The document proposes re-launching an online learning program for grades 9-12 and expanding it to lower grades. It outlines a plan to identify successful students and teachers, provide mentorship and support, and conduct ongoing evaluation of technical difficulties and student success. It also discusses staffing needs, training, funding models, and examples of online activities and assessments like discussions, assignments, and presentations. The goal is to prepare students for beyond high school and reduce costs through blended learning strategies.
Tools for Blended Learning AdministratorsRob Darrow
This document provides an overview of a presentation by Rob Darrow on tools for administrators to support blended learning teachers. The presentation introduces iNACOL and defines blended learning. It discusses observing blended learning teachers and provides examples of effective blended models. Tools are presented, including a continuum of learning environments and a rubric for evaluating blended learning implementation. The talk emphasizes that blended learning is student-centric and personalized, with teachers as facilitators. Technology, leadership, and professional development are key factors for successful blended models.
SITE 2014 - Multiple Roles of the Teacher in the K-12 Online Learning Environ...Michael Barbour
The document discusses roles and responsibilities in online education. It describes three main roles: 1) online course designers who develop instructional materials, 2) online teachers who present activities, manage pacing and student interactions, and conduct assessments, and 3) online facilitators who mentor and advocate for local students and proctor exams. It also discusses challenges like the lack of teacher training, high workload for online teachers, and need for more research on best practices.
Online Learning in K-12 Schools- APP4ChungHhchung723
This document discusses online learning in K-12 schools. It defines online learning as instruction delivered via the internet, with teachers and students separated in time or space. Online learning can expand access to education and provide course options for students. It benefits those who need supplemental courses or can't attend physical classrooms. Course management systems help organize online instruction and learning. They provide tools for lessons, assignments, assessments and communication. Online learning allows for flexible, self-paced learning and collaboration with other students. However, teachers need training and resources to design effective online courses. Both teachers and students must also have technology skills and access to fully participate in online learning.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
Blended learning combines online digital media with traditional classroom methods. It is defined as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, or pace. This document discusses various models of blended learning and factors to consider when designing a blended learning environment, including learning styles, pedagogical approaches, and sustainability. The document encourages readers to develop a blended learning methodology for their own course by specifying learning outcomes, activities, and tools.
Models of Blended Learning Webinar_June2011Blackboard
This document discusses different models of blended learning and examples of their implementation. It begins by outlining the challenges districts face in meeting student demand for online learning. It then discusses two models of blended learning implemented at Deltona High School and Kamehameha Schools, focusing on their approaches, lessons learned, and next steps. These include integrating online curriculum, providing professional development for teachers, and expanding hybrid and online course offerings. The document concludes by providing contact information for people involved in these programs and resources for learning more about blended learning.
Tools for Blended Learning AdministratorsRob Darrow
This document provides an overview of a presentation by Rob Darrow on tools for administrators to support blended learning teachers. The presentation introduces iNACOL and defines blended learning. It discusses observing blended learning teachers and provides examples of effective blended models. Tools are presented, including a continuum of learning environments and a rubric for evaluating blended learning implementation. The talk emphasizes that blended learning is student-centric and personalized, with teachers as facilitators. Technology, leadership, and professional development are key factors for successful blended models.
SITE 2014 - Multiple Roles of the Teacher in the K-12 Online Learning Environ...Michael Barbour
The document discusses roles and responsibilities in online education. It describes three main roles: 1) online course designers who develop instructional materials, 2) online teachers who present activities, manage pacing and student interactions, and conduct assessments, and 3) online facilitators who mentor and advocate for local students and proctor exams. It also discusses challenges like the lack of teacher training, high workload for online teachers, and need for more research on best practices.
Online Learning in K-12 Schools- APP4ChungHhchung723
This document discusses online learning in K-12 schools. It defines online learning as instruction delivered via the internet, with teachers and students separated in time or space. Online learning can expand access to education and provide course options for students. It benefits those who need supplemental courses or can't attend physical classrooms. Course management systems help organize online instruction and learning. They provide tools for lessons, assignments, assessments and communication. Online learning allows for flexible, self-paced learning and collaboration with other students. However, teachers need training and resources to design effective online courses. Both teachers and students must also have technology skills and access to fully participate in online learning.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
Blended learning combines online digital media with traditional classroom methods. It is defined as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, or pace. This document discusses various models of blended learning and factors to consider when designing a blended learning environment, including learning styles, pedagogical approaches, and sustainability. The document encourages readers to develop a blended learning methodology for their own course by specifying learning outcomes, activities, and tools.
Models of Blended Learning Webinar_June2011Blackboard
This document discusses different models of blended learning and examples of their implementation. It begins by outlining the challenges districts face in meeting student demand for online learning. It then discusses two models of blended learning implemented at Deltona High School and Kamehameha Schools, focusing on their approaches, lessons learned, and next steps. These include integrating online curriculum, providing professional development for teachers, and expanding hybrid and online course offerings. The document concludes by providing contact information for people involved in these programs and resources for learning more about blended learning.
5 Creative Ways to make Online Trainings InteractiveRaptivity
The document discusses challenges with online trainings such as lack of engagement and disconnect between trainers and learners. It proposes interactivity as a solution, noting how interactivity can bridge gaps and create an experiential learning process. Five creative ways to make online trainings interactive are presented: character dialogs, interactive eBooks, role-based simulations, explorative learning, and game-based learning. Each approach is described as engaging learners and promoting retention of knowledge.
This document discusses pedagogical approaches to blended learning. It begins by outlining some core values of lifelong learning and continuing education. It then provides an overview of Athabasca University as an example of a fully online university. The document proposes two principles: that learning evolves from past technologies, and different social structures determine effective technology use. It outlines three generations of online pedagogy: cognitive/behaviorist, social constructivist, and connectivist. Each generation is associated with different social structures and technologies. The document advocates empowering students to create their own learning networks and interactions through open educational resources and social platforms. Overall, it argues blended learning works best when pedagogy, technology and outcomes are appropriately matched to
BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the R...Michael Barbour
Barbour, M. K. (2013, February). Voracious appetite: Examining the role of the teacher in relation to K-12 online learning. Learning & Sharing Distributed Learning Conference, Vancouver, BC.
Blended learning combines traditional in-person classroom methods with online and digital learning. It allows incorporating different teaching methods and technologies to optimize learning. Blended learning mixes self-paced online learning with live virtual or in-person classroom sessions, allowing a gradual transition from traditional to online. When used for architecture education, blended learning transforms the design studio into a collaborative online and in-person space where students work on project-based learning and receive feedback from peers and instructors in various formats.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This document outlines key aspects of developing online learning courses. It discusses the need for online learning to be personalized and flexible. Effective online teachers require strong communication, technology and instructional design skills. Quality online courses focus on learner-centered practices and involve self-directed learning, active participation, collaboration, authentic assessment and acquiring 21st century skills. The document emphasizes that good teaching, not the medium, facilitates learning in online environments.
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
This document summarizes a presentation on issues that can arise when transitioning a curriculum from face-to-face to online. It discusses problems with instructor readiness for online teaching and static online curricula. It provides strategies for addressing these issues, such as embracing new technologies gradually, determining learning outcomes, and incorporating different types of interactions. The presentation aims to provide information that leads to student satisfaction, retention, and learning.
2016 Personalised learning in a connected worldMike KEPPELL
This document discusses trends in learning spaces and personalized learning. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It also discusses Swinburne University's ecosystem of pathways, vocational education, and work-integrated learning. Guiding pedagogies discussed include authentic learning, authentic assessment, peer learning, and personalized learning. The document emphasizes empowering learners through developing their digital literacies, self-regulated learning skills, and ability to engage in seamless, lifelong learning.
Trends in Digital Learning 2015 (ISTE 2015)Julie Evans
Release of the 2015 report, Trends in Digital Learning: Empowering Innovative Classroom Models for Learning. This latest report from Blackboard and Project Tomorrow details how schools and districts are using new technologies to create the ultimate learning experience. Report highlights how:
Educators are using new technologies to engage students in and out of school
Blended and digital learning translate directly to student confidence and success
Students are reacting to these evolving and innovative classroom models
This presentation is for teachers and school personnel, such as school improvement committees, who are considering implementing blogging in the classroom.
Swinburne University's 2016 Transforming Learning Conference focused on trends, challenges, and spaces for on-campus, online, and blended learning and teaching. The conference addressed these topics for audiences including PAVE, FBL, FSET, and FHAD staff as well as guests and students. Sessions explored interactive, networked, and learner-generated learning approaches and how connected, assessment-oriented models impact students.
University of Texas-Arlington (April 2014) - K-12 Online Learning: What Do Be...Michael Barbour
Barbour, M. K. (2014, April). K-12 online learning: What do beginning educators need to know? A New Teacher Webinar for the University of Texas-Arlington.
This document provides an overview of online teaching for new online instructors. It discusses that online students can perform as well or better than face-to-face students, and outlines objectives like online learning theory, instructional design, quality assurance, and accessibility. Key aspects of online teaching include engaging students, clear communication, and using a constructive approach. Successful online programs provide training, resources, and support for faculty.
Authentic Assessment and Student EngagementMike KEPPELL
The document discusses authentic assessment and its role in empowering student engagement. It defines authentic assessment as engaging students in real-world tasks that simulate real life situations. The key points are:
1) Authentic assessment empowers students by engaging them in complex tasks over time that simulate real work environments.
2) An example of implementing ePortfolios in a Bachelor of Education program is described, where students reflected on their skills and learning over the degree.
3) Characteristics of effective authentic assessment include aligning learning outcomes, content and assessment, distributing student time, and relating tasks to real-world work.
Dragging the digital chain - ICERI Presentation 19 Nov 2013Shani Hartley
This is a slightly edited version of the slides for the International Conference of Education, Research and Innovation 2013 (Seville, Spain) 19 November 2013.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Blended Learning: What does it look like for a teacher?Rob Darrow
This document provides an overview of blended learning from the perspective of Dr. Rob Darrow, the Director of Member Services at iNACOL. It discusses definitions of blended learning, examples of blended learning models that range from more teacher-centered to more student-centered. It also provides examples of what blended learning looks like from the perspectives of teachers and students, with the content and location varying along the continuum. Joining iNACOL is encouraged for those interested in online and blended learning.
Las leyes marítimas nacionales e internacionales establecen normas para la seguridad, protección y prevención en el ámbito marítimo. La legislación marítima internacional es responsabilidad de la Organización Marítima Internacional, mientras que los países adoptan estas leyes. Panamá tiene el mayor registro de buques en el mundo y ofrece ventajas como bajos impuestos y requisitos mínimos. La legislación busca regular aspectos como la seguridad técnica de los buques, la prevención de contaminación y el cumplimiento de convenios internacionales
This document is a resume for Abhishek Kumar who has over 1.4 years of experience as a junior ABAP consultant. He has skills in ABAP programming, reports, smartforms, and various SAP modules. His experience includes projects developing reports, smartforms, batch data transfers, and custom screens for companies in industries like chemicals and construction equipment manufacturing. He holds an M.Sc. in Electronics and B.Sc. in Electronics and has additional SAP training.
5 Creative Ways to make Online Trainings InteractiveRaptivity
The document discusses challenges with online trainings such as lack of engagement and disconnect between trainers and learners. It proposes interactivity as a solution, noting how interactivity can bridge gaps and create an experiential learning process. Five creative ways to make online trainings interactive are presented: character dialogs, interactive eBooks, role-based simulations, explorative learning, and game-based learning. Each approach is described as engaging learners and promoting retention of knowledge.
This document discusses pedagogical approaches to blended learning. It begins by outlining some core values of lifelong learning and continuing education. It then provides an overview of Athabasca University as an example of a fully online university. The document proposes two principles: that learning evolves from past technologies, and different social structures determine effective technology use. It outlines three generations of online pedagogy: cognitive/behaviorist, social constructivist, and connectivist. Each generation is associated with different social structures and technologies. The document advocates empowering students to create their own learning networks and interactions through open educational resources and social platforms. Overall, it argues blended learning works best when pedagogy, technology and outcomes are appropriately matched to
BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the R...Michael Barbour
Barbour, M. K. (2013, February). Voracious appetite: Examining the role of the teacher in relation to K-12 online learning. Learning & Sharing Distributed Learning Conference, Vancouver, BC.
Blended learning combines traditional in-person classroom methods with online and digital learning. It allows incorporating different teaching methods and technologies to optimize learning. Blended learning mixes self-paced online learning with live virtual or in-person classroom sessions, allowing a gradual transition from traditional to online. When used for architecture education, blended learning transforms the design studio into a collaborative online and in-person space where students work on project-based learning and receive feedback from peers and instructors in various formats.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This document outlines key aspects of developing online learning courses. It discusses the need for online learning to be personalized and flexible. Effective online teachers require strong communication, technology and instructional design skills. Quality online courses focus on learner-centered practices and involve self-directed learning, active participation, collaboration, authentic assessment and acquiring 21st century skills. The document emphasizes that good teaching, not the medium, facilitates learning in online environments.
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
This document summarizes a presentation on issues that can arise when transitioning a curriculum from face-to-face to online. It discusses problems with instructor readiness for online teaching and static online curricula. It provides strategies for addressing these issues, such as embracing new technologies gradually, determining learning outcomes, and incorporating different types of interactions. The presentation aims to provide information that leads to student satisfaction, retention, and learning.
2016 Personalised learning in a connected worldMike KEPPELL
This document discusses trends in learning spaces and personalized learning. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It also discusses Swinburne University's ecosystem of pathways, vocational education, and work-integrated learning. Guiding pedagogies discussed include authentic learning, authentic assessment, peer learning, and personalized learning. The document emphasizes empowering learners through developing their digital literacies, self-regulated learning skills, and ability to engage in seamless, lifelong learning.
Trends in Digital Learning 2015 (ISTE 2015)Julie Evans
Release of the 2015 report, Trends in Digital Learning: Empowering Innovative Classroom Models for Learning. This latest report from Blackboard and Project Tomorrow details how schools and districts are using new technologies to create the ultimate learning experience. Report highlights how:
Educators are using new technologies to engage students in and out of school
Blended and digital learning translate directly to student confidence and success
Students are reacting to these evolving and innovative classroom models
This presentation is for teachers and school personnel, such as school improvement committees, who are considering implementing blogging in the classroom.
Swinburne University's 2016 Transforming Learning Conference focused on trends, challenges, and spaces for on-campus, online, and blended learning and teaching. The conference addressed these topics for audiences including PAVE, FBL, FSET, and FHAD staff as well as guests and students. Sessions explored interactive, networked, and learner-generated learning approaches and how connected, assessment-oriented models impact students.
University of Texas-Arlington (April 2014) - K-12 Online Learning: What Do Be...Michael Barbour
Barbour, M. K. (2014, April). K-12 online learning: What do beginning educators need to know? A New Teacher Webinar for the University of Texas-Arlington.
This document provides an overview of online teaching for new online instructors. It discusses that online students can perform as well or better than face-to-face students, and outlines objectives like online learning theory, instructional design, quality assurance, and accessibility. Key aspects of online teaching include engaging students, clear communication, and using a constructive approach. Successful online programs provide training, resources, and support for faculty.
Authentic Assessment and Student EngagementMike KEPPELL
The document discusses authentic assessment and its role in empowering student engagement. It defines authentic assessment as engaging students in real-world tasks that simulate real life situations. The key points are:
1) Authentic assessment empowers students by engaging them in complex tasks over time that simulate real work environments.
2) An example of implementing ePortfolios in a Bachelor of Education program is described, where students reflected on their skills and learning over the degree.
3) Characteristics of effective authentic assessment include aligning learning outcomes, content and assessment, distributing student time, and relating tasks to real-world work.
Dragging the digital chain - ICERI Presentation 19 Nov 2013Shani Hartley
This is a slightly edited version of the slides for the International Conference of Education, Research and Innovation 2013 (Seville, Spain) 19 November 2013.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Blended Learning: What does it look like for a teacher?Rob Darrow
This document provides an overview of blended learning from the perspective of Dr. Rob Darrow, the Director of Member Services at iNACOL. It discusses definitions of blended learning, examples of blended learning models that range from more teacher-centered to more student-centered. It also provides examples of what blended learning looks like from the perspectives of teachers and students, with the content and location varying along the continuum. Joining iNACOL is encouraged for those interested in online and blended learning.
Las leyes marítimas nacionales e internacionales establecen normas para la seguridad, protección y prevención en el ámbito marítimo. La legislación marítima internacional es responsabilidad de la Organización Marítima Internacional, mientras que los países adoptan estas leyes. Panamá tiene el mayor registro de buques en el mundo y ofrece ventajas como bajos impuestos y requisitos mínimos. La legislación busca regular aspectos como la seguridad técnica de los buques, la prevención de contaminación y el cumplimiento de convenios internacionales
This document is a resume for Abhishek Kumar who has over 1.4 years of experience as a junior ABAP consultant. He has skills in ABAP programming, reports, smartforms, and various SAP modules. His experience includes projects developing reports, smartforms, batch data transfers, and custom screens for companies in industries like chemicals and construction equipment manufacturing. He holds an M.Sc. in Electronics and B.Sc. in Electronics and has additional SAP training.
SALMAN SALIM SHAIKH-First Aid CPR Certificate (3)Salman Shaikh
This certificate confirms that Salman Salim Shaikh completed Heartsaver First Aid CPR AED training at Lifesupporters Institute of Health Sciences in Mumbai, India on September 11, 2016. The certificate is issued by instructor Dr. Pallavi Kamble and expires in September 2018.
Lucy Hogg, Voluntary Norfolk, BIG Assist conf presentationelizabethpacencvo
This document discusses developing a mixed economy for funding infrastructure by examining trends in an organization's income sources over the past 5 years. It notes that income from government grants has decreased by 75% and funding from private trusts and foundations has decreased by 66%, while income from service delivery contracts has increased by 15% and income from providing back office charity services has increased by 20%. It also outlines challenges around balancing infrastructure support with direct services, strengthening their membership offer, and identifying new funding streams.
Sahar Mohammad Ahmed ALMomani is a Jordanian telecommunication engineer seeking a challenging position utilizing her skills in networking, data communication, and communication technologies. She has a Bachelor's degree in Telecommunication Engineering from Yarmouk University in Jordan and certificates in Cisco CCNA and IELTS. Her experience includes a 6-month IT helpdesk internship at ARABTEC and implementing a home security system using Arduino and GSM technology for her university project. She is proficient in English, Arabic, AutoCAD, C++, Microsoft Office, research techniques, and working in a team environment.
Alexander Lau completed a semester break internship where he assisted with various thin film deposition and characterization tasks. He read about topics like XRD, thin films, and crystal structures. Lau helped operate CVD equipment, scanned samples under an SEM, and assisted with preparing zinc oxide powder. Through these experiences, Lau learned about thin film deposition techniques, Bragg's law, and factors that influence XRD peak shapes. He also identified optimal conditions for depositing aluminum nitride thin films.
Daniel Serra is one of Sweden's foremost experts on Viking Age cuisine. He offers lectures and workshops on historical food cultures ranging from the Viking Age to the 17th century in Scandinavia and Europe. Some example lectures include reconstructing Viking Age food culture without recipes and food preferences in Scandinavia during the Middle Ages and Renaissance. Workshops allow participants to cook and eat menus from historical periods. Prices vary depending on the event type and are intended to cover Daniel's travel and accommodations.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
This document discusses how Twitter was used to increase student engagement at Kendall College. Faced with a challenge of low retention rates, the college implemented a "Twitter experiment" across 13 hashtags and 10 professors. Students were prompted to do research, connect with industry leaders, and share ideas to engage with each other and faculty. Results showed that Twitter helped affirm student knowledge through interactions like followers, retweets and replies. While technical issues arose, overall Twitter was found to be a useful engagement tool when implemented properly with training for students and faculty. The document provides recommendations and resources for others wanting to integrate Twitter into their classes.
Emerging Technology for Accountants KAREN RANDALLkjrand
The document describes a constructivist-based instructional design model for blended learning. It discusses using a blended learning approach that combines online and face-to-face learning. The role of the lecturer is as a facilitator who guides students' knowledge construction through active and collaborative learning activities. An example implementation uses Google Docs and Forms to facilitate collaboration between accounting students on case studies and assignments. Student feedback indicated that the approach improved engagement, interaction and independent learning compared to traditional instruction.
The webinar discussed several effective practices for online and blended education. Dr. Bob Blomeyer presented on the Online Educator Self-Efficacy Survey (OESES), a valid and reliable tool for assessing online educator professional development. Research shows the OESES effectively measures changes in educator self-efficacy after completing online training. Dr. Len Bogner and Dr. Bucky Dodd discussed blended education at the University of Central Oklahoma, emphasizing flexibility, choice in learning strategies, and connecting delivery modes to enhance student engagement. Dr. Owen Hall presented on conditional release technologies, which provide self-paced, modularized content to supplement management education.
This document discusses hybrid learning models, which combine online and in-person learning. It defines hybrid learning and outlines some key principles and teaching scenarios. The document notes that trends like disruption are driving a need for more responsive education models. It also summarizes research on schools' responses to COVID-19 and frameworks to help guide the shift to hybrid learning practices. Resources for planning and implementing hybrid learning are provided.
FETC 2019 New Digital Principal Julie Evans 012919Julie Evans
This document provides an overview of a presentation by Julie Evans on identifying leadership characteristics of new digital principals. Some key points:
- Project Tomorrow conducts the annual Speak Up research project to collect feedback from K-12 students, teachers, parents, and administrators on digital learning to inform education policy.
- New research identified two types of principals leading the shift to digital learning - "Digital Evangelists" who prioritize new classroom models and education equity, and "Digital Instructional Coaches" who focus on supporting teachers' professional development.
- Factors driving the emergence of the "New Learning Leader" principal profile include districts seeing effective leadership as key to student outcomes and principals facing challenges in mot
Talis Elevate is a digital tool being piloted at the University of Lincoln and Anglia Ruskin University to support pedagogical development and make learning more visible. It was used by over 200 students across various disciplines at Lincoln and over 1000 students at ARU. The tool allows for discussion, annotation of resources, and analytics of student engagement. Initial findings found high levels of student engagement, improved attainment of distance learners, and insights into student preferences that enabled adjustments to teaching delivery. Challenges included some cohorts being less willing to openly discuss, but successes included facilitated student-student collaboration and co-creation of knowledge.
The document discusses student preferences for learning environments and technology use based on two studies. The ECAR study found that 75% of students say technology helps them achieve academically and 70% learn most in blended environments. The PLU MISO study found 56% of students have laptops and that students want instructors who use technology and train them to use it. The document then discusses the benefits of blended learning, including improved instructional design, engagement, and learning opportunities. It summarizes a meta-analysis finding blended learning has advantages over fully online or face-to-face courses in areas like performance and satisfaction.
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
This document summarizes research on blended and digital learning. It finds that blended learning can be as effective as traditional learning, though some students may struggle more online. Research shows blended learning develops independence and skills beyond the classroom. However, teaching methods often rely more on lectures than interaction. Strong design, social connection, and teaching quality are keys to student success online. Sources offer further guidance on implementing blended models.
Learner interaction in_elearning_lamar_research_institute_3-21-14Lamar University
The document discusses learner interaction in e-learning, including the growth of online learning. It outlines four types of learner interaction: learner to content, learner to instructor, learner to learner, and learner to interface. For each type of interaction, the document discusses purposes, benefits, examples and tools/strategies to facilitate interaction. It concludes with future trends in connected learning and the need for quality frameworks to measure online learning.
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
This document summarizes a presentation about evaluating blended learning implementations. It discusses:
1) Key research from Project Tomorrow on the state of blended learning in K-12 schools, finding it is implemented in many schools and seen to have benefits like increased personalization and engagement.
2) Challenges principals face in implementing blended learning like ensuring student access to technology and developing models of student responsibility.
3) How school administrators currently measure impact, most commonly through teacher and student feedback and achievement results.
4) Details of two efficacy studies Project Tomorrow conducted on blended learning, including factors that affect outcomes and limitations in isolating blended learning impact. Key findings showed maturity in the blended learning model and consistency in
Empowering the Instructor with Learning AnalyticsMichael Wilder
This document summarizes a presentation about leveraging data to improve online courses. It discusses using learning analytics to interpret student data in order to assess progress, predict performance, and identify issues. A case study examines data from a journalism course, including tracking reports from the learning management system and server logs. Surveys, journals, and other qualitative data provided insights. The analysis revealed opportunities to improve assignments, module organization, and support for different browsers/devices. Overall, learning analytics can help instructors understand student engagement and iteratively enhance online curriculum.
The document presents an analysis of applying an Interactive Learning Taxonomy (ILT) framework in an online course. The ILT aims to promote interactivity through student-content, student-teacher, and student-student interactions. The study examines an online teaching course where students designed blog lessons applying the ILT stages of invitation, involvement, investigation, insight, and implementation. Preliminary data found the ILT supported reflection, thinking, discourse, and transforming learning when interactivity replaced passivity.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Collaborating in the development of learning literaciesSEDA
The document discusses collaborating across professional groups to integrate learning literacies for staff, students, and policies. It begins with learning outcomes and introduces three case studies on staff development at City University, student development through the University of Manchester's "My Learning Essentials" program, and policy development at Queen Mary University of London. Participants then engage in a world cafe discussion on the topics before reflecting. The goal is for developers across fields to work together to facilitate integrated development of various literacies and embed them within curricula. Challenges include differing perceptions of literacies and ensuring approaches are sustainable and reach all students.
Pedagogical practices of K-12 online global collaborative educatorsJulie Lindsay
This document summarizes research on the pedagogical practices of K-12 educators who implement online global collaboration. It discusses what online global collaboration is, why it is important, and outlines barriers and enablers. It presents emerging pedagogical practices like adopting constructivist and connectivist approaches. Interviews with global educators revealed attributes of having a "Global Collaborator Mindset" and implications for adopting a whole school approach to online global collaborative learning.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Taylormel7010 8 8
1. Plea for Online Learning
at the K-12 Level
Megan Taylor
EL7010-8 Dr. Linda Collins
Online Learning for the K-12 Students
2. Introduction
For this assignment, I have been asked to speak to the
board of education to promote the benefit of online
learning in my organization, Sumter Christian School. I
will utilize all previous information up until this point in
time, in order to persuade the board of education to allow
me to do a re-launch of the current online program for the
previously identified grade levels.
3. Ideas for the Program
• The re-launch of the program will focus on grades 9-12 first,
and then trickle down into the middle school, and eventually the
elementary level.
• The idea and hope for the program is to utilize a blended
strategy to cost down on costs
• To help prepare students for their lives beyond high school
• New Technologies
5. Plan for Execution
• Identify successful students
• Identify teachers needs so they are
• Successful teachers
• Excel professionally
• Excel personally
6. Plan for Execution
• Mentor Students
• Comfortable communication
• Encompass onsite activities
• Clinical experience is fundamental
• Explore options
7. Staffing Needs and Successful
Implementation
• Technical Support Staff
• Program Coordinator
• Instructional Designer
• Trainers
8. Staff Requirements
• Teacher has educational background in subject being taught
• Teacher has certification to teach area
• Teacher possess technology skills
• Guides and facilitates individualized learning
• Has the want to continue professional development
9. Staff Training and Development
• Importance of recognizing the critical role of professional
development
• Expand teacher knowledge
• Impact on student success
• Strategies for design and delivery
10. Plan for Funding
• In-house as much work as possible
• This will keep many expenses low such as
• Designing
• Developing
• Specific Instructional Philosophies
11. Plan for Running the Program
• School Principal
• Online Director
• Head of Online Functions
• Mainly me
•Designer
•Facilitator
•Teacher
12. Student Support Services
• Students will have access to
• Their teacher
• Their peers
• The course materials
• Their parents
• Their principle
13. Using E-Portfolios
Advantages
• Used for
• assessments
• Team work
• Presentations
• CV
• Recording personal growth
Disadvantages
• Complicated
• Need knowledge of how to set up
and work properly with
• Synchronous technologies
• Asynchronous technologies
• Time consuming
• Unnecessary at current time
14. Proposed Activities for Students
• Activities will include
• Discussions
• Written Assignments
• Collaborations
• Presentations
15. Example Activity for Students
Unit in American History ~ A Nation Divided and United ~ Slavery Issues
• Complete
• Weekly written assignments on assigned materials
• Participate in discussions with peers
• One initial post
• Two response posts to classmates
• Participate in collaborative assignments
16. Example Activity for
Students
This activity will require you to research information about Internet
safety and security issues. You will be reading, learning, researching,
and reporting on information that you found. It is very important that
you find, research and report on credible sources. Credible academic
resources would include, .gov, .edu, .org, and peer reviewed article
resources. You will be required to present the information that you
have found in a PowerPoint Presentation, or any other Presentation
software that you may feel comfortable with. Find definitions for spam
and phishing. Identify why passwords, and having antivirus protection
is important. Identify what is meant by "the internet is forever".
Identify a minimum of three issues with cyberbullying.
17. Evaluation of Program Success
• Program
• Technical difficulties?
• Student Success
• How do the student do?
• Expansion of the program into the middle and elementary levels
• Is this likely?
18. Conclusion
Overall, if I put in enough time, and effort into this relaunch of the
program, I really think that not only can we pull it off, but in the long
run it will promote the Christian school. I also believe that with the
extra effort, that eventually all classes could become blended, which
would take a lot of stress, time, and financial burden off of the
teachers.
Please take into consideration all that had been presented here. I
know that this program can and will work, and will be beneficial to all
who are involved.
19. References
• Archambault, L., & Larson, J. (2015). Pioneering the digital age of instruction: Learning
from and about k-12 online teachers [PDF]. Journal of Online Learning Research, 1(1),
49-83. Retrieved from https://www-editlib-org.proxy1.ncu.edu/p/149852/
• Baggio, B., & Belderrain, Y. (2011). Authentic learning [PDF]. Global Learn, pp. 976-
980. Retrieved from http://www.editlib.org.proxy1.ncu.edu/p/37286/
• Barrett, H. (2007). Researching electronic portfolios and learner engagement: The reflect
initiative [PDF]. Journal of Adolescent & Adult Literacy, 50(6), 436-449. Retrieved from
http://eds.b.ebscohost.com.proxy1.ncu.edu/eds/detail/detail?sid=ac0eade1-4187-
428db8221343d5346408%40sessionmgr111&vid=0&hid=126&bdata=JnNpdGU9ZWRz
LWxpd mU%3d&preview=false#AN=24253507&db=ehh
20. References
• Brunette, L. (2013). Embracing technology with e-portfolios [PDF]. Exchange, (209),
26-29. Retrieved from
http://eds.b.ebscohost.com.proxy1.ncu.edu/eds/detail/detail?sid=f4310992-
89044270be6df94b0d4a3ebe%40sessionmgr102&vid=0&hid=126&bdata=JnNpdGU9Z
WRzLWxpdmU%3d&preview=false#AN=84731838&db=ehh
• Curtis, H., & Werth, L. (2015). Fostering student success and engagement in a k-12
online school [PDF]. Journal of Online Learning Research, 1(2), 163-190. Retrieved
from https://www-editlib-org.proxy1.ncu.edu/p/150962/
• DiPietro, M., & Sivy, M. (2011). Virtual school teaching: Establishing a framework for k-
12 virtual school professional development programs [PDF]. Society for Information
Technology & Teacher Education International Conference, pp. 3447-3453. Retrieved
from http://www.editlib.org.proxy1.ncu.edu/p/36854/
21. References
• Hassel, B., & Hassel, E. (2012). Teachers in the age of digital instruction. In B. Hassel,
E. Hassel, F. Hess, T. Battaglino, M. Battaglino, E. Laurans, . . . J. Chubb (Authors) & C.
Finn, Jr & D. Fairchild (Eds.), Education reform for the digital era (pp. 11-33) [e-book].
Retrieved from http://www.edexcellencemedia.net/publications/2012/20120425-
education-reform-for-the-digital-era/20120425-Education-Reform-for-the-Digital-Era-
FINAL.pdf
• Heafner, T. L. (2012). Windows into teaching and learning [WiTL]: Exploring online
clinicals for a distance education social studies methods course [PDF]. Society for
Information Technology & Teacher Education International Conference, pp. 4594-4615.
Retrieved from https://www-editlib-org.proxy1.ncu.edu/p/40335/
• Mayes, R., Luebeck, J., Ku, H., Akarasriworn, C., & Korkmaz, O. (2011). Themes and
strategies for transformative online instruction: A review of literature [PDF]. Global
Learn, pp. 2121-2130. Retrieved from https://www-editlib-org.proxy1.ncu.edu/p/37455/
22. References
• Morrison, J., Adelstein, D., & Barbour, B. (2013). K-12 online course development:
Examining developer perceptions [PDF]. Society for Information Technology & Teacher
Education International Conference, pp. 4133-4139. Retrieved from
http://www.editlib.org.proxy1.ncu.edu/p/48769/
• Natale, C. F. (2011, July). Teaching in the world of virtual k–12 learning: Challenges to
ensure educator quality [PDF]. Retrieved from
https://www.ets.org/s/educator_licensure/ets_online_teaching_policy_final_report.pdf
• Norfleet, W., & Walker, K. (2010). Becoming an effective virtual professor [PDF]. E-
Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education, pp. 279-282. Retrieved from https://www-editlib-
org.proxy1.ncu.edu/p/35552/
23. References
• Pan, S., & Franklin, T. (2010). Teacher’s self-efficacy and the integration of web 2.0 tool/applications in
k-12 schools [PDF]. Society for Information Technology & Teacher Education International Conference,
pp. 2830-2837. Retrieved from http://www.editlib.org.proxy1.ncu.edu/p/33798/
• Peterson, M., Hittie, M., & Tamor, L. (2002, June 25). Authentic, multi-level teaching: Teaching
children with diverse academic abilities together well. Retrieved February 17, 2016, from
http://www.wholeschooling.net/WS/WSPress/Authentic%20MultiLvl%206-25-02.pdf
• Tucker, M. (2012). The effect of an orientation program on retention of an online learning educational
program (Doctoral dissertation, Walden University, United States). Retrieved from https://www-editlib-
org.proxy1.ncu.edu/p/123584/
• Watson, J., & Gemin, B. (2009). Management and operations of online programs: Ensuring quality and
accountability. [PDF]. International Association for K-12 Online Learning. Promising Practicing Series.
Retrieved from http://files.eric.ed.gov/fulltext/ED509622.pdf
Editor's Notes
Hello, my name is Megan Taylor. I will be discussing my plea for online learning at the k-12 level. This presentation is being presented to fulfill my last signature assignment project for the Online Learning for the K-12 Students course, taught by Dr. Linda Collins. I will answer any questions that you may have at the end of this presentation, so please feel free to take notes.
For this assignment, I have been asked to speak to the board of education to promote the benefit of online learning in my organization, Sumter Christian School. I will utilize all previous information up until this point in time to persuade the board of education to allow me to do a re-launch of the current online program for the previously identified grade levels.
I will discuss the overall ideas for the program, the plan for execution, plan for staffing, staff requirements, staff training and development ideas, funding concerns and resolutions, plans for running the program, student support services, e-portfolios, and proposed activities for students to complete.
The proposed revisions for the organization will be for grades 9-12. Eventually, the hope for the online program is to utilize a blended strategy, to cut-down on material costs for both the teachers and the students. While not all students are able to complete their courses completely online, but by physically attending classes during school hours, and then completing assignments and submitting them via the virtual classroom, all the students in the high school portion of the school will become familiarized with the way an online learning environment works, which is very important because, they will ultimately be faced with similar situations upon high school completion, when they enter college, or the workforce. By updating the program that the Christian school currently has, it is allowing for the students to utilize technologies that they will ultimately need to prepare them for the 21st century job market (Pan & Franklin, 2010).These updates and new technologies will allow for the use of collaborative tools where the students will have more interaction between themselves, between themselves and the teachers, and themselves and the course content.
The evaluation process for students enrolled in the online program could be seen within their grades. Perhaps this method seems too easy, but with being so involved with active learning and communicating with teachers, the best evaluation for the student would be to keep an eye on their grades. Because it is an online program, access to grades would be available all of the time. With this versatility, there should be no better way to evaluate the student of whether they are understanding the materials or not. Because of constant contact between student and teacher, and teacher and parent, the evaluation of the student's current grades should be easily maintained. This should never leave the parent wondering how their child is doing in a certain area or subject.
According to Mayes, Luebeck, Ku, Akarasriworn, and Korkmaz (2011), students not only choose online learning because of convenience, or more one on one time with the instructor, but they also choose it because feedback is a lot faster than in a traditional setting. There are many effective assessment techniques in an online course. Some of these techniques include, projects, portfolios, self assessments, peer evaluations, threaded discussions, online chats, times quizzes, weekly assignments with immediate feedback, and the use of grading rubrics (Mayes et. al, 2011).
I would comfortably say that by having students succeed in the implemented program, and eventually being about to expand the program to the lower grade levels within the school, that this would qualify as success of the program. It is also important to keep in mind that the more students who successfully complete their education by using this online program, the more possible new students could hear about it and want to enroll in the program. More students enrolling would also be considered a success.
First, it is important to identify characteristics of a student that will be successful in an online program. According to Tucker (2012), a student who is self-motivated, who possess exceptional time-management skills, and who is confident in abilities, is usually going to be a successful online student. Online students are responsible for taking active control of their participation and learning in an online environment. Just as it is important for online students to be successful, it is just as important or more important for teachers to make sure students are successful in an online environment. Successful teaching involves, motivating students despite barriers that may occur, helping students with time management, building the students' social skills and presence in the online environment, mentoring the student and modeling life skills, handling situations that may impede the student's learning, helping students develop a higher order of thinking, and taking responsibility for a student's learning outcome (Hassel & Hassel, 2012).
The plan for mentoring the students is to have the students get and be comfortable with communicating with the teacher. By means of communication, whether it be telephone, text, or email, it is very important that the student maintains communication with the teachers, and vise versa. By keeping the lines of communication open at both ends, it will be easier for the teacher to mentor the student. Curtis and Werth (2015) points out that it is also important for the student's parents to be available to keep the student motivated and serve as a mentor for the student, as well as the teacher.
Curtis and Werth (2015), noted in their study that frequent communication between the school and the parents, had an impact on achievement of the student. The most successful students were the ones who had parents who communicated with the school regularly. Providing resources for the parent's so that they are able to help their child with homework, is also a very important part of communicating with one another and being able to provide mentoring services to the student (Curtis & Werth, 2015).
Even though the students have a set curriculum that they must learn, online learning is different compared to traditional courses, because it allows for the teacher to take more one on one time with each student so that their learning is more customized to each individual student. This is where the biggest part of the mentoring comes in.
According to Heafner (2012), a well designed and sufficiently supervised clinical experience is fundamental to developing a deep understanding of the pedagogical knowledge and skills required to promote student learning. With that being said, because the student is a virtual student, being able to complete a clinical successfully is not always possible. It is for this reason that teacher educators look for ways in which will benefit the students experience into a meaningful opportunity to observe and explore course content in a diverse setting (Heafner, 2012).
Additional Technical Support Staff - This is important because, if there is a problem with the educational website, and platform, it will be important for a member of the technical staff find, and quickly fix the problem. Morrison, Adelstein and Barbour (2013) state that with all of the advancements in internet technologies, there is an increased need to bring course development into a more formal process and increase the amount of technical support for instructors engaged in the process.
Program Coordinator - This again, as lead online facilitator, I will assume this role as well. This responsibility should be shared by the owner of the school, and myself since this new program implementation was my suggestion to start with.
Instructional Designer - This will be my ideas, but will come to life with an actual outsourced instructional designer.
Trainers - Once again, for the teachers who are already teaching online, which currently is myself and two others, we will explore the new online environment together, and since it was my ideas, and suggestions, I will be the trainer, per se, for the other two staff members. We will start 'training' three weeks prior to the start of the new school year.
If the teacher possess both an educational background and a certificate in the subject being taught, then research shows that the students will be more likely to pass the course, and have higher grades in that course compared to a teacher who is just certified in the subject area, but does not have an educational background in the subject (Natale, 2011). The teacher must possess the necessary technology skills to teach online. The teacher needs to be able to effectively use word processing programs, spreadsheets, and presentation technologies. The teacher can also use web browsers, email applications, correct online etiquette, and can trouble shoot hardware and software issues. The teacher will also utilize both synchronous and asynchronous technologies and stay current with emerging technologies and trends.
A teacher who guides and facilitates individualized learning will be comfortable and confident using online instructional material. They will also be comfortable with learning management systems to utilize communication and instructional tools (Norfleet & Walker, 2010). These teachers must also maintain a high level of communication with the student, and the students parents.
It is very important for online faculty to stay up to date with current trends and technological advances. In order to stay up to date with these ever changing technologies, continuous professional development is a must (Archamboult & Larson, 2015).
By recognizing the critical role of professional development to expand the teacher’s knowledge and subsequent impact on the student’s academic success, it is important to consider the best strategies for designing and delivering professional development experiences to have the greatest impact on the use of instructional practice (DiPietro & Sivy, 2011). State-led K-12 virtual programs provide virtual school teachers with the knowledge and skills necessary to take full advantage of the online instructional content. Approaching the design of a virtual school professional development program, with a focus on preparing the virtual school teachers for planning their content, pedagogic, and technological knowledge to optimize the online instructional context, can increase the overall quality of the educational experience offered to the students enrolled in virtual school courses (DiPietro & Sivy, 2011).
Because of the current financial situation with the school, I propose to do as much of the work as I possible can, myself. I have an idea of how the courses and virtual classrooms so be designed, so to save the most money possible, the need for one developer will be necessary, but I will tell the web developer what to do and how things should be set up. Watson and Gemin (2009) point out that some reasons to develop content internally include, the need to keep courses within state guidelines, to link content creation to teaching online that involves teachers that are full-time, it is less expensive than having an outside company develop all the course materials and contents, and lastly, the support of specific instructional philosophies my not be supported by the course venders.
The main idea for running the program is to pretty much keep everything like it currently is. There will only be a few minor changes. Currently, the school principle is in charge of all design, and materials that are presented in the online program that is offered. I will seek to readjust the workload from him, to myself. He will of course still have final say of all operations. Since it was my idea to redesign how the online program works, and how students will participate with one another in the online program, I will take responsibility to become the online director. The head of online functions will come to me first, ultimately to be passed or denied by the principle. I have redesigned the course classrooms, and I am the main online facilitator and teacher. Hopefully with the new design of the school online site, and classrooms, it will be easier to navigate both by the students, and the teachers. This is where teacher training comes in, and hopefully it will be easier to move classes to a more blended approach, in the long run. For now because I am only exclusive online teacher, once the program moves towards a more blended approach, I will be the go-to person that will deal with all technical difficulties that other teachers may encounter.
Student support services vary by what the student needs. For example, if the student is having difficulty with an assignment, then the student could ask for help from a parent, and if this is unsuccessful, then they could go to their teacher. If it has to do with a specific discussion, then perhaps the student could go over their question with a classmate. Most of the time however, if the student went back and looked through the class materials, they will more likely find an answer to their question. However, if a student is having issues accessing their online courses, then they would ultimately need to speak to their teacher, and if the teacher is unable to resolve the issue, then the principle would be the next step of support service. It is very important that the students know they have a support system in place for them if and when they need it.
As Brunette (2013), discusses, e-portfolios can have many different uses in the K-12 environment. For instance, Brunette gave an example of her experience with using the e-portfolios as an assessment tool for teachers and children in the lower grade levels of pre-k and kindergarten. Barrett (2007) states that e-portfolios are used in the academic setting to document the learning process and growth for learners of all ages. Barrett (2007) also states that portfolio use in the K-12 environment is used for finding a balance between using the portfolios and supporting the learning process and using them for accountability. As Barrett (2007) points out, not much research has been conducted on the use of e-portfolios in the K-12 learning environment. I feel that it is important to expand on the limited research so that professionals will be able to see if the e-portfolios are really useful or not at this stage. I think that for the case of the Christian School, that the use of e-portfolios would just confuse an already confused staff. Once the new curriculum and ways of doing things has been in force for a couple of years, and the staff is well-trained and comfortable with the ins and outs of the new system, then I would recommend that e-portfolios could be used, if the teacher wishes. I would say that only high school students, who are actively seeking employment or who knows that they immediately wish to continue their education in the college or university setting would need to concern themselves with keeping an e-portfolio for academic and employment purposes.
While students are enrolled at Sumter Christian School, and online classes they will be required to participate in classroom discussions, complete written assignments, be part of a team in collaborative assignments, and create and present presentations. It is important for students to become familiar with these types of activities, because, more and more employers are taking advantage of collaborations and presentations. Also, if the student is going to go to college right out of high school, then it will be easier for them to transition because they will have a better understanding of what will be expected of them. By incorporating all of these different kinds of activities, we are taking a step towards better preparing students for personal, professional, and academic adventures in their lives.
Baggio and Belderrain (2011), state that learning is perceived as an active, intentional, constructional practice. It is important for the learners to engage in the learning and be responsible for creating knowledge. It is essential for designers and teachers to create and facilitate an optimal environment for authentic learning. The most important thing to remember with authentic learning, is that is moves away from teacher centered activities, and moves toward learner-centered activities. Active learning from the student is the number one priority when discussing authentic learning (Baggio & Belderrain, 2011).
Peterson, Hittie, and Tamor (2002), note a few principles of authentic instruction. These aspects include, authentic learning, higher order thinking, students interests, choices, power, and voice, as well as focusing on collaborative learning, reflecting and growth and effort-based evaluations.
This activity will require you to research information about Internet safety and security issues. You will be reading, learning, researching, and reporting on information that you found. It is very important that you find, research and report on credible sources. Credible academic resources would include, .gov, .edu, .org, and peer reviewed article resources. You will be required to present the information that you have found in a PowerPoint Presentation, or any other Presentation software that you may feel comfortable with. The purpose of this activity is to bring awareness to a real problem. Students are often on the internet and social media sites in their everyday lives. It is not only up to school officials, teachers, and parents to bring awareness to this issue, but it is also up to the student to make sure they know the issues with internet safety and stay informed about the different dangers that are all too real when participating in these activities.
There is a revolving door that can be used to evaluate the success of the program. As you can see in the picture, this circle incorporates five dimensions for evaluating success. First, there is the strategy. This means that the program should have been strategically planned out. Secondly, is value. Is the program a valuable part of the school? Are the students learning valuable information when participating in the online program? Third is people. Who is designing the material? Are they qualified to do so? Who is the audience of the material being presented? Fourth comes the process. How will this process work? Will the process be time consuming? Will it be functionable? Technology is last. Will the technology be up-to-date? Will the hardware and software be able to handle the necessary load for the school?
All of these things need to be taken into consideration when planning the program. The evaluation process has many aspects. Some of them include, how the students did in the program, and was the launch of the program successful? Was the program easy enough to expand into the middle and elementary levels of the school?
Overall, if I put in enough time, and effort into this relaunch of the program, I really think that not only can we pull it off, but in the long run it will promote the Christian school. I also believe that with the extra effort, that eventually all classes could become blended, which would take a lot of stress, time, and financial burden off of the teachers.
Please take into consideration all that had been presented here. I know that this program can and will work, and will be beneficial to all who are involved. Are there any questions that I can answer? Thank you so much for all of your time this morning.