Author: carlyheemskerk Page 1 of 6
Hello and welcome to my new and improved Topic 3 blog post! Before you begin reading, please watch my brief description to get a sense of how I dove further into this topic and gained more insight about equitable learning for all K-12 students.
I had trouble finding a way to make it clear what parts of my blog have been edited and revamped but in the end I decided to BOLD my changes. Additionally, I have added hyperlinks to outside resources that helped me complete this blog. Here we go:
How can you ensure equitable access to authentic, meaningful & relevant learning environments for all learners in K-12 open and distributed learning contexts? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn?
If students all learn differently, shouldn't we give them a choice in how they represent this learning?
Here's 1st iteration of my Show What You Know choice board made for Ts & Ss. Stay tuned for links to innovation tutorialshttps://t.co/JGjkfsaWzf #distancelearning #TsGiveTs pic.twitter.com/mPwZX79VY4
— Christine Dixon (@christinekdixon) July 21, 2020
I found this visual provocation on Twitter the other day and it inspired me to dive into Topic 3-Equity and Access in Distributed and Online Learning Environments. How great is this visual for both teachers and students? There is a great variety of digital tools listed that are easily accessible to all students. I love that there are also options that do not require wifi or a device; this ensures all students can participate without worrying about digital access issues.Â
After reading Basham et al. (2020) speak about the diversity of our learners and how we can help them best succeed in this environment I was able to see how the Universal Design for Learning(UDL) framework is an extremely important resource for all educators teaching in distributed classrooms, and in physical classrooms as well. UDL provides a framework that encourages Multiple Means of Engagement, Action and Representation (Basham et al., p. 483).
Here is an example of a UDL Checkpoint that encourages voice and choice:
Research shows that students perform better and are happier when they are provided with voice and choice.
I found a handful of educators that are advocates for providing students with voice and choice for all students:
The one and only Shelley Moore
Twitter is filled with educators that are advocating for what they are most passionate about. It can be overwhelming at first, but by using specific hashtags and following along Twitter threads you can easily find educators that align with your personal pedagogy.Â
I have never heard of Kral and Schrab’s 8 design principles until today but they really made me think about how I will set up my future classroom. The Design Principles are as follows:
“Design Principle 1: A space young people control
Design Principle 2: A space for hanging out and âmucking aroundâ
Design Principle 3: A space where learners learn
Design Principle 4: A space to grow into new roles and responsibilities
Design Principle 5: A space to practice oral and written language
Design Principle 6: A space to express self and cultural identity through multimodal forms
Design Principle 7: A space to develop and engage in enterprise
Design Principle 8: A space to engage with the worldâ (Kral & Schrab, 2012, p. 58).Â
Design Principle 1 made me think about online classroom blogs, or assignments that require students to learn from each other, rather than learning from the teacher. Online classrooms provide an array of activities that young people can control!
Design Principle 5 is another example that can be easily implemented in a blended learning setting. Personally, I used to think that online learning only allowed opportunities for students to practice their written language. However, there are many tools and programs that students can use to practice oral language online as well; ultimately, this also contributes to creating equitable learning environments where all students can succeed.
Kate prompted me to share more about how I think these Design Principles could be implemented into the classroom. To start, Design Principle 2 could be implemented into a classroom by providing opportunities for trial and error. Students learn better, and have more fun, when they can experiment and play around until they figure it out for themselves so as educators we must encourage them to learn through play!Â
Selwyn(2020) spoke about the effects that the COVID-19 pandemic and how it has affected students; he refers to this online learning as “emergency measures” (para. 5). It is no surprise that many businesses and online programs have been working hard to meet the needs of our schools; however, I was surprised to learn that it has created a type of pandemic education race to see who can create the most effective tools. The article progresses to speak about access issues that have accompanied COVID-19 and I can totally relate. For example, I have been participating in #edci339 while my Mom has also been working from home and joining Zoom calls all day. Luckily, we have our own laptops but we constantly run into internet issues with both of us using so much for our video calls. This has given me a new appreciation for the importance of asynchronous learning. If I ever get the chance to teach in a distributed classroom I will ensure to always offer an asynchronous option as well as a synchronous option so that all students have the chance to join in. Even something as simple as when Verena videotaped the Zoom meeting with the guest speakers could be beneficial to students who do not always have access to the internet because then they can watch it on their own time but still be a part of the community. Students usually share their devices with siblings and parents and will run into similar issues that my Mom and I did. Luckily, through this blog post and through my choice board activities I have gained a great sense of empathy towards accessibility issues. This will help me provide my students with meaningful experiences through distributed learning.Â
Asynchronous and synchronous learning environments are a hot topic right now! What one is better for our students as we approach September and the potential to revert back to online distance learning due to COVID-19? Through my research and readings, I have learned there is no right answer; students need a balance.
These screenshots were retrieved from: https://oit.utk.edu/wp-content/uploads/handout_synch_asynch.pdf
Ultimately, our students are so diverse and we need to provide them with learning oppurtunities that work for them. By following the UDL Guidelines that suggest providing Multiple Means of Engagement, Action and Representation we are able to personalize and differentiate learning. When it comes to a Distributed learning setting, teachers have the option to use synchronous and asynchronous communications. Teachers need to be mindful of students’ abilities and accessibility situations in order to create class plans (or backup options) so everyone can join in.Â
ReferencesÂ
Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.
CAST (2018). Optimize Individual Choice and Autonomy. Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonomy
Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from: Â http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf
Office of Information Technology. (n.d).When, why, and how to use synchronous vs. asynchronous communication. Office of Information Technology. Retrieved from: https://oit.utk.edu/wp-content/uploads/handout_synch_asynch.pdf
Selwyn. N. (2020). Online learning: Rethinking teachersâ âdigital competenceâ in light of COVID-19.[Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-
I was excited to see this as an optional activity for this week because I love Shelley Moore but I have not yet had a chance to participate in her online book club that I have heard so much about. I chose to complete this for Topic 3’s optional activity because it is so important to gain experience with new resources before you implement them into your own classroom. Additionally, as a full time worker and part time summer student, I needed an outlet for myself and the book club has acted like a “brain break” for me because it was so fun! I have been following her on Instagram from my personal account for a while and it made me think about starting an educator Instagram page to connect to even more educators. This made me curious about what other educators think about using Instagram as PLN. Is it comparable to Twitter? I love following other teachers because I am such a visual learner that the videos and photos they constantly post are inspiring!
I am currently working full time as a summer camp instructor so I was excited to discover that Shelley posts all of the previous book club episodes on her youtube channel. Here is the link to episode 1 of reading “Potlatch as Pedagogy”, which was written by Sara and Robert Davidson. Although I wasn’t able to participate in the live chats and interactions, I was able to make it work and gain a lot from this experience. I connected this to the importance of synchronous vs. asynchronous learning; ultimately, I find that I learn better in synchronous settings because it holds me more accountable and I can ask questions to get an immediate response. With that being said, asynchronous learning environments can also be beneficial when you are self-determined and willing to put in the work. This was a busy work week so having the option to listen to the videos whenever I have my own free time really helped me succeed through this activity! What a great chance for me to step into the shoes of my future students.
I have created a 5MM Bookclub Mind Map to showcase my experiences which will help me empathize with my students one day.
Ultimately, my experience following allowing with Shelley Mooreâs book club connects to the #edci339 course outcomes number 4 and 6. This provided me with practical experience in an open learning setting. Even though I was not able to participate in the live chats I gained a lot from the asynchronous learning environment which goes to show the importance of providing options to ensure equitable access for all. The more I am able to put myself into the shoes of my future learners the better teacher I will be; empathy and patience are crucial traits for a teacher in an online setting.I know that my experience with the online book club has inspired me to implement this in my class and it has also provided me with confidence because now I know what it is like!
Hi Kate! Thanks for another great blog post.
I thought it was a great idea to start off with a quick summary video about Open Education Resources (OER). Additionally, I loved how you made the 5 R’s stand out by defining each of them; what a great way to shower educators exactly what they can do with OER.
I was wondering if you remember this website that Rich showed us in EDCI 337 last semester:
This is such a great website to access OER, and it is organized into subjects, grade levels and various curricula requirements for schools in the United States.
In your blog post you stated that “some of the resources that are found may even provide real-life experience or connections that can help make the learning journey more relatable and meaningful to students” (McGowan, 2020, para. 4). This really resonated with me because at the end of the day the best thing we can do for our students is to provide them with meaningful learning experiences. Personally, the moments I remember most from my K-12 years was when we went on field trips, or participated in place based learning! The best part about OER is that students can participate in place based learning simulations from being inside their house or even the classroom. For example, the video you shared spoke about using Google Maps to tour through a new city; this would be a great Social Studies project to compare our city now to what it looked like 100 years ago. We know that students love trying new things and I think that OER really opens the door for many different experiences that teachers can share with students.
My final question for you is about how you would connect this weeks readings with the readings from last week. How do you think OER can help educators implement the UDL framework into their classrooms?
Thanks Kate!
Hi Kate! Thanks for sharing your Topic 3 blog post with me.
I am wondering if you have any personal experiences, being a teacher or a student, that you have experienced any digital equity issues? I know that my previous experiences sharing technology and wifi at home definitely impacted my learning experience this week so it would be interesting to hear your previous experiences!
You did a great job of organizing and explaining the UDL framework and Kral and Schwab’s Design Principles. I totally agree with your closing statement that you hope to learn more strategies for the implementation of UDL in online learning spaces! Do you have any of your own ideas at this point? Personally, it makes me excited to implement UDL into an online learning classroom because it is all about providing multiple means of access for all of our learners. It is easily adaptable, and challenges teachers to go out of their comfort zone and try new things. I think that creating authentic and meaningful online learning spaces is crucial for the success of everyone involved; however, I also think that there is not one correct answer that explains exactly how it should be implemented. Ultimately, it will be trial and error and each student will need different adaptations and options!
I did notice in your first paragraph the in text citation has a small error; I think you may be missing the year!
Thanks Kate!! It is crazy to think we only have one more week of #edci339 blogs to complete.
How can you ensure equitable access to authentic, meaningful & relevant learning environments for all learners in K-12 open and distributed learning contexts? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn?
Before beginning this course I had never thought about digital equity being anything more than a financial issue; after reading through the Topic 3 resources I learned that equitable access issues can be extremely complex. In my Topic 2 blog post I posed this question: “How can we best support learners with designations in online settings?” The readings from this week and have definitely given me inspiration to create meaningful online learning contexts.
After reading Basham et al. speak about the diversity of our learners and how we can help them best succeed in this environment I was able to see how the Universal Design for Learning(UDL) framework is an extremely important resource for all educators teaching in distributed classrooms, and in physical classrooms as well. UDL provides a framework that encourages multiple means of engagement, action and expression (Basham et al., 2020, p. 483). Research shows that students perform better and are happier when they are provided with voice and choice. Furthermore, I believe that allowing students the opportunity to make their own decisions regarding their own learning is crucial because it requires them to take responsibility of their own learning and learn about what works best for them personally. Online learning allows for different opportunities to differentiate learning due to the various technologies and programs that have been created specifically to help students. For example, Google Read and Write can replace the teacher scribing for a student; although they are very different, the outcome is similar.
I have never heard of Kral and Schrab’s 8 design principles until today but they really made me think about how I will set up my future classroom. The Design Principles are as follows:
“Design Principle 1: A space young people control
Design Principle 2: A space for hanging out and âmucking aroundâ
Design Principle 3: A space where learners learn
Design Principle 4: A space to grow into new roles and responsibilities
Design Principle 5: A space to practice oral and written language
Design Principle 6: A space to express self and cultural identity through multimodal forms
Design Principle 7: A space to develop and engage in enterprise
Design Principle 8: A space to engage with the worldâ (Kral & Schrab, 2012, p. 58).Â
Design Principle 1 made me think about online classroom blogs, or assignments that require students to learn from each other, rather than learning from the teacher. Online classrooms provide an array of activities that young people can control!
Design Principle 5 is another example that can be easily implemented in a blended learning setting. Personally, I used to think that online learning only allowed opportunities for students to practice their written language. However, there are many tools and programs that students can use to practice oral language online as well; ultimately, this also contributes to creating equitable learning environments where all students can succeed.
Selwyn(2020) spoke about the effects that the COVID-19 pandemic and how it has affected students; he refers to this online learning as “emergency measures” (para. 5). The most interesting thing I learned was about how many businesses and online programs have been working hard to meet the needs of our schools and it has created a type of pandemic education race to see who can create the most effective tools. The article progresses to speak about access issues that have accompanied COVID-19 and I can totally relate. For example, I have been participating in #edci339 while my Mom has also been working from home and joining Zoom calls all day. Luckily, we have our own laptops but we constantly run into internet issues with both of us using so much for our video calls. This has given me a new appreciation for the importance of asynchronous learning. If I ever get the chance to teach in a distributed classroom I will ensure to always offer an asynchronous option as well as a synchronous option so that all students have the chance to join in. Even something as simple as when Verena videotaped the Zoom meeting with the guest speakers could be beneficial to students who do not always have access to the internet because then they can watch it on their own time but still be a part of the community.
ReferencesÂ
Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from: Â http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf
Selwyn. N. (2020). Online learning: Rethinking teachersâ âdigital competenceâ in light of COVID-19.[Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19
Part 1: Persona
Please take a look at our mind map chart of our Persona! https://miro.com/welcomeonboard/EW97AYBb6anSORd5vHdyzJQbm5ZSBV2L0MTtZH39h6NKYKjJzmvXw6kr3rlMTGfB
Part 2: Pitch
We have created a pitch that highlights the steps we would take to create a safe learning environment, where Bob can be successful. We decided that Bob would be best suited in a blended learning environment where he is able to learn asynchronously and synchronously, online and face to face. This would allow Bob to learn at his own pace and with choices that would personalize and ultimately optimize his learning experience. Roberts et al. share that blended environments have a âhigher level of effectiveness than fully online or fully face-to-face environments. In addition, they found that when online courses are either teacher directed or contain a great deal of peer-to-peer support, the effectiveness of the approach is greater than courses that use a purely independent study (2018, p.539)â. To provide a better idea of what this would look like, here is an example lesson that we would share with Bob in a blended learning setting. https://docs.google.com/presentation/d/1biheRmmZ1b0kYdLWlzODQMwrlCOr6K1LwO_34FKCmR8/edit?usp=sharing. This lesson plan was created based on the Universal Design for Learning (UDL) Guidelines and it has been aimed to provide multiple means of engagement, representation and expression. We know that UDL âsupports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited english proficient. (Basham et al., 2018, pp. 477 – 78); blended learning is a great opportunity to put UDL into practice because it is so flexible.Â
In their article, Basham et al. describe a series of studies which aim to study the effects of utilizing UDL in the classroom. One Study stood out to us in particular as it occurred at the middle school level and looked at increasing engagement for students with learning disabilities. This study UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities, followed approximately 60 middle school students with learning disabilities as they rotated their use of traditional learning materials with alternative games and texts (based off of UDL) between science units. This allowed students to engage in multiple means of expression and representation and did report an increased level in student engagement (Basham et al., 2018). This study replicates the ideas that we had to support our student, Bob. We aim to encourage his learning and the achievement of his goals through positive engagement and learning activities. We believe that a learning program where he is able to explore topics through familiar and enjoyable means of expression and representation will ultimately encourage understanding, motivation, and learning.
In response to Selwynâs article âOnline Learning: Rethinking teachersâ âdigital competenceâ in light of COVID-19â (2020) we sought to provide our student with as much support as possible throughout his learning. As Selwyn describes the importance of providing support academically and emotionally for students during these times, we would be sure to provide Bob with maximum support such as web chats or video calls to check in and see where and if help is needed as well to help him keep on track. This can be seen in the Handy Hints! section of our example lesson and would be expanded upon if this learning plan were to carry over during the COVID-19 period.
Universal Design for Learning Considerations
Multiple Means of Engagement – Checkpoint 7.1Â
âOptimize individual choice and autonomyâÂ
Roberts et al. (2018) confirm the importance of engaging their students by stating that âeducators need to promote studentsâ engagement in their own learning and the various environments in which it occursâ(p. 540). By providing Bob with various options to engage in the project, he is more likely to get engaged and finish with a sense of accomplishment. We provided activities that span through difficulty level and this will provide the option of challenging himself in a safe environment because if he runs into a problem he knows he can choose one of the easier options.Â
Multiple Means of Representation – Checkpoint 2.5
âIllustrate through multiple mediaâÂ
Bob struggles with reading due to dyslexia so it is crucial we provide him with different options as opposed to just words. In our example lesson we used words, pictures and a voice over to help Bob follow along in whatever way he chooses.Â
Multiple Means of Expression and Action – Checkpoint 5.1Â
âUse multiple media for communicationâ
We provided Bob with options to supplement his prior readings in a way that interests him. For example, we allowed Bob the chance to communicate his new knowledge using videos, drawings, pictures, words or a blend of all these.Â
We understand that Bob and his family are dealing with digital equity issues at home and we kept this in mind when creating this lesson plan. Bob has access to a device and to wifi, however, due to his large family he does not have access throughout the whole day. This requires us, as educators, to plan ahead and be ready to answer Bobâs questions in the short time we have together. Additionally, we provided work that can be done at a pace that works for the students and that can be done without using digital resources. Although this specific lesson plan is asynchronous, it provides opportunities for Bob to interact with his classmates and demonstrate his work if he chooses to. As we shared in our mind map, Bob is extremely sociable and therefore, relationships in an online learning environment are crucial in order for Bob to be successful and happy. Â
Expanding upon providing multiple means for engagement, we are giving Bob autonomy by allowing him to work through this project at his own pace; however, the checklist will provide structure and support to ensure he does not fall behind or get confused. We believe that our pitch will allow Bob to feel like he is in control of his own learning and provide him with a sense of responsibility. Bob would be much more successful in this new blended learning environment because it offers him support when he needs it, however, it also provides him with autonomy to work at his own pace. Support in a blended learning environment can come from many different people; it is not only just the teacher responsible for sharing the knowledge. Online learning opens many new doors for students because it is âbased on the respect of individual differences; it emphasizes the individual learnerâs growth within todayâs world; it changes the role of the teacher to an indirect influence thus contrasting to an older model that emphasizes the direct role of the teacher…â(Roberts et Al., 2018, p. 529). Blended classrooms provide more opportunities for students to learn from their peers and collaborate with each other in new ways. Ultimately, this provides the teacher with more time to help students that are struggling in the same ways that Bob is!Â
References:
Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.
CAST (2018). Optimize Individual Choice and Autonomy. Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonomy
CAST (2018). Use Multiple Media for Communication. Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/action-expression/expression-communication/use-multimedia
CAST (2018). Illustrate through Multiple Media. Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/representation/language-symbols/illustrate-multimedia
Common Sense Video. (n.d.) We the Digital Citizens. Common Sense Education.. Retrieved from:https://www.commonsense.org/education/videos/we-the-digital-citizens
Flipgrid [Web page]. (n.d). Retrieved from: https://help.flipgrid.com/hc/en-us/articles/360007460474-Getting-Started-Educators
Giarlia, A. (June 17, 2020). The Benefits of Blended Learning. TeachThought. Retrieved from: https://www.teachthought.com/technology/the-benefits-of-blended-learning/
Kahoot [Web page]. (n.d). Retrieved from: https://kahoot.com/schools/how-it-works/
Roberts, V. , Blomgren, C. Ishmael, K. & Graham, L. (2018) Open Educational Practices in K-12 Online and Blended Learning Environments. In R. Ferdig & K Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 527–544). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Selwyn. N. (2020). Online learning: Rethinking teachersâ âdigital competenceâ in light of COVID-19. [Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380 217/online-learning-rethinking-teachers-digital-compet ence-in-light-of-covid-19Â
Texthelp. (2018). Read&Write for Google Chrome – A how to guide for students [Video file] Retrieved from: https://www.youtube.com/watch?v=YJ5N1BQc0bc
Woodfine, B.P., Baptista Nunes, M., Wright, D.J. (April 2008). Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match! Computers and Education Vol.50, Issue 3. P. 703-717. Retrieved from: https://www.sciencedirect.com/science/article/abs/pii/S0360131506001217
- How would you describe the historical and theoretical trends in k-12 open and distributed learning? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn?
What did I know?
In all honesty, open and distributed learning is a topic that I did not know much about before starting #edci339. The only experience I had with online learning environments was my Planning 10 class and a first year class that I took at UVic. Additionally, I had never considered the various theories that can be implemented in open and distributed learning settings.
What did I learn?
I think it is so interesting that online learning environments have been around for decades but up until the COVID-19 outbreak, online classes for primary students seemed almost inconceivable. After reading about the historical trends in K-12 open and distributed learning, I made some connections to my prior knowledge:
Retrieved from: http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11×17.pdf
As we learned last week, online learning is most successful when there is a balance between student-content, student-teacher, and student-student interactions. This weeks readings reinforced this idea as we began to dive into various learning theories. Roberts et al. (2018) reminded us of Dewey and Vygotsky’s theories that focussed strictly on the social aspect of learning. I connected this to the First People’s Principle that states : “Learning is holistic, reflexive, reflective, experiential, and relational…” These ideas have been around since the 1930’s and are still relevant to this day.
One point that resonated with me from this weeks readings was when Bates explained that online learning is “not to replace the teacher, but to use the technology primarily to increase and improve communication between teacher and learners”. I think that so many people are quick to think that online learning lacks the social aspect that schools have to offer and this is absolutely not the case if the teacher creates an environment that encourages online interactions with all of the students.Â
What am I curious about?
In situations where students have no access to online learning materials, how can we best support them? Are there programs or organizations that work towards providing students in need with the required materials?
Why is online learning not offered to more K-12 students? For example, students with busier schedules, unique learning needs or various other reasons, might actually see higher success rates by joining an online environment. Is there a possibility to create a blended classroom with half the time spent f2f and the other half spent online?
References:
Barbour, M & Labonte, R. (2018) An Overview of eLearning Organizations and Practices in Canada. In R. Ferdig & K. Kennedy (Eds.), Handbook of researchon K-12 online and blended learning (pp. 600-616).Pittsburgh, PA: Carnegie Mellon University ETC Press.
Bates, T.(2014). Learning Theories and Online Learning. [Blog post]. Retrieved from
https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/.
Roberts, V. , Blomgren, C. Ishmael, K. & Graham, L. (2018) Open Educational Practices in K-12 Online and Blended Learning Environments. In R. Ferdig & K.Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 527â544). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Hi Kate! I really enjoyed how you formatted your blog; it was organized, concise and easy to follow along. I totally agree with you that I was unaware of just how long open and distributed learning has been a part of British Columbia’s school system. Personally, I took planning online through SIDES in Victoria but other than that I had no idea that online learning has been a prominent topic in education for years. I think that this is such an interesting time in history to be taking a course like this because the rules and regulations are changing rapidly every day. Until this week I had never considered the difference between online learning and remote-emergency access learning so I really enjoyed diving into those differences and solidifying those differences.
I was wondering what type of learning setting you think you would be the most successful in: open learning, blended learning, online learning or face to face? What skills do you possess that would make you successful in one setting over another?
I am also very curious to learn more about “How can we promote the use of blended learning system with younger students and those with exceptionalities?”
I am excited to continue learning with you!
This week I went totally out of my comfort zone and chose to create a Twitter account to begin building my Professional Learning Network (PLN). I started off with making an introduction tweet just so I could figure out how the program worked and I was shocked at the response I got! Verena liked and retweeted post, but I also got a couple of likes from educators in Alberta. This encouraged me to go check out their Twitter profiles and from there I found even more educators that I was inspired to follow. I will be the first to admit that I never thought I would enjoy using Twitter, and until this course I had always neglected to make an account just because I was a little nervous and unsure of the program’s offerings.
I am excited to join the twitter community as I work towards becoming a future educator! I can't wait to expand my knowledge towards open and distributed learning with @verenanz and my peers #edci339
— Carly Heemskerk (@CarlyHeemskerk) July 15, 2020
I am still working through all of Twitter’s features but I was able to spend time “lurking” through the #edci339 feed. I quickly realized that many of me peers made their accounts last week so it has been fun interacting with their ideas regarding building relationships in open learning spaces; I have been able to expand my learning even further by looking at the content my classmates are sharing.
Ultimately, I connected my experience creating my PLN to the course outcomes number 2 and number 6. Twitter is a great chance for me to interact with the current literature regarding open learning and I love that it is presented in unique ways such as infographics, videos or articles. Additionally, Twitter is providing me with practical experience using Twitter as both an educator and a student. I believe both of these learning outcomes are crucial as we learn about distributed and open learning because you cannot truly understand the topic if you do not immerse yourself in it!
I found this when I was reading through Shelley Moore’s posts and it made me smile…I hope it brightens up your day too đ
REPLACE CURSIVE WRITING WITH SIGN LANGUAGE IN ELEMENTARY SCHOOLS!!!! https://t.co/GQ5JD93UCg
— Zaddyâą (@ashy_kneez) July 9, 2020