how principals communicate and celebrates collaboration between schools and communities. Further research is needed as technologies change and apprehension towards their use exists.
SITE 2018 - K-12 Online Learning: Trends From Two Decades of ScholarshipMichael Barbour
Arnesen, K. T., Hveem, J., Short, C. R., West, R., & Barbour, M. K. (2018, March). K-12 online learning: Trends from two decades of scholarship. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
Online Learning: Keys to Success of the SUNY Learning NetworkAlexandra M. Pickett
IMHE "What Works" Conference, Managing Quality Teaching in Higher Education (Mexicali, Mexico - 5-6 December 2011)
bit.ly/ueCdb1 #OECD #CETYS #highered #IMHE #CONAHEC
Mexicali to Host Educators from Around the World shar.es/o46Jn
This document summarizes a presentation about collaborations and assessments in student learning. It discusses three models of interaction - parallel work, cooperation, and collaboration - and provides examples of how these models have been manifested in assignments at Linfield College. It also describes assessments that have been used to evaluate students' research skills and inform collaborations between librarians and faculty to enhance student learning.
Empowering Students as Colleagues: New Ideas and Examples from the FieldBonner Foundation
The document discusses empowering students as colleagues through new initiatives at Oberlin College and Allegheny College. It provides examples of how Oberlin involves students as co-designers of courses, teaching assistants for community-based learning courses, and partners in community-engaged research. The document also presents a worksheet to identify the assets students provide, what would be required for different forms of student-faculty engagement, and potential obstacles. It concludes by providing contact information for the directors of civic engagement programs at both colleges.
The document summarizes the agenda and notes from a CCCOER Advisory Meeting on January 22, 2014. Key points include:
- Announcements about upcoming OER conferences and events like Open Education Week in March.
- A presentation from the College of Southern Maryland about their new OER course in physics.
- Highlights from recent OER impact research on benefits to students, teachers, and institutions.
- An overview of upcoming CCCOER webinars in spring 2014 on open textbooks and OER impact findings.
- Reminders about upcoming advisory meetings and conferences for open education.
The document discusses four questions for debate around advancing information literacy in higher education:
1. Which models should be used to frame educational interventions, such as theoretical lenses, frameworks, or standards?
2. What should the main purpose of information literacy education be, such as academic performance, career preparation, or lifelong learning?
3. How should information literacy be positioned, as a skillset, discipline, or applied subject area?
4. What types of assessments, such as cognitive tests or coursework, should be used to measure information literacy and when should they be done?
The presenters debate views on each question from different perspectives in higher education.
Promoting collaborative interactions in a learning management systemAleksandra Lazareva
This document discusses strategies to promote collaborative interactions in an online learning management system. It describes a study of a master's degree program delivered online with some face-to-face sessions. The study examined how students interacted collaboratively on discussion forums and with tutors. Key findings included that students learned to structure discussions into threads over time, tutors guided discussions with pointers rather than enforcing participation, and asynchronous discussions supported reflection. The implications discussed promoting awareness in groups and training students to effectively use collaboration tools.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
Social Presence, Learner Supports, and Assessment in Online ClassesLisa Crawford-Craft
This document discusses strategies for social presence, learner supports, collaboration, and assessment in online classes. It notes that over 6.7 million students took at least one online course in fall 2011. To establish social presence, the document recommends that instructors frequently engage and encourage learners through welcome emails, weekly messages, online office hours, and timely feedback. It also suggests using discussion boards and online meetings to build community. To support learners, the document provides examples of introducing learners to each other, sharing general course information and resources, and facilitating discussion boards. It concludes by presenting types of online assessments like tests, quizzes, projects, and rubrics to evaluate learners' understanding.
The document discusses improving learning through forming a community of inquiry. It describes a community of inquiry as having three key elements - social presence, cognitive presence, and teaching presence. Social presence involves open communication, group cohesion, and personal relationships. Cognitive presence is a recursive process involving puzzlement, information exchange, connecting ideas, and testing solutions. Teaching presence provides design, facilitation and direction. Forming a community of inquiry can help learning become an active process of questioning and understanding through interaction, rather than just memorizing answers.
This document summarizes an Elluminate meeting of the CCCOER Advisory Board discussing upcoming projects and events. The board welcomed new members, discussed priorities like promoting OER adoption and impact studies, and heard about open textbook projects at Lane Community College and Hartnell Community College. Upcoming webinars and conferences on open education were also noted.
Online support for teachers: Theory, design and impact (July 2017, CLRI, Univ...nickkelly
In this seminar we address the complex question of: What should online support for Australia’s teachers look like?
We provide an overview of the complicated network of government, commercial, and research websites that provide resources and communities for teachers. We turn to the literature and the theory to discuss the gaps that remain. For example, why, in the face of so many online portals, do teachers resort to querying through Google?
We posit suggestions about the kinds of online support would have a significant impact, in terms of initial teacher education, professional identity, job satisfaction, and retention. Our talk is grounded in four years’ experience developing TeachConnect (www.teachconnect.edu.au) a design-based research project creating an online platform to support teachers. We discuss the policy context within which the challenge of supporting teachers online occurs and pragmatic approaches to research within this paradigm.
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
The document summarizes three articles related to service learning and community engagement:
1) The first article discusses how service learning can perpetuate "whiteness" through color-blind approaches and argues educators must examine their own biases.
2) The second article presents a study finding public engagement shaped graduate school and career choices for many scholars and outlines key elements of public engagement scholarship.
3) The third article reviews infrastructure of community engagement centers, finding evolution in characteristics like academic integration, institutional resources, and assessment. It provides a baseline for centers to evaluate structures.
PLNs "Friends Educating Each Other": Informal, Self-directed, and Social PDDebbie Fucoloro, Ph.D.
This document summarizes a presentation given by Debbie Fucoloro at the MOREnet M3 Annual Conference on October 15, 2013. The presentation investigated educators who use social media for informal professional learning. Key findings included that Twitter was the favorite social media platform used, allowing educators to connect, share resources and ideas, and reduce isolation. Recommendations were provided for future researchers to examine successful programs supporting informal learning, and for educational leaders to make technology integration a priority and allow more self-directed professional development opportunities.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
This document discusses engaged, meaningful capstone experiences for students through civic engagement and community-partnered projects. It defines capstones as high-impact practices involving community partners that last at least one semester. The document outlines evidence that capstones are associated with educational gains and skills applied to real-world problems. It presents conceptual models for capstones that leverage academic learning, civic engagement, and community impact. Finally, it discusses strategies for institutional integration of capstones, such as curriculum mapping, faculty learning communities, and mechanisms for community partner input.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.
This document discusses how teachers can develop a culture of evidence-based practice in schools. It recommends that teachers engage in professional development like completing a masters degree, setting up journal clubs, attending conferences, and conducting small classroom research projects. These activities help teachers stay current on educational research and bridge the gap between research and classroom practice. Establishing a culture where research routinely informs decisions can improve student outcomes. The document acknowledges obstacles like time, finding relevant research, finances, and lack of support and provides strategies to encourage schools to prioritize evidence-based practices.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
2014 CoCo Seminar - Supporting Pre-Service and Early Career Teachers in Austr...nickkelly
This talk presents a number of perspectives upon a growing learning network of pre-service and early career teachers. The learning network has arisen through a collaboration between a number of Australian universities, with the aim of facilitating support in the transition between pre-service education and the first years of service. The talk is structured to refer to this example in posing questions more general to design for learning networks:
- What is the motivation for developing the learning network? Original research into the need to augment teacher support in Australia.
- How do design of the set, activities and relationships align with participant motivations? Participant ownership and designing for culture (desired within the network) as well as cultural history (of the participants in other networks).
- How does theory influence the design process? Theory-based criticism of the design and allowing this to inform further design.
(more info at http://www.nickkellyresearch.com)
Charting Your Professional Development: Negotiating Changing ParadigmsErin O'Reilly
This document discusses professional development for teachers and explores five paradigms of professional development: classroom, institution, profession, current policy, and personal goals. It provides statistics on teachers' participation in professional development activities and explores how teachers can take ownership of their own professional development by identifying goals and a plan to achieve them. Teachers are encouraged to think strategically about their career goals and how to construct a path to achieve those goals through meaningful professional development experiences.
Educators increasingly use social media for informal professional learning. A study examined why educators participate in online professional networks and how their participation differs based on role, experience, and age. Key findings include: Educators are motivated by community, convenience, and improving practice. Younger classroom teachers found traditional PD less helpful than administrators. Participation decreased with age while value of PD increased. Recommendations support validating informal learning, differentiated self-directed PD, and encouraging PLNs to reduce isolation and increase integration.
- The pandemic has caused Australian higher education to rapidly transition to online learning. While many institutions had robust online systems, the transition was not always elegant.
- The ways we teach and assess are changing, with a greater emphasis on active, authentic, and collaborative modes. This has required new online tools and techniques.
- Educational designers have played a key role in upskilling academic staff and helping them transition content online, but some designers report bearing the brunt of stressed academics' frustrations.
- Moving forward, it will be important to consolidate gains from increased online training while ensuring quality is not abandoned, and to identify opportunities for educational designers from their increased contributions.
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
This document discusses research on effective models for blended teacher professional development (PD). It proposes a model that provides:
1) Online access to digital content to enhance face-to-face PD experiences.
2) Extending face-to-face summer experiences online through discussions with colleagues about practices and strategies.
3) Interacting online in real-time with experts from organizations like NASA, NOAA, and NSF to discuss research and classroom applications.
4) Helping teachers develop long-term growth plans tailored to their needs and connecting them to resources and others with similar goals online, with opportunities for recognition.
Mrs. Akhila Prabhakaran presented on reimagining education. She discussed how the current education system needs change to become more learner-centric and adaptive. She highlighted issues like lack of quality teachers and faculty, lack of employable skills in students, and absence of updated curriculum aligned to global standards based on surveys. She proposed building an education ecosystem that focuses on learner-centered approaches, uses technology to enable collaboration, understands social contexts of learning, improves teacher development, and leads to broader outcomes beyond standardized testing. She envisioned self-organizing learning centers that are integrated with communities and businesses to continuously improve based on evolving needs.
On Ways of Framing Experiential LearningBrooke Bryan
This document summarizes an oral history institute at Antioch College focused on digital liberal arts and oral history scholarship. It discusses challenges around teaching vs. research, instructionist vs. collaborative teaching, and whether institutions reward the types of work they say they value. It frames the work using Boyer's scholarship models, community-based research principles, and AAC&U's high-impact practices. Attendees participated in an activity to map their projects and plans for review/promotion. The goal was to help frame work within institutional missions and review criteria.
Meeting the Needs of Digital Learners: Learner Support Patterns and StrategiesGreig Krull
The document discusses research on meeting the needs of digital learners through learner support patterns and strategies. A study was conducted of students at two distance universities to determine their academic and technological support needs when using multiple devices for learning. The results showed that students most commonly use smartphones and laptops and access an average of three devices. However, most education does not currently take into account students' use of different devices. The document recommends universities rethink their teaching and support to better address students' diverse technology use.
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
1) Learning analytics seeks new insights from educational data by measuring, collecting, analyzing and reporting data about learners and learning environments to optimize learning.
2) There are three eras of social science research: collecting simple data on important questions; getting the most from little data; and today's "big data" deluge allowing new questions.
3) Educational data can be analyzed through psychometrics, educational data mining, and learning analytics, typically focusing on assessment, learning over time, and wider contexts respectively.
Assessing Transformative Learning Beyond the ClassroomD2L
When the University of Central Oklahoma (UCO) was choosing a new LMS, they knew it needed to be easy to use—but also flexible enough to support their specific goals. With Brightspace, they’ve been able to develop a new way to track learning activities that happen outside the classroom. It’s called the Student Transformative Learning Record (STLR). Now, their students can share the non-academic learning experiences and skills they've gained with graduate schools and potential employers.
Anecdotal claims that Twitter is used for professional learning inspired this Doctoral research. This presentation describes how I interviewed professionals working in higher education about how they used Twitter for learning. Interestingly a number of barriers for professionals use of Twitter arose and are highlighted here.
Similar to SPARK Forum at QUT: Nick Kelly and Steven Kickbusch (20)
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SPARK Forum at QUT: Nick Kelly and Steven Kickbusch
1. Nick Kelly and Steven Kickbusch
nick.kelly@qut.edu.au and steven.kickbusch@qut.edu.au
2. So many questions
• How do teachers currently get support online?
• What support do teachers say that they want?
• What is the impact of online support?
• What is the potential for teachers to support one another online?
3. Overview: Digital methods
• Design-based research
• Creating an online community and studying it
• Disaggregation of data
• Data from ~45,000 early career teachers in Australia
• Primary research
• Quantitative: survey-based and “scraping” of social media
• Qualitative: interview-based and sampling through social media
4. Teachers supporting each other online
Type of community Example of community type Description of example
Nationwide,
government
funded
Scootle Community
http://community.scootle.edu.au
Federal Government supported site (run by Education Services
Australia) to facilitate a social network (Facebook style) around
Scootle resources in particular and the teaching profession in
general. Available to most educators in the country.
Statewide,
government
funded
The Learning Place
http://education.qld.gov.au/
learningplace/
State Government supported site (run by Education Queensland)
with a large and widely used collection of resources for classrooms
and professional development, with social network support (chat,
blogs, learning pathways)
Commercial Facebook groups
https://facebook.com
A widely-used commercial site that supports many diverse groups of
teachers. Some are openly available and some are private; ranging
from the very small to the very large (Author et al., 2016).
Institutional Education Commons (USQ)
https://open.usq.edu.au/course/
info.php?id=62
A Moodle community of preservice and early career teachers
supported by motivated faculty members who provide a library of
articles, videos and mentoring through the site (Henderson, Noble,
& Cross, 2013).
Cross-institutional TeachConnect
http://teachconnect.edu.au
A collaboration between eight teacher education institutions
(universities), supported by the teacher registration body.
5. Method: Data disaggregation
• What is the relationship between types of early
career support and intention to leave the
profession?
• What is the relationship between types of early
career support and job satisfaction?
6. Mining social media
• Data scraping from Facebook
• Use of python, Facebook API, and a server
• Coding scheme
• Sampling from Twitter and Facebook
• Interviews with purposeful selection
• Conveners of groups
8. Findings from studying social media
• Public Facebook groups of teachers:
• Support for declarative knowledge
• Not for situational knowledge (no reflection or modelling of practise)
• Private Facebook groups of teachers
• Support during casual employment
• Accessing collegial support from existing connections
• Support to deal with a challenging work environment
• Applying elsewhere
9. Digital methods: design-based research
• Participation and phases
• Three components (Collins et al., 2004):
1. Is the thing useful?
• Action research
2. What are the transferable design principles?
• Contributing to the next design
3. What is the theoretical contribution
• Why is it useful? Does it confirm existing theory? Give rise to new questions?
11. A space for deep reflection upon
teaching practice.
Pre-service and Early-career
teachers are mentored by
experienced teachers.
Mentorship Circles
Small
Private
Trusted
Stable
13. Outcomes
• All 9 universities in Queensland
• Workshops with PSTs
• Mentoring program
• Online CPD, circles, MET
• Ministerial endorsement and media
• Over 1000 members
• Ongoing development
• Moving towards better online support for teachers
15. One of the things I've found is that if
any one of a group of people with
similar problems asks a question
there's a good chance that the
question will reflect some of the
thinking of their peers.
- Myles Horton
16. References
• Kelly N., Reushle S., Chakrabarty S. & Kinnane A. (2014). Beginning teacher support in
Australia: Towards an online community to augment current support, Australian Journal
of Teacher Education 39(4), pp. 68-82 http://dx.doi.org/10.14221/ajte.2014v39n4.6
• Kelly N., Russell N., Kickbusch S., Barros A., Dawes L., & Rasmussen R., (Under review), A
network of preservice teachers for transition into the profession: TeachConnect as
design-based research, Australasian Journal of Educational Technology
• Kelly N. and Antonio A. (2016). Teacher peer support in social network sites, Teaching
and Teacher Education, 56: 138-149 http://dx.doi.org/10.1016/j.tate.2016.02.007
• Kelly N., Sim S., & Ireland M. (Under review). Slipping through the cracks: Teachers that
miss out on early career support, Asia-Pacific Journal of Teacher Education
• Kelly N., Cespedes M., Clarà M., & Danaher P., Investigating the complex relationships
between teacher education, early-career support, job satisfaction and intention to leave
the profession. Target: Journal of Teacher Education
17. What teachers say they use (2014 study)
• 118 early career teachers
• School support matters
• Online sources matter
• What is actually going on?
Most valued forms of support.
Kelly, Reushle, Chakrabarty, & Kinnane (2014)
Description
Mean ranking
(6 as highest)
St.
Dev.
Support from my school (such as mentoring) 5.09 1.34
Support from other online sources 3.92 1.23
Employee induction program 3.59 1.52
Support from another source not listed here 3.33 1.82
Support from networks formed at university
(including online networks)
2.81 1.68
Beginning teacher networks (such as BETA, the
Beginning and Establishing Teachers’
Association)
2.26 1.03
Editor's Notes
iphone invented 10 years ago in 2007
Talk about regression analysis with 60+ variables and the challenges
Working with a statistician