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.
Subscribe to:
Posts (Atom)