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."
Saturday, September 29, 2012
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
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