Online Learning in K-12 Schools
description
Transcript of Online Learning in K-12 Schools
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Online Learning Online Learning in in
K-12 SchoolsK-12 Schools
Online Learning Online Learning in in
K-12 SchoolsK-12 Schools
Alexandria FelixAlexandria FelixWalden UniversityWalden University
New and Emerging Technologies New and Emerging Technologies EDUC 6715I-1EDUC 6715I-1
Walden Walden UniversityUniversityWAldenWAldenK-12 SchK-12 Sch
K-12 SchoolsK-12 Schools
Alexandria FelixAlexandria FelixWalden UniversityWalden University
New and Emerging Technologies New and Emerging Technologies EDUC 6715I-1EDUC 6715I-1
Walden Walden UniversityUniversityWAldenWAldenK-12 SchK-12 Sch
K-12 SchoolsK-12 Schools
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Table of ContentsTable of ContentsTable of ContentsTable of ContentsHow Technology Supports Learning Theories and UDL
A Comparison: Traditional, Blended and the Online Classroom
Millennium Learning Styles
Lack of Response to 4 Change Agents and The Instructional Gap
K12 Students Benefiting from Online Learning Options
What IB Diploma Programme Students are Saying
Tips for Success in the Virtual Classroom
The Implementation Dip
Trends of K12 Online Learning Worldwide and in Post-Secondary Ed.
Future Technologies
How Technology Supports Learning Theories and UDL
A Comparison: Traditional, Blended and the Online Classroom
Millennium Learning Styles
Lack of Response to 4 Change Agents and The Instructional Gap
K12 Students Benefiting from Online Learning Options
What IB Diploma Programme Students are Saying
Tips for Success in the Virtual Classroom
The Implementation Dip
Trends of K12 Online Learning Worldwide and in Post-Secondary Ed.
Future Technologies
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How Technology Supports Learning Theories
How Technology Supports Learning Theories
PLE’s
Multimedia
formats
Supportive
Technology
Flexible Curriculu
m
Figure 1: (Vixstar, 2011)
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PLE’s provide Vygotsky’s “zone
of proximal development”
catering to students’ unique learning zones
PLE’s
(Howard, 2004, p. 26)
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Multimedia formats respect
Gardener’s “multiple
intelligences” allowing students
to create knowledge
according to their learning
preference(Smith, 2008)
Multimedia formats
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UDL Learning system
activate all three brain networks
Multiple modes of
presentation
Multiple modes of expression
Multiple modes of
engagement
(Rose & Meyer, 2007)
Flexible Curriculu
m
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Supportive technologies
differentiate instruction by
readiness, interest and
learning profile to enhance
motivation and meaningful
learning
games
voice to text
practice exercises
tutorials
Tomlinson, 2005Supporti
ve Technolo
gy
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Online Learning: a little or a Online Learning: a little or a lotlot
Online Learning: a little or a Online Learning: a little or a lotlot
Virtual Schools:
online curricula as
part of school
program
Supplemental Materials:
“lesson plans, games, practice exercises, help tutorials” (Venable,
2011)
Home schoolin
g
Special Needs: National
Repository for Online CoursesNROC
“Students can complete an entire curriculum online,
just take one course, or use available
tutorials and exercises for extra help. Teachers can
teach in online schools or augment
their traditional classroom lessons
with online materials” (Venable, 2011)
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Face-to-Face + Web Facilitated Face-to-Face + Web Facilitated InstructionInstruction
Face-to-Face + Web Facilitated Face-to-Face + Web Facilitated InstructionInstruction
1-29% of content is
taught online
Sometimes you just have to be there!
Online tutorials to revisit the lesson
Class schedule outline of tasks,
post assignments
Collaborate with peersdiscussionsfeedback
Figure 2:: Associated Press (2006)
(Allen & Seaman, 2010)
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Blended InstructionBlended InstructionBlended InstructionBlended Instruction
30-79% of content is taughtonline to enhance
face-to-face instruction
Figure 3: PC’s for Maine. (2013) (Allen & Seaman, 2010)
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Online InstructionOnline InstructionOnline InstructionOnline Instruction
80+% of content is
taught online
Figure 4: Sayfa, A. (2013)
(Allen & Seaman, 2010)
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Millennium Learning Styles
Caution: Cell Caution: Cell phones may phones may
promote promote learning!learning!
Caution: Cell Caution: Cell phones may phones may
promote promote learning!learning!
“They multitask and expect 24/7 access to
information with zero tolerance for delays” (Johnston, 2007, p. 30)
“They multitask and expect 24/7 access to
information with zero tolerance for delays” (Johnston, 2007, p. 30)
.
Figure 5: Doyle, 2012)
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If schools do not respond to the If schools do not respond to the ““4 change agents4 change agents””students will not respond to the teacherstudents will not respond to the teacher
If schools do not respond to the If schools do not respond to the ““4 change agents4 change agents””students will not respond to the teacherstudents will not respond to the teacher
Figure 6: CEVA Chandigarh, 2012)
(Lemke & Coughlin, 2009)
students access as much knowledge as teachers
students producing their own knowledge
expect to interact and have a voice in everything they do” (Lemke & Coughlin, 2009, p. 56)
Multimodal Learning
Authentic Learning
Participatory Learning
Democratic Knowledge
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Students Benefiting From Online Students Benefiting From Online LearningLearning
Students Benefiting From Online Students Benefiting From Online LearningLearning
Students with illness or disability
accelerated learners bored with the standard pace or students needing more time
Students pursuing the music, arts, or athletics who have demanding training schedule
Students who are bullied or for some reason do not fit in socially
Students on the move or are isolated by region or language
Students with illness or disability
accelerated learners bored with the standard pace or students needing more time
Students pursuing the music, arts, or athletics who have demanding training schedule
Students who are bullied or for some reason do not fit in socially
Students on the move or are isolated by region or language
Figure 7: Peak Performance Swim Camp (Felix, 2013)
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Two K12 StudentsTwo K12 Students’’ Online Learning Online Learning
ExperienceExperience Two K12 StudentsTwo K12 Students’’ Online Learning Online Learning
ExperienceExperience
Video: Implement a Virtual School Program with Your School District (5:39 min)(K12 Inc., 2013)
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Global Students: Global Students: on the goon the goStudents who live abroad due to parents’ careers might not adjust to the culture
or language of local schools, or can afford expensive international
schools
... is there an affordable alternative for these students?
Figure 9: NTU, 2007-2013)Figure 8: Only American in Mandarin School (Soultravelers3, 2011)
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Online Learning in the IB Diploma Online Learning in the IB Diploma ProgrammeProgramme
Online Learning in the IB Diploma Online Learning in the IB Diploma ProgrammeProgramme
Video: What is a Pamoja Education online IB Diploma Programme course? (3:06 min)
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What IB Students Are Saying About Online Learning
What IB Students Are Saying About Online Learning
Critical Thinking skills: e-portfolios organize course outline, work and feedback all in one place knowledge synthesis
Global Perspectives: Online collaboration with diverse students builds
global perspectives and open-mindedness
Less expense: save on cost of paper, textbooks and time
Independence
Flexibility: Lessons are asynchronous students can work when, where and how often they need
Empathy student feels teacher genuinely cares by time taken for one-to-one feedback online
Personalized Learning Environment (PLE) customized to your needs
Develops 21st Century Skills with multimedia tools to build connections between content and real experiences
Critical Thinking skills: e-portfolios organize course outline, work and feedback all in one place knowledge synthesis
Global Perspectives: Online collaboration with diverse students builds
global perspectives and open-mindedness
Less expense: save on cost of paper, textbooks and time
Independence
Flexibility: Lessons are asynchronous students can work when, where and how often they need
Empathy student feels teacher genuinely cares by time taken for one-to-one feedback online
Personalized Learning Environment (PLE) customized to your needs
Develops 21st Century Skills with multimedia tools to build connections between content and real experiences
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Basic technology skills
academic skills
strategies to prevent
plagiarism
course structure
oral practice
Internet safety
self-discipline
one-to-one mentoring
Tips for Success in the Virtual Classroom
2020
Prepare for the initial Prepare for the initial ““Implementation dipImplementation dip”” of Online of Online
LearningLearning
Prepare for the initial Prepare for the initial ““Implementation dipImplementation dip”” of Online of Online
LearningLearning
“The failure of online education programs is not logistical, nor
political, nor economic: it’s cultural, rooted in our
perspectives and biases about how learning happens and how
the internet works” (Morris & Stommel, 2013)
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Trends of K12 Online Learning Trends of K12 Online Learning WorldwideWorldwide
Trends of K12 Online Learning Trends of K12 Online Learning WorldwideWorldwide
By 2019 By 2019 about 50% of about 50% of courses will courses will be delivered be delivered
online online (Christenson & Horn, 2008)(Christenson & Horn, 2008)
K12 online learning
beginning to emerge (Cavanaugh &
Clark, 2007)
Technology used in schools
but K12 online learning very
limited. (Cavanaugh & Clark, 2007)
History of K12 distance
education and offer K12
online learning (Cavanaugh & Clark, 2007)
UK
Australia
AfricaAsia
Continental Europe
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Is Online Learning Strategic for post-secondary Is Online Learning Strategic for post-secondary education?education?
Is Online Learning Strategic for post-secondary Is Online Learning Strategic for post-secondary education?education?
Graph: Academic leaders' perceptions of online learning as strategic. (Babson Survey Research Group, 2013)
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Future Trends in Educational Future Trends in Educational TechnologyTechnology
Future Trends in Educational Future Trends in Educational TechnologyTechnology
Mobile devices for
skill practice,
note-taking or data
collection
Game-based
learning for skills practice
Augmented Reality such as 3D projection
Flexible Displays
for robotics, science
and textbooks
Collaborative sharing
of knowledge
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Online Learning In a Online Learning In a NutshellNutshell
Online Learning In a Online Learning In a NutshellNutshell Supports theories of
learning
Blended Classroom offers the best of both
worlds by integrating Millennium
learning styles into the traditional
classroom
Differentiates instruction in the way content is
presented, knowledge is
expressed and interest is engaged
Students are experts in texting, gaming, music
uploads and “browsing the Web”
Students are NOT yet experts as “informed
consumers, intelligent learners, creative producers
and effective communicators”; it is the teachers job
to deliver this expertise!(Lemke & Couphlin, 2009, p. 54)
(Lemke & Couphlin, 2009, p. 54)
Expands the curriculum and
offers an
affordable alternative for
students who do not fit into the traditional
classroom
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Allen, E. & Seaman, J. (2010). Class differences. In Online Education in the United States. Retrieved from http://sloanconsortium.org/publications/survey/class_differences
Cavanaugh, C., & Clark, T. (2007). The landscape of K–12 online learning. In R. Blomeyer, & C. Cavanaugh (Eds.), What works in K–12 online learning (pp. 5–19). Eugene, OR: International Society for Technology in Education. Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=7db8a132-ff05-4a6f-9250-3eaeda16b2c4%40sessionmgr198&vid=2&hid=104
Christensen, C. M., & Horn, M. B. (2008). How do we transform our schools? Education Next, 8(3), 12–19. Retrieved from https://class.waldenu.edu/webapps/portal/
Culatta, R. (2013). Dual Coding Theory (A. Paivio). In Instructional Design. Retrieved from http://www.instructionaldesign.org/theories/dual-coding.html
Faria Systems, Inc., (2013). ManageBac. Planning, Assessment, & Reporting for IB Continuum. Retrieved from http://managebac.com
Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93.
Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer
Johnston, S. (2007). Developing quality virtual courses: Selecting instructional models. In R. Blomeyer, & C. Cavanaugh (Eds.), What works in K–12 online
learning (pp. 21–31). Eugene, OR: International Society for Technology in Education.
Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=21a68ab1-2da8-4eb3-ab09-2c
50f4f7c3a7%40sessionmgr104&vid=2&hid=104
Johnson, L., Smith, R., Levine, A., and Haywood, K., (2010). 2010 Horizon Report: K-12 Edition.Austin, Texas: The New Media Consortium.K12 Inc. (2013). Online public schools. Retrieved from http://www.k12.com/schools-programs/online-public-schools#.UaDYoWT8-88
Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1
Media consortium (2010). Horizon Report 2010 K-12 Edition. In The New Media Consortium Retrieved from http://www.nmc.org/pdf/2010-Horizon-Report-K12.pdf
Morris, S.M. & Stommel, J. (2013, April 8). Why online programs fail and 5 things we can do about it . [blog post]. Retrieved from http://www.hybridpedagogy.com/Journal/files/Why_Online_Programs_Fail.html
Pamoja Education (2009-2013). Teaching the IB online. Retrieved from http://www.pamojaeducation.com
Rose, D., & Meyer, A. (2002). What brain research tells us about learner differences (Ch. 2). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Shepard, C. (2013, January 30). Why some learning simply must be face-to-face. Retrieved from http://onlignment.com/2013/01/18-why-some-learning-simply-must-be-face-to-face/
Smith, M. K. (2002, 2008). Howard Gardner, multiple intelligences and education. Retrieved from http://www.infed.org/thinkers/gardner.htm
References
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Tomlinson, C. (2009). Learning profiles and achievement. School Administrator. 66(2), 28–33. Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost
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