This MOOC has been a very rewarding experience. It has been interesting to think about online learning and to analyze how it may impact my elementary students.
Links to my Blog entries:
Classifying K-12 Online Learning
Topic 1
Posting
A Georgia Perspective on Clarks' Seven Categories for Virtual Schools
http://jacksonsmooc.blogspot.com/2012/09/a-georgia-perspective-on-clarkss-seven.htmlReflection
What is . . . . ???
http://jacksonsmooc.blogspot.com/2012/09/what-is.html
History of K-12 Online Learning
Topic 2
Posting
A Summary of the History of Online Learning
http://jacksonsmooc.blogspot.com/2012/09/a-summary-of-history-of-online-learning.html Reflection
The Next New Thing
http://jacksonsmooc.blogspot.com/2012/09/the-next-new-thing.html
Research into K-12 Online Learning
Topic 3
Posting
Reseach
http://jacksonsmooc.blogspot.com/2012/09/research.html Reflection
Playing Hookey
http://jacksonsmooc.blogspot.com/2012/09/playing-hookey.html
Research into the Design of K-12 Online Learning
Topic 4
Posting
An Open Course?
http://jacksonsmooc.blogspot.com/2012/09/an-open-course.html
Education and Google
Reflection
http://jacksonsmooc.blogspot.com/2012/09/education-and-google.html
Research into the Teaching of K-12 Online Learning
Topic 5
Posting
Resources
http://jacksonsmooc.blogspot.com/2012/09/resources.html
Reflection
Reflecting Upon Resources
http://jacksonsmooc.blogspot.com/2012/09/reflecting-upon-resources.html
Research into the Facilitation of K-12 Online Learning
Topic 6
Posting
http://jacksonsmooc.blogspot.com/2012/09/facilitators.html
Reflection
http://jacksonsmooc.blogspot.com/2012/09/reflecting-about-facilitators.html
International Research into K-12 Online Learning
Topic 7
Posting
Small Town Virtual - An Attempt at Least
http://jacksonsmooc.blogspot.com/2012/10/small-town-virtual-attempt-at-least.html
Reflection
Topic 7 Reflection
http://jacksonsmooc.blogspot.com/2012/10/topic-7-reflection.html
Concluding the Introduction to K-12 Online Learning Research MOOC
Topic 8
Posting
Bricks Versus Clicks
http://jacksonsmooc.blogspot.com/2012/10/bricks-versus-clicks.html
Reflection
Topic 8 Reflection
http://jacksonsmooc.blogspot.com/2012/10/topic-8-reflection.html
Sunday, October 7, 2012
Topic 8 Reflection
The article I chose to critique for topic 8 was very informative. I had only read the first few pages before I had to download the .pdf so I could highlight and mark up the document in order to share it with others at my school. I fired off several emails to my co-workers with quotes from the article as I read it through. The first of these was, "in the virtual classroom, every student is in the front row because he or she has one-to-one interaction with the teacher and is directly accountable for every query, question, or exercise," (McFarlane, 2011). This quote made me excited because it is what we have been seeing with our attempts at using Edmodo as an additional resource for students who want to work beyond the classroom setting.
This is not to say that online learning is a panacea or a solution for all students. The author of this article, Donovan McFarlane, outlines the pros and cons of both online and face to face instruction. My reading of this article helped me better understand that it is the individual student that matters. Each student has different needs and goals that have to be considered in order to determine what method of instruction is a better fit.
McFarlane, D. A. (2011). Are There Differences in the Organizational Structure and Pedagogical Approach of Virtual and Brick-and-Mortar Schools. Journal Of Multidisciplinary Research (1947-2900), 3(2), 83-98.
This is not to say that online learning is a panacea or a solution for all students. The author of this article, Donovan McFarlane, outlines the pros and cons of both online and face to face instruction. My reading of this article helped me better understand that it is the individual student that matters. Each student has different needs and goals that have to be considered in order to determine what method of instruction is a better fit.
McFarlane, D. A. (2011). Are There Differences in the Organizational Structure and Pedagogical Approach of Virtual and Brick-and-Mortar Schools. Journal Of Multidisciplinary Research (1947-2900), 3(2), 83-98.
Topic 7 Reflection
Topic 7 was a tough one because it is difficult to analyze and critique online instruction from an elementary standpoint. In my opinion, there are not many resources available for public schools at an elementary level. That is why I chose the closest thing I could to fulfill the requirements of the topic, Edmodo.
I think it will be some time before online learning filters down to a public school elementary level, maybe never, but Edmodo, does offer some possibilities for teachers who are trying to extend learning time and engage tech savvy students. At my school we have often found students begin logging on, reading, and reflecting upon content before teachers have left the school building. They check in during inclement weather days and over breaks.
Assessing Edmodo using the criteria from topic 7 helped me think about how to move our attempt to create curriculum into a model that would better withstand scrutiny. A model focused on standards and educational objectives. I'm really not sure it will ever be equivalent to many professional online offerings, but I do feel, for now, it is meeting our needs.
I think it will be some time before online learning filters down to a public school elementary level, maybe never, but Edmodo, does offer some possibilities for teachers who are trying to extend learning time and engage tech savvy students. At my school we have often found students begin logging on, reading, and reflecting upon content before teachers have left the school building. They check in during inclement weather days and over breaks.
Assessing Edmodo using the criteria from topic 7 helped me think about how to move our attempt to create curriculum into a model that would better withstand scrutiny. A model focused on standards and educational objectives. I'm really not sure it will ever be equivalent to many professional online offerings, but I do feel, for now, it is meeting our needs.
Bricks versus Clicks
Locate one research article that focuses specifically on comparing student performance in the full-time K-12 online learning environment with student performance in the traditional brick-and-mortar environment and critique that study.
The article I chose to critique was very informative. This article gave me something to think about as I try to answer the question of what is better, online or face-to-face, and does it really matter? It also provided me with good information that helped me better analyze the pros and cons of each type of instruction.
I found myself visualizing a Venn Diagram as I read. Noting items that were attributed to each type of instruction and items that were shared. An example follows:
This article was interesting to me because the author does not seemed to be biased about either online instruction or face to face instruction and looking over the material presented, I found myself thinking that one would have to consider an individual student's characteristics, learning styles, and goals in order to determine which instruction would be a better "fit." This article helped me establish for myself that both face-to-face and online instruction are necessary as they both provide conditions that are favorable to individual students.
The author suggests school leaders ask questions about their organization such as "What is our mission? Who is our customer? What does the customer value? and What is our plan?" If one were deciding upon which type of instruction, F2F or online, I feel one would ask oneself similar questions such as, "What is MY mission? Who am I? What do I VALUE? and "What is my PLAN or GOAL?"
McFarlane, D. A. (2011). Are There Differences in the Organizational Structure and Pedagogical Approach of Virtual and Brick-and-Mortar Schools. Journal Of Multidisciplinary Research (1947-2900), 3(2), 83-98.
Thursday, October 4, 2012
Small Town Virtual - an attempt at least
For this MOOC posting, I chose to respond to:
Decide on the relevance to your institution’s/sector’s future success.
Note:
I was a little confused about exactly what was needed for this, so I may be a little off topic, but I am choosing to interpret this as, "How relevant are the 'Critical Success Factors' to my institution (school where I work)?"
I work for a small elementary school in North West Georgia. Most of our student population are on free and reduced lunch, making us Title I. There have been significant job loses in our area and we have had an increase in the number of students who are eligible for this program in the last two years.
From what little I know, our county does offer online options for our high school students. Most, if not all, of these classes are geared toward "credit recovery." Nothing has been offered as a middle or an elementary option as far as online learning is considered. However, at my elementary school, we are committed to doing the best we can to help our students gain technological skills. At present we have two classes using Edmodo to allow students to collaborate online. We have also found Edmodo to be a great resource for students to continue learning after they leave the school building.
I will say that this is not a formal "online class." We are creating the curriculum as we go. It is a work in progress. However, we have found it to be a very useful tool that has educational potential. To rate what we have been doing with the "Critical Success Factors," I would say for:
Usability - The system is usable. Before we began we polled our students to see how many had internet access at home. We were surprised, as this is a highly impoverished school, to find on average about 75 to 80 percent of students had access to the internet. From there we bravely went forward, with the thought in mind that the other 25% would have "first dibbs" access at school each morning. In addition, the two classrooms that were each had access to laptop carts so there was a 1 computer to 2 student ratio on a daily basis. Usability scores a 5
e-Learning Strategy - We do regularly update our strategies. We attend conferences, network, research, collaborate and adapt our program, however as this is the barest beginnings we have a lot to learn. Strategy scores a 3
Decisions on Projects - As online learning, in a fashion, is only being implemented in two classrooms at this time, Decisions scores a 1. (Plans are in place to add at least two additional classrooms in the next two months.)
Training - None of the staff have been trained in "virtual school system use." As far as Edmodo is concerned we are learning as we go. As far as how we want to incorporate curriculum online, we are highly trained in curriculum and regularly meet for professional development. Training scores a 1
Costs - This is not applicable
Planning Annually - Planning at this time is on a week to week basis as we try to bridge new Common Core Curriculum and 21st Century Learning skills. Planning scores a 1
Technical Support to Staff - For this I feel we score a 5. The technology specialist for the school is co-teaching in one of the classrooms and directly teaching the second classroom.
Decisions on Programs - This is not "whole school" at this time. We feel we need to gather more data from the pilot classrooms before we look beyond. The decisions we have made are "effective." Score = 2
Leadership in eLearning - As we are highly involved in the creation of this system, leadership roles are very flexible. Score 4
Management Style, Relationship Management Upwards, Reliability, Market Research - Not applicable
Security - We feel Edmodo is very secure. If a student comments, uploads work, etc. An email is sent directly to the teacher. The teacher has the capacity to delete items immediately. Score = 4
Pupil Understanding of the System - We have established "rituals and routines" and guidelines for students to use when working in the system. Score = 4
Pupil Help Desk - Not appliciable
Pupil Satisfaction - A formal survey has not been implemented as of yet, however, students are enthusiastic about learning in this system. Many post as soon as they arrive home from school and continue to work on projects during regular school breaks. Score = 4
Although this is not a traditional online class. This is most likely the closest thing our students will see in the next few years. We feel our small attempts will allow our students to understand learning happens both in and outside of the classroom.
Decide on the relevance to your institution’s/sector’s future success.
Note:
I was a little confused about exactly what was needed for this, so I may be a little off topic, but I am choosing to interpret this as, "How relevant are the 'Critical Success Factors' to my institution (school where I work)?"
I work for a small elementary school in North West Georgia. Most of our student population are on free and reduced lunch, making us Title I. There have been significant job loses in our area and we have had an increase in the number of students who are eligible for this program in the last two years.
From what little I know, our county does offer online options for our high school students. Most, if not all, of these classes are geared toward "credit recovery." Nothing has been offered as a middle or an elementary option as far as online learning is considered. However, at my elementary school, we are committed to doing the best we can to help our students gain technological skills. At present we have two classes using Edmodo to allow students to collaborate online. We have also found Edmodo to be a great resource for students to continue learning after they leave the school building.
I will say that this is not a formal "online class." We are creating the curriculum as we go. It is a work in progress. However, we have found it to be a very useful tool that has educational potential. To rate what we have been doing with the "Critical Success Factors," I would say for:
Usability - The system is usable. Before we began we polled our students to see how many had internet access at home. We were surprised, as this is a highly impoverished school, to find on average about 75 to 80 percent of students had access to the internet. From there we bravely went forward, with the thought in mind that the other 25% would have "first dibbs" access at school each morning. In addition, the two classrooms that were each had access to laptop carts so there was a 1 computer to 2 student ratio on a daily basis. Usability scores a 5
e-Learning Strategy - We do regularly update our strategies. We attend conferences, network, research, collaborate and adapt our program, however as this is the barest beginnings we have a lot to learn. Strategy scores a 3
Decisions on Projects - As online learning, in a fashion, is only being implemented in two classrooms at this time, Decisions scores a 1. (Plans are in place to add at least two additional classrooms in the next two months.)
Training - None of the staff have been trained in "virtual school system use." As far as Edmodo is concerned we are learning as we go. As far as how we want to incorporate curriculum online, we are highly trained in curriculum and regularly meet for professional development. Training scores a 1
Costs - This is not applicable
Planning Annually - Planning at this time is on a week to week basis as we try to bridge new Common Core Curriculum and 21st Century Learning skills. Planning scores a 1
Technical Support to Staff - For this I feel we score a 5. The technology specialist for the school is co-teaching in one of the classrooms and directly teaching the second classroom.
Decisions on Programs - This is not "whole school" at this time. We feel we need to gather more data from the pilot classrooms before we look beyond. The decisions we have made are "effective." Score = 2
Leadership in eLearning - As we are highly involved in the creation of this system, leadership roles are very flexible. Score 4
Management Style, Relationship Management Upwards, Reliability, Market Research - Not applicable
Security - We feel Edmodo is very secure. If a student comments, uploads work, etc. An email is sent directly to the teacher. The teacher has the capacity to delete items immediately. Score = 4
Pupil Understanding of the System - We have established "rituals and routines" and guidelines for students to use when working in the system. Score = 4
Pupil Help Desk - Not appliciable
Pupil Satisfaction - A formal survey has not been implemented as of yet, however, students are enthusiastic about learning in this system. Many post as soon as they arrive home from school and continue to work on projects during regular school breaks. Score = 4
Although this is not a traditional online class. This is most likely the closest thing our students will see in the next few years. We feel our small attempts will allow our students to understand learning happens both in and outside of the classroom.
Sunday, September 30, 2012
Reflecting About Facilitators
It was easy this week to find reasons to support facilitators for online learning. I most certainly think they are beneficial for middle and high school students who are taking online classes. As I defended my reasons for facilitators in my earlier blog posting however, I had to fight a small voice in my head that kept asking where this might lead.
A few years ago many schools, such as my own, had to make personnel changes because of changes in regulations requiring teachers to be "highly qualified" in the subject are in which they taught. For my school, this meant losing our computer (activity) teacher as she only held an associate's degree. In the years since, other schools have tried to find ways around this such as having a less qualified paraprofessional teach this type of class and have the teacher of record be a certified teacher who is giving lessons and overseeing the para, (not sure this is exactly legal, but it isn't my school), thus the school can get by with paying less for a non-certified teacher.
Although I am a big advocate of online learning, I do have those moments when I feel like a conspiracy nutjob. I fear things like (big business) Pearson delivering online content and hiring their own teachers to peddle their curriculum while schools hire facilitator (babysitters) in lieu of certified teachers in order to save money. I will admit I have no basis for this other than the things I have seen some schools do in order to meet the needs of the "rules" and the budget.
So are facilitators needed? Yes, but yes because they help the students. If the goal is the budget is balanced at this expense of on site certified teachers then I may have to rethink.
A few years ago many schools, such as my own, had to make personnel changes because of changes in regulations requiring teachers to be "highly qualified" in the subject are in which they taught. For my school, this meant losing our computer (activity) teacher as she only held an associate's degree. In the years since, other schools have tried to find ways around this such as having a less qualified paraprofessional teach this type of class and have the teacher of record be a certified teacher who is giving lessons and overseeing the para, (not sure this is exactly legal, but it isn't my school), thus the school can get by with paying less for a non-certified teacher.
Although I am a big advocate of online learning, I do have those moments when I feel like a conspiracy nutjob. I fear things like (big business) Pearson delivering online content and hiring their own teachers to peddle their curriculum while schools hire facilitator (babysitters) in lieu of certified teachers in order to save money. I will admit I have no basis for this other than the things I have seen some schools do in order to meet the needs of the "rules" and the budget.
So are facilitators needed? Yes, but yes because they help the students. If the goal is the budget is balanced at this expense of on site certified teachers then I may have to rethink.
Facilitators
I remember back to when I first started taking online classes for my master's degree, it felt like I was spending as much time learning how to navigate the learning platform as learning the content of the course. It took time to discover where the announcements were, how to post assignments, what the expectations were. I was an adult, one who teaches other teachers about technology, and I often felt confused. Having had that experience, I feel I can understand how important a facilitator could be to younger students who are taking online courses.
When determining if facilitators are necessary, I think one must first determine what the goal of delivering the content is. In my opinion, a college designs a course with different goals than a middle or high school. A college may be satisfied if the quality of the curriculum is sound, trusting that students should be able to monitor and motivate themselves, and if this doesn't happen, the student still pays for the course. The goal being the reimbursement for the delivery of quality curriculum. The student bears the burden of choosing to take the class as well as choosing how to interact within the class and class content.
For a middle or high school, the goal is much different. It is harder to have the same goal, quality curriculum. This isn't to say that no online program offers student choice or that no non-college student has the capacity to monitor and motivate, but in my experience, when students do not perform well, blaming the student happens only after a discussion of the school, the teacher, the situation, and the curriculum. It often never happens, even though there is ample evidence that it should. So in my opinion, the goal is different. The goal is for as many students as possible to succeed, but also to keep a school out of the proverbial "hot water." After all in a college class, I pay and if I fail, I lose, but in a school setting the taxpayers often pay and if students fail we all lose together. So to get a better return on our investment, facilitators are a necessity.
Facilitators are a necessity not only as perfunctory babysitters, but they are also a necessity because students at this age are more likely to need a "guide by the side." They do not yet have the life experience that a college student has. Many of these students have been unsuccessful in traditional classrooms and are in desperate need of a life change and / or mentor.
Facilitators also serve as a liaison between the school (student) and the online instructor. They are sort of the job foreman overseeing the project and discussing production problems with the main office, such as deadlines that need to be extended. Things the online instructor may not know about the students or sites.
I believe facilitators serve a vital role in online instruction, especially for young students. They help students be successful. They help schools reach diverse learning needs. They bridge the gap between an online instructor and a specific student. They help each side meet goals.
When determining if facilitators are necessary, I think one must first determine what the goal of delivering the content is. In my opinion, a college designs a course with different goals than a middle or high school. A college may be satisfied if the quality of the curriculum is sound, trusting that students should be able to monitor and motivate themselves, and if this doesn't happen, the student still pays for the course. The goal being the reimbursement for the delivery of quality curriculum. The student bears the burden of choosing to take the class as well as choosing how to interact within the class and class content.
For a middle or high school, the goal is much different. It is harder to have the same goal, quality curriculum. This isn't to say that no online program offers student choice or that no non-college student has the capacity to monitor and motivate, but in my experience, when students do not perform well, blaming the student happens only after a discussion of the school, the teacher, the situation, and the curriculum. It often never happens, even though there is ample evidence that it should. So in my opinion, the goal is different. The goal is for as many students as possible to succeed, but also to keep a school out of the proverbial "hot water." After all in a college class, I pay and if I fail, I lose, but in a school setting the taxpayers often pay and if students fail we all lose together. So to get a better return on our investment, facilitators are a necessity.
Facilitators are a necessity not only as perfunctory babysitters, but they are also a necessity because students at this age are more likely to need a "guide by the side." They do not yet have the life experience that a college student has. Many of these students have been unsuccessful in traditional classrooms and are in desperate need of a life change and / or mentor.
Facilitators also serve as a liaison between the school (student) and the online instructor. They are sort of the job foreman overseeing the project and discussing production problems with the main office, such as deadlines that need to be extended. Things the online instructor may not know about the students or sites.
I believe facilitators serve a vital role in online instruction, especially for young students. They help students be successful. They help schools reach diverse learning needs. They bridge the gap between an online instructor and a specific student. They help each side meet goals.
Saturday, September 29, 2012
Reflecting upon Resources
This week I looked at several of the resources posted on the MOOC. The resources from Georgia Virtual School and Hope Learning Academy both refer to how data is utilized to guide student instruction. I think this is very important. I feel many of the platforms in which lessons are delivered online make the creation of data easy. However, I wonder how diverse these assessments are. I find myself wondering about how different learning styles are incorporated. I wonder if the majority of tests are multiple choice.
I find myself thinking about time studies that helped pave the way for the industrial revolution. Henry Ford's production line made the creation of cars streamlined. Can online learning make delivering classroom content streamlined? What should be removed? What should be revamped? How much more can a teacher do without having to monitor hallways and bathrooms? How much time could be gained if some of the assessments were graded by a computer instead of a pen? What if a student could rewind and review a lesson over and over until it "stuck," or could choose among resources in order to learn a topic? What if students could learn at their own pace?
Maybe I should have titled this post, "I wonder," because that is what I am doing in reflecting upon the subject this week. I see a lot of potential for online classes. Online classes seem to offer not only a change in the way classes are delivered and assessed, but also a change in the social interactions that are associated with "school."
I find myself thinking about time studies that helped pave the way for the industrial revolution. Henry Ford's production line made the creation of cars streamlined. Can online learning make delivering classroom content streamlined? What should be removed? What should be revamped? How much more can a teacher do without having to monitor hallways and bathrooms? How much time could be gained if some of the assessments were graded by a computer instead of a pen? What if a student could rewind and review a lesson over and over until it "stuck," or could choose among resources in order to learn a topic? What if students could learn at their own pace?
Maybe I should have titled this post, "I wonder," because that is what I am doing in reflecting upon the subject this week. I see a lot of potential for online classes. Online classes seem to offer not only a change in the way classes are delivered and assessed, but also a change in the social interactions that are associated with "school."
Resources
This week's MOOC activity had several resources that I feel would be beneficial to educators. I looked over materials from North Carolina Virtual Public School. I feel the material from this resource would not only be beneficial for those who are trying to become online teachers, but for all educators. The videos and screencasts posted made me wonder how much this field is growing. Many teachers received specific training in "classroom management" prior to getting their teaching certificate. It is interesting that to wonder how different "classroom management" could be in a virtual setting.
I also reviewed material posted by Joe Cozort from Georgia Virtual School. Although I had previously read that on of the benefits of online classes is that teachers as well as students quickly have data that can be used to help plan lessons and target instruction, I was struck by how useful that data could be as I saw the different ways data is being used for Georgia Virtual. There seems to be a good plan in place to both evaluate teachers and to evaluate the material that students are using.
I also reviewed material posted by Joe Cozort from Georgia Virtual School. Although I had previously read that on of the benefits of online classes is that teachers as well as students quickly have data that can be used to help plan lessons and target instruction, I was struck by how useful that data could be as I saw the different ways data is being used for Georgia Virtual. There seems to be a good plan in place to both evaluate teachers and to evaluate the material that students are using.
Monday, September 24, 2012
Education and Google
It was interesting this week to use the rubric created by iNACOL to evaluate an online course. The course I reviewed did not get stellar marks, but it I was really excited to see what was offered. The part I liked the most was the materials were offered free to anyone to use.
Many times I have heard parents ask me for textbooks or other materials to help their child learn more about math at home. Although the course I reviewed was intended for high school students, many of the concepts could be utilized by elementary students. I would not hesitate to share this resource with my peers or with parents. I think it has great value.
I love living in an age in which I can "Google" how to cook a great pot roast, how to program my remote control, how to get from point A to point B, really "how to" do a lot of things. I can quickly learn more right when I have a question, instead of waiting to research. Looking over the materials offered at the Open High School of Utah, I can imagine a world in which people of all ages can learn what they want, when they want, and to the degree they want.
Many times I have heard parents ask me for textbooks or other materials to help their child learn more about math at home. Although the course I reviewed was intended for high school students, many of the concepts could be utilized by elementary students. I would not hesitate to share this resource with my peers or with parents. I think it has great value.
I love living in an age in which I can "Google" how to cook a great pot roast, how to program my remote control, how to get from point A to point B, really "how to" do a lot of things. I can quickly learn more right when I have a question, instead of waiting to research. Looking over the materials offered at the Open High School of Utah, I can imagine a world in which people of all ages can learn what they want, when they want, and to the degree they want.
An Open Course?
In reviewing the course "Mathematics Essentials Q1" from Open High School of Utah using the iNACOL standards I found this particular course to be a good resource for students who need remediation on certain mathematical concepts, however, if this is to be the equivalent to a freshman high school math class, I hope I am missing something.
From what I see, for Section A: Content I find this course has an average rating of "2." Although some objectives are stated and assignments are aligned, this course lacks rigor. Goals seem minimalistic ans shallow. I will admit, that I reviewed this course from a "guest" perspective, so I hope there are additional resources and materials that are not seen from this access.
The Instructional Design, Section B, fares a little better. I feel the activities are engaging to students and the organization in the lessons is very clear. For the "Communication and Interaction" piece of this section, I there is not sufficient material to evaluate this correctly.
Student Assessment, Section C, has an average rating of "3." Assessments are dispersed into each lesson along with activities. There are also self assessments imbedded into a number of these activities. Unit tests follow the individual lessons
Technology, Section D, rates a "3," at least for the "User Interface," as the course is easy to navigate. There are interesting media elements, such as videos, games, and online tests included in the course lessons. The "Course Architecture" is difficult to critique from the guest access, so I cannot rate this area. This is also true with Section E, "Course Evaluation and Support."
Although this seems to be a poor review, I am excited about what his course has to offer. Most of what I saw is Open Source materials used under a Creative Commons license. I feel this course is a good resource for students to master certain mathematical concepts. I do not see it as an alternative to a freshman high school math course, but I do think it has merit in helping students catch up or possibly, for younger students, advance.
From what I see, for Section A: Content I find this course has an average rating of "2." Although some objectives are stated and assignments are aligned, this course lacks rigor. Goals seem minimalistic ans shallow. I will admit, that I reviewed this course from a "guest" perspective, so I hope there are additional resources and materials that are not seen from this access.
The Instructional Design, Section B, fares a little better. I feel the activities are engaging to students and the organization in the lessons is very clear. For the "Communication and Interaction" piece of this section, I there is not sufficient material to evaluate this correctly.
Student Assessment, Section C, has an average rating of "3." Assessments are dispersed into each lesson along with activities. There are also self assessments imbedded into a number of these activities. Unit tests follow the individual lessons
Technology, Section D, rates a "3," at least for the "User Interface," as the course is easy to navigate. There are interesting media elements, such as videos, games, and online tests included in the course lessons. The "Course Architecture" is difficult to critique from the guest access, so I cannot rate this area. This is also true with Section E, "Course Evaluation and Support."
Although this seems to be a poor review, I am excited about what his course has to offer. Most of what I saw is Open Source materials used under a Creative Commons license. I feel this course is a good resource for students to master certain mathematical concepts. I do not see it as an alternative to a freshman high school math course, but I do think it has merit in helping students catch up or possibly, for younger students, advance.
Saturday, September 22, 2012
Playing Hookey
I guilty admit I once had a penchant for playing hookey. In my high school one could miss five days of each six week period without having these absences questioned. (Sounds absurd these days, but believe me it was true at the time.) Needless to say, I missed my five each semester. I did not waste a one. My grades were good, I graduated on time, with extra credits, which now makes me wonder what I could have done if I had actually been there all those missed days. However, at the time, going to school each day was equivalent to having a daily root canal. Necessary but painful.
Richard Ferdig's article in this week's MOOC not only gave me insight into the research, or lack of research, behind online learning, but the readings suggested made me appreciate how online learning may reform hookey players such as myself. In many schools online learning is most often seen as a means of credit recovery or as an alternative to traditional schooling. A way to prevent students from "dropping out." I feel a burning question on the minds of many educators is, "Does online learning work?" Ferdig discusses the problem of this question. In fact, he reframes the question to better describe the conditions necessary for online learning to "work." Ferdig also discusses the problems of obtaining data sufficient enough to determine "best practices" associated with online learning. Data that is difficult to obtain as the field currently vast and diverse.
The readings associated with this article further illustrate why research is needed. Online learning has the potential to offer students more choice in both what they are learning and the conditions in which the learning may take place. Research that is necessary in order for the field to advance and grow. I cannot help but yearn for this growth to take place. I know what it feels like to want to learn, to desire knowledge, but to feel restricted to undesirable means of obtaining those goals.
Barbour, M, (2012). "Research into the design of K-12 online learning." Virtual School MOOC. Retrieved from http://virtualschoolmooc.wikispaces.com/design. 21 September 2012
Richard Ferdig's article in this week's MOOC not only gave me insight into the research, or lack of research, behind online learning, but the readings suggested made me appreciate how online learning may reform hookey players such as myself. In many schools online learning is most often seen as a means of credit recovery or as an alternative to traditional schooling. A way to prevent students from "dropping out." I feel a burning question on the minds of many educators is, "Does online learning work?" Ferdig discusses the problem of this question. In fact, he reframes the question to better describe the conditions necessary for online learning to "work." Ferdig also discusses the problems of obtaining data sufficient enough to determine "best practices" associated with online learning. Data that is difficult to obtain as the field currently vast and diverse.
The readings associated with this article further illustrate why research is needed. Online learning has the potential to offer students more choice in both what they are learning and the conditions in which the learning may take place. Research that is necessary in order for the field to advance and grow. I cannot help but yearn for this growth to take place. I know what it feels like to want to learn, to desire knowledge, but to feel restricted to undesirable means of obtaining those goals.
Barbour, M, (2012). "Research into the design of K-12 online learning." Virtual School MOOC. Retrieved from http://virtualschoolmooc.wikispaces.com/design. 21 September 2012
Research
The reading from this week's MOOC passages makes me think back to all of my psychology classes. I find myself trying to psychoanalyze myself in an effort to prevent myself from transferring my past experiences and personal desires into my analysis of how online learning may help prevent high school dropout.
The rational side of me understands the difficulty of finding and creating research that may be used to determine if an to what degree online learning may benefit students. Currently online learning is a very diverse subject. Some data suggests the benefits of online learning, however there has not been sufficient time to accumulate vast qualities of data to prove the question to whether or not online learning is superior, inferior, or equal to what has been taught in traditional settings. More research needs to be done in order to determine "best practices" of online teaching.
What surprised me about this section was how empathetic I was to the various factors that were discussed as potential reasons why students dropped out of school. I truly believe these reasons are very plausible. In fact, for many of the reasons I could see a particular student's face who had experienced a similar situation.
These reasons confirmed for me that online schooling has merit. There are many students who need it deliberately. Their lives and situations are not conducive to traditional schooling. I feel these students are not opposed to learning but traditional avenues make obtaining instruction painful or impossible. Online learning creates a new pathway for students to receive what they need.
I find two questions left unanswered in my mind at this time. The first is how long will it take in order for online learning to stabilize, in that I mean for online learning to be socially accepted and promoted to the extent the general public knows an excepts it as an alternative to traditional schooling. The second question in my mind is who will be the future gatekeeper of online learning. Will online learning become highly commercialized? It seems to me the lion's share of available options at this time seem to have some sort of commercial base.
I never dropped out of high school. I did, however, hate going most days. It is odd that I teach and love to do so now because I was quite the rebel in my teenage years. I wish I had had the opportunity of online learning during that time. I do feel research will eventually show, and prove, online learning to be a reliable alternative for students. I cannot help but feel excitement at the prospect.
Barbour, M, (2012). "Research into the design of K-12 online learning." Virtual School MOOC. Retrieved from http://virtualschoolmooc.wikispaces.com/design. 21 September 2012
The rational side of me understands the difficulty of finding and creating research that may be used to determine if an to what degree online learning may benefit students. Currently online learning is a very diverse subject. Some data suggests the benefits of online learning, however there has not been sufficient time to accumulate vast qualities of data to prove the question to whether or not online learning is superior, inferior, or equal to what has been taught in traditional settings. More research needs to be done in order to determine "best practices" of online teaching.
What surprised me about this section was how empathetic I was to the various factors that were discussed as potential reasons why students dropped out of school. I truly believe these reasons are very plausible. In fact, for many of the reasons I could see a particular student's face who had experienced a similar situation.
These reasons confirmed for me that online schooling has merit. There are many students who need it deliberately. Their lives and situations are not conducive to traditional schooling. I feel these students are not opposed to learning but traditional avenues make obtaining instruction painful or impossible. Online learning creates a new pathway for students to receive what they need.
I find two questions left unanswered in my mind at this time. The first is how long will it take in order for online learning to stabilize, in that I mean for online learning to be socially accepted and promoted to the extent the general public knows an excepts it as an alternative to traditional schooling. The second question in my mind is who will be the future gatekeeper of online learning. Will online learning become highly commercialized? It seems to me the lion's share of available options at this time seem to have some sort of commercial base.
I never dropped out of high school. I did, however, hate going most days. It is odd that I teach and love to do so now because I was quite the rebel in my teenage years. I wish I had had the opportunity of online learning during that time. I do feel research will eventually show, and prove, online learning to be a reliable alternative for students. I cannot help but feel excitement at the prospect.
Barbour, M, (2012). "Research into the design of K-12 online learning." Virtual School MOOC. Retrieved from http://virtualschoolmooc.wikispaces.com/design. 21 September 2012
Sunday, September 16, 2012
A Summary of the History of Online Learning
Tom Clark's MOOC module was interesting to me because I found myself thinking about how educators throughout history have made use of any tools and technology available in order to reach students. I found myself analyzing each era thinking about the inventions of the time, the political climate, and the economic needs of the country at each particular year.
I have often remarked I feel technology should have standards and a set curriculum just as math and reading. In today's job market, one may be able to get along without knowing how to solve algebraic equations, but it is difficult to find a job in which some sort of computer skill is not necessary. This is why, I feel, online learning is just another step in the history of education.
Clark describes how distance education first began as students received lessons by mail. This type of distance learning has declined in the last few decades as advances in technology have made it obsolete. As communication has evolved throughout history educational desires have followed. Lessons have been delivered via radio, film, television, satellite, and now computers. Distance learning has also, presently, began filtering down from career and college courses to curriculum designed for learners of all ages.
Looking over this evolution, I cannot help but find myself thinking about what new inventions lie just on the horizon. How will future educators communicate lessons to their students? As much as the technology has changed, the drive to teach and learn has remained the same.
Clark, T. (2012). History of K-12 Online Learning. Retrieved from http://virtualschoolmooc.wikispaces.com/history
I have often remarked I feel technology should have standards and a set curriculum just as math and reading. In today's job market, one may be able to get along without knowing how to solve algebraic equations, but it is difficult to find a job in which some sort of computer skill is not necessary. This is why, I feel, online learning is just another step in the history of education.
Clark describes how distance education first began as students received lessons by mail. This type of distance learning has declined in the last few decades as advances in technology have made it obsolete. As communication has evolved throughout history educational desires have followed. Lessons have been delivered via radio, film, television, satellite, and now computers. Distance learning has also, presently, began filtering down from career and college courses to curriculum designed for learners of all ages.
Looking over this evolution, I cannot help but find myself thinking about what new inventions lie just on the horizon. How will future educators communicate lessons to their students? As much as the technology has changed, the drive to teach and learn has remained the same.
Clark, T. (2012). History of K-12 Online Learning. Retrieved from http://virtualschoolmooc.wikispaces.com/history
The Next New Thing
"Sunny day, sweepin' the clouds away. . .," the song plays as I sit and try to see the images through a hazy television screen. Get up. Move the antenna a little. A slightly clearer picture emerges. I analyze the pictures and words on the screen. I feel proud that I know a little more this week than the week before.
When I was younger, we had a total of three television stations on a good day, but watching "Sesame Street" took patience and determination. There was great manipulation of both the television and the aerial antenna connected to it in order for one to even see recognizable blobs. In the rural area I grew up, "Sesame Street" was the only kindergarten available, and it didn't come in most days. I suppose despite all that, one could say that public broadcasting, at least for me, was a great success. I started school as a reader. Curriculum came to me, when I could not come to it.
Distance learning historically has tried to meet this same need. Taking curriculum and learning to those who cannot otherwise receive it. Throughout the years this drive has been met with whatever tools worked at the time, the mail service, radio, television, circuit teachers, satellites, and now, computers. I do not feel that online learning must do a better job than "traditional" or face-to-face teaching, it just has to do at least the same job, but in a more diverse manner. It must reach those who otherwise might be left behind. We live in a very diverse world. Online learning has the capability to allow students educational access despite geographical and physical considerations. It can allow students more choice, such as advanced placement classes to students whose school systems do not have the funding to provide them. Students, and parents, could have choice beyond what is offered in a particular geographic region.
I am proud to see the growth of online learning. Right now, I feel, it is still a little fuzzy, sort of like my television in the 1970's. Only an outline of what is emerging may be seen, however it offers much to those who are persistent in their pursuit.
When I was younger, we had a total of three television stations on a good day, but watching "Sesame Street" took patience and determination. There was great manipulation of both the television and the aerial antenna connected to it in order for one to even see recognizable blobs. In the rural area I grew up, "Sesame Street" was the only kindergarten available, and it didn't come in most days. I suppose despite all that, one could say that public broadcasting, at least for me, was a great success. I started school as a reader. Curriculum came to me, when I could not come to it.
Distance learning historically has tried to meet this same need. Taking curriculum and learning to those who cannot otherwise receive it. Throughout the years this drive has been met with whatever tools worked at the time, the mail service, radio, television, circuit teachers, satellites, and now, computers. I do not feel that online learning must do a better job than "traditional" or face-to-face teaching, it just has to do at least the same job, but in a more diverse manner. It must reach those who otherwise might be left behind. We live in a very diverse world. Online learning has the capability to allow students educational access despite geographical and physical considerations. It can allow students more choice, such as advanced placement classes to students whose school systems do not have the funding to provide them. Students, and parents, could have choice beyond what is offered in a particular geographic region.
I am proud to see the growth of online learning. Right now, I feel, it is still a little fuzzy, sort of like my television in the 1970's. Only an outline of what is emerging may be seen, however it offers much to those who are persistent in their pursuit.
Thursday, September 13, 2012
A Georgia Perspective on Clarks' Seven Categories for Virtual Schools
For this posting I tried to
find as many examples from Georgia and / or the surrounding region as I could
that seemed to fit Clark’s Categories for Virtual Schools. The list below shows
an example of each.
1.) Georgia Virtual School can be categorized as a “state sanctioned” / “state based” school
as it is a program operated by the Georgia Department of Education’s Office of
Technology Services. This program has course offerings in not only core areas
but also includes AP classes as well.
http://www.gavirtualschool.org/
http://www.gavirtualschool.org/
2.) Stanford University offers high school students an
opportunity to receive a diploma from their online high school. The instruction
offered “combines
seminar-style and directed-study courses on a flexible college-style class
schedule, both encourages independence, discipline, and strong time-management
skills and allows our students to pursue their diverse interests and
exceptional talents,” ("An overview of," ). This school would fall
under the category of a “college and
university based” virtual school.
http://epgy.stanford.edu/ohs/
http://epgy.stanford.edu/ohs/
3.)
Although
Spartanburg County Public Virtual School uses curriculum designed by K12, I
feel a case may be made this system falls under the category of consortium and
regionally-based school. It is apparent from
the Spartenburg County website much collaboration is being done within the
seven county districts.
http://www.spartanburg6.k12.sc.us/parentsandstudents/onlineresources/spartanburgcountypublicvirtualschool.aspx
http://www.spartanburg6.k12.sc.us/parentsandstudents/onlineresources/spartanburgcountypublicvirtualschool.aspx
4.) Metropolitan Nashville Public School Virtual School
is an example of a “local education agency-based” school. According to their website students
enrolled in this school are taught by Metropolitan Nashville Public School
teachers.
http://vlearn.mnps.org/site240.aspx
http://vlearn.mnps.org/site240.aspx
5.) An example of a “virtual
charter school” in Georgia would be
Georgia Connections Academy which serves students K-12.
http://www.connectionsacademy.com/georgia-school/home.aspx
http://www.connectionsacademy.com/georgia-school/home.aspx
6.) Eagle’s Landing Christian Academy is a “private virtual school” which offers both credit recovery, enrichment and
college-prep programs.
http://www.elcaonline.org/801047
http://www.elcaonline.org/801047
7.)
In the county
where I work our high school students use Apex Learning for credit recovery.
Apex Learning may be classified as “for-profit providers of curricula, content, tools.” We pay Apex for each “seat” to allow our
students to use their curriculum.
http://www.apexlearning.com/
http://www.apexlearning.com/
An overview of the
online high school. (n.d.). Retrieved from
http://epgy.stanford.edu/ohs/overview.html
Wednesday, September 12, 2012
What is . . . . ???
The reading of this week first MOOC topic, classifying, I find myself thinking strange zen like thoughts such as, "If a tree falls in the forrest and no one is around to hear it, what sound does it make?" Online learning, at first blush seems like an easy concept to get one's head around. It should, basically, be learning online. However, when one begins to analyze the terminology things get a little off track.
How much time one spends online matters, funding matters, the governing body overseeing the curriculum matters. I think iNACOL is on the right track in trying to establish some consistency in the vocabulary that could be used. Their attempt reminds me of Intermath, which our school has used to help us standardize the vocabulary we teachers use in the area of mathematics, (http://intermath.coe.uga.edu/). Intermath has helped us pull together as a professional community, and I think that is what will be necessary to help maximize the potential of online learning. iNACOL's work is especially important because without some consistency in terminology it will be difficult to analyze data in an attempt to establish how learning online effects students. It will also be difficult to establish "research based" "best practices" that are common phrases used to make curriculum decisions.
As I read through the various models presented, I found myself thinking what is online learning? What is learning? How can it be assessed online? Although I have a hard time deciding on exactly what my personal definition is, the classifications in the MOOC helped me become better informed about the various ways online learning is presently taking place. To me, that is much more important than the vocabulary. Thinking too much about definitions can be a bad thing. It reminds me of President Clinton wanting to know what the definition of is, is.
How much time one spends online matters, funding matters, the governing body overseeing the curriculum matters. I think iNACOL is on the right track in trying to establish some consistency in the vocabulary that could be used. Their attempt reminds me of Intermath, which our school has used to help us standardize the vocabulary we teachers use in the area of mathematics, (http://intermath.coe.uga.edu/). Intermath has helped us pull together as a professional community, and I think that is what will be necessary to help maximize the potential of online learning. iNACOL's work is especially important because without some consistency in terminology it will be difficult to analyze data in an attempt to establish how learning online effects students. It will also be difficult to establish "research based" "best practices" that are common phrases used to make curriculum decisions.
As I read through the various models presented, I found myself thinking what is online learning? What is learning? How can it be assessed online? Although I have a hard time deciding on exactly what my personal definition is, the classifications in the MOOC helped me become better informed about the various ways online learning is presently taking place. To me, that is much more important than the vocabulary. Thinking too much about definitions can be a bad thing. It reminds me of President Clinton wanting to know what the definition of is, is.
Monday, September 10, 2012
A little about me . . .
Hello all! And thank you for visiting my blog.
My name is Jennifer Jackson. I am currently pursuing my
Master’s degree in Media and Instructional Technology at the University of West
Georgia. This is my last semester so I am excited to be thinking of graduation.
Upon graduating, I am planning on obtaining my Ed. S. in Leadership.
I teach at Chattanooga Valley Elementary, in Flintstone,
Georgia. My job description reads “teacher of the gifted,” but I also spend a
couple of days each week troubleshooting technology issues, conducting
professional development for our teachers, and providing support in a variety
of ways. I suppose that phrase on my contract that reads, “other duties as
needed” comes into play there. I love my job because the students, staff, and
equipment challenge me on a regular basis.
A few years ago, I had an opportunity to attend a conference
at Kennesaw State titled “Technology and Tools to Promote Teaching and
Learning.” At this conference I was introduced to several people who were teachers
from Georgia Virtual School, which I knew very little about. The workshops at
the conference along with the great people I met, made me begin to see how
online learning was being utilized for middle and high school students. I came
away asking myself why more people didn’t know about this wonderful resource.
All of my work for my Master’s degree has been online and it
has helped me realize the power of online learning. It has changed the way I
think about teaching and learning. For me, I find myself connecting Bloom’s
Taxonomy to the different tasks we are asked to do as graduate students. This
thinking has filtered down to my classroom as I begin to use the same
guidelines to teach in new, more diverse, and innovative ways.
I feel a great pull toward online learning, and feel it can
benefit all students. I especially believe it has a place with gifted students.
Many gifted students are at risk of dropping out of school. In fact, the rate
of dropping out is the same for gifted students as it is for special education
students, (Bainbridge, 2007).
Online learning, I feel, could help
students self select content and individualize pacing. For example, in the
small rural county in which I live, very few advanced placement classes are
offered at our (one) high school. There isn’t enough demand to fund a teacher
when remedial classes are needed to help the school meet AYP. Online learning
is a way for students to take classes beyond what their school system can
offer. I remember especially, my very gifted sister, who dropped out of high
school around Christmas of her senior year. The high school environment was
extremely painful for her and she really felt that she did not fit in. Although
it shook our family to go outside the norm, she quickly took her GED, and
enrolled in college where she did very well. She is now a teacher and has
raised three highly gifted children.
For me, this MOOC experience will help be better understand
the new frontier of online learning and how to help my students navigate. I
remember back to that Kennesaw conference, looking at all online learning had
to, (currently), offer, and being amazed and frustrated that more of our
students were not informed. I want to be informed. I want to seek out new ways
of learning, for the students I teach as well as for myself. I just hope I don’t
MOOC it up too much!
Bainbridge, C. (2007, 08 22). Are schools failing our gifted
children?. Retrieved from
http://giftedkids.about.com/b/2007/08/22/are-schools-failing-our-gifted-children.htm
Sunday, September 9, 2012
Watch out, it's moocy out there . . . .
In the mountains where I live, we get very thick fog fairly often. It is extremely difficult to see and at night can be a little scary. "Smookey" is the term coined by my son when he was small, indicating it was dark, smokey (foggy), and scary. As much as I love learning and discovering new things, I feel a little like I am lost in mountain fog. I know that all of the familiar landscape is actually there, but the path just isn't visible at present. In this blog I hope to record my path as I become a virtual traveler.
Friday, August 31, 2012
A New Beginning
This blog is a component of my Introduction to Distance Education class at the University of West Georgia. I hope to learn more about new advances in education and discover new skills within myself.
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