This document summarizes a research study about teachers' use of Web 2.0 tools in K-12 virtual classrooms. The researchers conducted an anonymous online survey of 44 teachers and a follow-up blog discussion. The survey found that teachers were interested in using Web 2.0 tools but lacked training. It also found the top reasons teachers gave for not using these tools were lack of training and time. The discussion revealed teachers wanted more professional development opportunities to learn how to integrate these tools effectively. The researchers concluded that providing teachers with training and support was essential for the successful adoption of Web 2.0 tools in virtual classrooms.
Challenges and Opportunities for Promoting Success among the Successful using...Timothy Harfield
How can a university that already has very high levels of student performance and retention use data from its Blackboard® learning management system to identify effective teaching practices and at risk students? Based on experience gained from a year-long pilot of Blackboard Analytics™ for Learn at Emory University, this presentation will discuss (1) several unique challenges associated with the use of Blackboard Analytics™ to monitor high performing students, (2) the value of Blackboard Analytics™ as a data warehouse against which to run custom queries and apply more sophisticated data mining techniques, and (3) several preliminary insights obtained through the application of those techniques at Emory University.
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
Challenges and Opportunities for Promoting Success among the Successful using...Timothy Harfield
How can a university that already has very high levels of student performance and retention use data from its Blackboard® learning management system to identify effective teaching practices and at risk students? Based on experience gained from a year-long pilot of Blackboard Analytics™ for Learn at Emory University, this presentation will discuss (1) several unique challenges associated with the use of Blackboard Analytics™ to monitor high performing students, (2) the value of Blackboard Analytics™ as a data warehouse against which to run custom queries and apply more sophisticated data mining techniques, and (3) several preliminary insights obtained through the application of those techniques at Emory University.
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
This is a short presentation given at University of Texas-Arlington meant to introduce the read/write web to Texas educators faced with living up to the challenges of the 2006-2020 Long Range Plan for Technology.
Edbrix offers a complete E-Learning platform for students and teachers worldwide at all grade levels from K-12 to Higher Education and beyond. In addition, Edbrix leverages social networking technologies that everyone is familiar with and integrates into the learning environment in a safe and secure fashion. It utilizes the power of Google Apps and Microsoft 365 to deliver solutions with a minimal learning curve in a structured manner.
5 Formative Assessment Tools for the Millennial EducatorLiveTiles
As we move into the digital world, teachers are more concerned with how children are learning rather than their test scores. Here are five assessment tools that the digital world has to offer.
This is a first draft for my poster on web 2.0 tools in PETE programs. It is a poster that illustrates work in progress. It will be presented at the National AAHPERD conference in April, 2009.
Alternative Assessment Using Web-based Toolssammydog
Are papers and exams the best way to measure student learning for your course? Are students integrating your content into their personal knowledge bases in a meaningful and useful way? Do students find your assessments interesting and engaging? If your answers to any of these questions are ‘no’ or ‘maybe not’, then you might want to consider some of the alternative assessments made feasible by the variety of web-based tools available today. This presentation will discuss and provide examples of alternative assessments using such tools as Wikis, Blogs, Podcasts, Google Docs, e-Portfolios, and web-based presentation tools. Each of these tools provides student-friendly applications that will allow you to assess student learning in an engaging fashion. These strategies also can offer a ‘real world’, authentic perspective that is difficult to achieve with the more traditional assessment strategies.
The Resultsof Web2.0 11 12 09 Slideshareguest576a2ab
This version of the Web 2.0 case study presentation was presentated at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
This is a short presentation given at University of Texas-Arlington meant to introduce the read/write web to Texas educators faced with living up to the challenges of the 2006-2020 Long Range Plan for Technology.
Edbrix offers a complete E-Learning platform for students and teachers worldwide at all grade levels from K-12 to Higher Education and beyond. In addition, Edbrix leverages social networking technologies that everyone is familiar with and integrates into the learning environment in a safe and secure fashion. It utilizes the power of Google Apps and Microsoft 365 to deliver solutions with a minimal learning curve in a structured manner.
5 Formative Assessment Tools for the Millennial EducatorLiveTiles
As we move into the digital world, teachers are more concerned with how children are learning rather than their test scores. Here are five assessment tools that the digital world has to offer.
This is a first draft for my poster on web 2.0 tools in PETE programs. It is a poster that illustrates work in progress. It will be presented at the National AAHPERD conference in April, 2009.
Alternative Assessment Using Web-based Toolssammydog
Are papers and exams the best way to measure student learning for your course? Are students integrating your content into their personal knowledge bases in a meaningful and useful way? Do students find your assessments interesting and engaging? If your answers to any of these questions are ‘no’ or ‘maybe not’, then you might want to consider some of the alternative assessments made feasible by the variety of web-based tools available today. This presentation will discuss and provide examples of alternative assessments using such tools as Wikis, Blogs, Podcasts, Google Docs, e-Portfolios, and web-based presentation tools. Each of these tools provides student-friendly applications that will allow you to assess student learning in an engaging fashion. These strategies also can offer a ‘real world’, authentic perspective that is difficult to achieve with the more traditional assessment strategies.
The Resultsof Web2.0 11 12 09 Slideshareguest576a2ab
This version of the Web 2.0 case study presentation was presentated at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
The Resultsof Web2.0 11 12 09 SlideshareAndy Petroski
Version of Web 2.0 case study presentation presented at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
The results of "Implementing Web 2.0 in the Classroom" - PETE&C 2009Andy Petroski
In the summer of 2008 Harrisburg University conducted an educator’s workshop, “Web 2.0 in the Classroom.” Workshop participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations including benefits, obstacles and learning outcomes.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Teachers’ perceptions and experiences using web 2.0 tools in the k 12 virtual classroom 041910
1. Teachers’ Perceptions and Experiences Using Web 2.0 Tools in the K-12 Virtual Classroom Research Team: Dr. Raquel Mongillo rmongillo@kaplan.edu Dr. Donna Cady dcady@kaplan.edu Dr. Robin James robinjames18@gmail.com
2. Agenda What are virtual K-12 schools? Why were we interested in collecting data from virtual K-12 schools? What are Web 2.0 tools? Why were we interested in collected data to get at teacher perceptions?
3. Research questions 1. What are virtual high school teachers' perceptions, knowledge, use and ideas regarding Web 2.0 applications in the classroom? 2. Are virtual high school teachers currently using Web 2.0 applications in the classroom? 3. What are virtual high school teachers’ views on student engagement and academic achievement, among those who are using Web 2.0 applications?
4. Research design: Subjects Subjects were self-selected from an online K-12 school of their 217 faculty member pool 44 online K-12 teachers participated in the online survey 5 teachers who participated in the survey volunteered to clarify some questions the researchers had about the survey data via a follow-up asynchronous blog exchange facilitated by one of the researchers
5. Data Collection Anonymous online survey Follow-up online focus group via a blog meant to help clarify issues arising from the survey data.
6. Survey Questions Which technology tools do you currently use now? (list non Web 2.0 tool such as PowerPoint presentation, Internet, Excel Spreadsheet) Which Web 2.0 tools do you currently use as part of your curriculum? Which Web 2.0 tools would you like to use as part of your curriculum? On a scale from 1-5, 1 being not important and 5 being very important, how would you rate the use of Web 2.0 tools in the classroom?
7. Survey Questions (con’t) How comfortable do you feel using the following tools in the classroom? Would you like to participate in professional development activities that would teach you how to incorporate Web 2.0 tools into your curriculum? Please rate your reasons for not using Web 2.0 tools in the classroom. I don't have enough training; It takes too much time; I don't see the value of it; I do not have the proper technology. Of the Web 2.0 applications you have heard about, what is the reason you are not using them as instructional tools?
9. Survey Qualitative Highlights Mixed methodology design based on focus group interviews with participating OFLC members Qualitative pre-testing questionnaires and follow-up group interviews with OFLC members Phenomenological, audience-centered perspective
10. Which Web 2.0 tools do you currently use as part of your curriculum? (Check all that apply). “none - I haven't been trained in using some of these, and am not sure how to apply the ones I do know how to use in my classroom” “I'm not even sure what some of these things are - wikis, podcasting. I assume social networking is like FB?” Do you think Web 2.0 tools have value in education? 100% responded YES
11. Please rate your reasons for not using Web 2.0 tools in the classroom.
12. Focus Group Blog Questions What incentives do you have in place for completing professional development? Do you have specific ideas, projects, lessons, activities ....that you would like to develop in your classroom using Web 2.0 tools? Please share them with us. If you were involved in some type of Web 2.0 tools training...what would you hope to gain from the training? What would you like the training to look like?
13.
14. however this data was transcribed and analyzed using a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1990)
20. Any questions about this project or if you would like to collaborate with us on a follow-up study please contact us at: Dr. Raquel Mongillo rmongillo@kaplan.edu Dr. Donna Cady dcady@kaplan.edu Dr. Robin James robinjames18@gmail.com