Main wel7010 11

Wendy M. MainNorthcentral University

EL7010-11

A Plea for Online Learning at the K – 12 Level

ACPS Board BeliefsWe believe that an outstanding school system... Respects the dignity and worth of

every individual. Provides programs and service

based on needs, characteristics, interests, and capabilities of each student.

Offers a challenging, ethically diverse, multi-cultural curriculum.

Provides equal opportunity and encouragement for every student.

Values diversity. http://boe.allconet.org/spage.php?PageID=78

Why Online Learning for

Evening High School and Alternative

Education Programs in

the ACPS System?

http://boe.allconet.org/spage.php?PageID=78


http://boe.allconet.org/

Current Statistics (as of 1/19/2012) 175 students enrolled in

alternative education programs Includes Eckhart Alternative

School, District Court House Day and Evening Programs, Evening High School, YMCA Program, Community Based Programs, KIDS Program, and Home and Hospital (long-term emotional displacement)

Approximately 100 students participating in the edOptions online curriculum at $450.00 per pupil

Outside of standard classes in four content areas, curriculum is not standardized and often presented by an uncertified instructor




the ACPS System?

We believe that an outstanding school system...

• Provides programs and service based on needs, characteristics, interests, and capabilities of each student.

• Provides equal opportunity and encouragement for every student.

http://boe.allconet.org/spage.php?PageID=78; Morris (2002)


Online Learning is Financially sound Available Motivating and Engaging Convenient for learners and

educators in the sense of anytime, anywhere, and anyplace

A critical aspect for the development of responsible digital citizens

Grounded and supported by timeless learning theories




the ACPS System?

Situated Learning Theorists Learning requires authentic, real-life

settings Active student participation in

realistic, collaborative activities result in viable solutions to real problems

Virtual simulations align with the situated learning theory and the use of multimedia, online learning applications

Lave & Wenger, 1991

Constructivism Theorists Student centered, self- directed

learning experiences emphasized Collaborative and social tasks

results in meaningful learning Problem-based, authentic

instructional activities optimize student engagement, ownership, and co-construction of knowledge

Chai, Woo, & Wang, 2010; Grabe & Grabe, 2007; Herrington, Reeves, Oliver, & Woo, 2004; Jonassen, 1999




the ACPS System?

Cognitive Learning Theorist Learning results when memory is

strengthened and thought processes are activated

Problem solving tasks promote learning Learning is the result of information

transformation from sensory input to long-term memory

This perspective most successfully used when task knowledge is moderate

Mayer, 2002; Sherry, 1998; Wild, 1996

Behaviorist Theorists Learning occurs in response to

reinforcement Learning requires motivation Learning requires feedback This perspective most

successfully used when task knowledge is limited

Sherry, 1998; Wild, 1996




the ACPS System?

Dual-coding Learning Theorists Learning occurs when

information is presented to individuals via multiple inputs (namely visually and verbally) resulting in two memory codes and leading to higher retention and increased learning

Grabe & Grabe, 2007

Theory of Multiple Intelligences Individuals learn differently and

more effectively via their prominent intellectual domain or channel

Learning occurs when information is presented in a variety of modalities

Gardner, 1983




the ACPS System?

The use of online, virtual instruction is based and supported by several sound learning theories.

More importantly, the advantages of using current, virtual multimedia strategies in online instruction are simple –

• increased student achievement

• Increased learner engagement with classmates, materials, and activities.

Let’s PilotFoundations of Technology

(FOT)ACPS Tech 871

35 students are enrolled in Tech 871 in alternative education programs

Instructors are in-place to facilitate the implementation of an online FOT course Development team will provide technical,

instructional, and on-site support Funding for development team has been

secured through the ACPS Professional Development Office

A team, represented by all stakeholders, is in place and working in the course delivery and development

The online FOT course is based on State Curriculum standards as well as the National Model for Standards-Based Programs curriculum




the ACPS System?

The virtual Foundations of Technology course has been developed using a variety of web 2.0 applications to encourage student engagement, communication, collaboration, interaction, and production of original educational content as well as the mastery of curriculum standards.

In addition, FOT learners must use critical thinking and problem-solving skills, show research and information fluency capabilities, and apply digital citizenship competencies.

Chai, Woo, & Wang, 2010; Schilling, 2009

The Virtual FOT Course

ACPS Tech v871

The platform used to host the online FOT course is a digital, electronic portfolio- based virtual space known as a wiki.

Wikispaces encourage student

communication through asynchronous and synchronous applications,

encourage self-reflection and peer critique,

encourage student collaboration in editing, storing, and publishing content to show mastery of course objectives and achievement and growth over time, and

encourage safe digital interaction and community building in an educationally sound environment.

Basken, 2008 ; Bolliger & Shepherd, 2011; Grabe & Grabe, 2007; Wang, 2009


ACPS Tech v871

e-portolioswww.wikispaces.com

http://www.wikispaces.com/

ACPS FOT v871 – wiki Home Pagehttp://ehsvirtualfoundationsoftechnology.wikispaces.com/

http://ehsvirtualfoundationsoftechnology.wikispaces.com/

http://ehsvirtualfoundationsoftechnology.wikispaces.com/


ACPS Tech v871

The virtual FOT course was designed with the use of a variety of authentic, multi-media, internet based activities that increase the instructor’s ability to

address many different learning styles, build cohesiveness within a diverse group of learners, and encourage meaningful collaboration and communication

optimize student engagement, critical thinking and problem solving skills for intentional, meaningful learning

support and clarify content, encourage student involvement in complex social issues, expose learners to realistic experiences, meet individual learning styles and needs, and provide motivating activities for learner engagement

Chai, Woo, & Wang, 2010; Grabe & Grabe, 2007; Herrington, Reeves, & Oliver, 2006; Herrington, Reeves, Oliver, & Woo, 2004; Schilling,

2009

http://www.glogster.com/psychoticchocolatebar/foundations-of-technology/g-6m1s3dkgs4ffvu62ob1ena0

Glogster is an interactive drag-and-drop interface program, used to create glogs (or online posters).

Glogster allows the user to incorporate many media elements including text, audio, video, images, graphics, drawings, and data and offers several different ways to publish content for peer-to-peer collaboration and lesson objective mastery.


ACPS Tech v871

Internet, Multimedia,

Authentic Activitieswww.glogster.com





http://www.glogster.com/

http://www.voki.com/pickup.php?scid=5166844&height=400&width=300

A voki is a virtual, video based interface that allows students to create a talking , digital avatar version of a oneself or a historical person.

A voki motivates students to participate, improves comprehension, introduces technology into course content, and can be utilized as an effective language tool.


ACPS Tech v871

Internet, Multimedia Activities

www.voki.com




http://www.voki.com/

Internet safety education and knowledge is an imperative tool for all students to become competent and responsible digital citizens both inside and outside the classroom setting.

In an effort to provide the safest virtual experience possible and protect student’s rights, the virtual FOT course will Require all participants to sign the

ACPS Acceptable Use Policy, Provide guidance and supervision via

the course facilitator, Whenever possible, use

educationally-sound web 2.0 applications designed specifically for students and classrooms, and

Provide education and collaborative guidelines for internet safety and acceptable netiquette during instructional tasks

Miller, Thompson, & Frantz, 2009; Worthen, 2007


ACPS Tech v871

Safety Guidelines

References

Basken, P. (2008). Electronic portfolios may answer calls for more accountability. The Chronicle of Higher Education, 54(32), A.30-A31. Retrieved from http://search.proquest.com/docview/214654367?accountid=28180

Bolliger, D.U., & Shepherd, C.E. (2011). Student perceptions of ePortfolio integration in online

courses. Distance Education (31)3, 295-314. doi:10.1080/01587919.2010.513955 Chai, C.S., Woo, H.L., & Wang, Q. (2010). Designing Web 2.0 based constructivist-oriented e-

learning units. Campus - Wide Information Systems, 27(2), 68-78. doi:10.1108/10650741011033044

Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic

Books. Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning. Houghton

Mifflin. ISBN 978-0618637010 Herrington, J., Reeves, T., & Oliver, R. (2006). Authentic tasks online: A synergy among

learner, task, and technology. Distance Education 27(2), 233-247. Retrieved from http://search.proquest.com/docview/217795524?accountid=28180

Herrington, J., Reeves, T., Oliver, R., & Woo, Y. (2004). Designing authentic activities in web-

based courses. Journal of Computing in Higher Education 16(1), 3 – 29. Retrieved from http://search.proquest.com/docview/217795524?accountid=28180

Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.).

Instructional Theories and Models, Volume 2, p. 215-239). Retrieved from http://www.etc.edu.cn/%E8%AE%BA%E8%91%97%E9%80%89%E6%91%98/David%20Jonassen/Designing%20Constructivist%20Learning%20Environments.htm

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.

Cambridge, MA: Cambridge University Press.

References

Mayer, R.E. (2002). Cognitive theory and the design of multimedia instruction: An example of the two-way street between cognition and instruction. New Directions for Teaching and Learning 89, 55-71.

Miller, N.C., Thompson, N.L., & Franz, D.P. (2009). Proactive strategies to safeguard young

adolescents in the cyberage. Middle School Journal, 41(1), 28-34. Retrieved from http://search.proquest.com/docview/217433511?accountid=28180

Morris, S. (2002). Teaching and learning online: A step-by-step guide for designing an online k-

12 school program. Lanham, Maryland: The Scarecrow Press, Inc. Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle

school teachers developing online courses for a virtual school. Distance Education 31(1), p. 55-77. doi:10.1080/01587911003725022

Schilling, K. (2009). The impact of multimedia course enhancements on student learning

outcomes. Journal of Education for Library and Information Science 50(4), 214-225. Retrieved from http://search.proquest.com/docview/203224127?accountid=28180

Sherry, A. C. (1998). Evaluation of multimedia authoring instruction based in a behaviorist-

cognitive-constructivist continuum. International Journal of Instructional Media, 25(2), 201-201. Retrieved from http://search.proquest.com/docview/204260594?accountid=28180

Wang, C.X. (2009). Comprehensive assessment of student collaboration in electronic portfolio

construction: An evaluation research. TechTrends, 53(1), 58-66. Retrieved from http://search.proquest.com/docview/223119048?accountid=28180

Wild, M. (1996). Perspectives on the Place of Educational Theory in Multimedia. Selected paper

from EdTech ’96 Biennial Conference of the Australian Society for Education Technology. Melbourne, Australia.

Worthen, M. R. (2007). Education policy implications from the expert panel on electronic media and youth violence. Journal of Adolescent Health, 41, 61-63. doi:10.1016/j.jadohealth.2007.09.009

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