Category: edci339-blog

Equitable Access for K-12 Learners

On July 21, 2020

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 ‘mucking around’

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 world” (Kral & Schrab, 2012, p. 58).

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.

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.

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: http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ 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

Pod Project

by carlyheemskerk

On July 17, 2020

In Distributed and Open Learning, edci339-blog

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 “higher 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)”. 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 “supports, 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.

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 Selwyn’s article “Online Learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19” (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 7.1

“Optimize individual choice and autonomy”

Roberts et al. (2018) confirm the importance of engaging their students by stating that “educators need to promote students’ engagement in their own learning and the various environments in which it occurs”(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.

Multiple Means of Representation – Checkpoint 2.5

“Illustrate through multiple media”

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.

Multiple Means of Expression and Action – Checkpoint 5.1

“Use multiple media for communication”

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.

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 Bob’s 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.

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 “based on the respect of individual differences; it emphasizes the individual learner’s growth within today’s 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…”(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!

References:

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 teachers’ ‘digital competence’ 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-19

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

The History of Open and Distributed Learning

by carlyheemskerk

On July 16, 2020

In edci339, edci339-blog

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.

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. 527–544). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Relationships in Online Learning Spaces

by carlyheemskerk

On July 10, 2020

In edci339, edci339-blog

This topic peaked my interested because I have spent a lot of time thinking about how to build relationships in person while in a classroom setting, however, I have not yet had a chance to think about building relationships in online learning spaces. One thing that crossed my mind before diving into the course materials was the trust that must be established in an online space. Students are given much more freedom and responsibility in online learning spaces than they are in a classroom, simply because the teacher can not watch over everyone’s shoulder at the same time. Therefore, teachers must share the importance of internet safety and privacy concerns starting at a young age. Teachers can provide students with resources and critical thinking strategies to keep themselves safe but ultimately, it is up to the students to put this into place. Teachers need to be able to trust that their students can demonstrate responsibility online at all times. I believe that this is a critical part of building strong relationships in online learning spaces because without trust, the classroom cannot be successful.

After reading some articles, listening to Dr. Barb Brown’s webinar and talking to my learning pod, I feel like I have a deeper understanding of the importance of relationships in online learning spaces, specifically for students K-12. Barb and Verena shared an article that encouraged me to reflect on the importance of classroom management. Just like classrooms in-person, classrooms online need to have guidelines and rules in order to help the teacher be successful. Although, classroom management looks very different in an online classroom it is still crucial! Martin(2019) confirms that classroom management cannot happen until the teacher-student relationship has been built, additionally Martin shares that “once the relationship was established, [teachers are] able to have meaningful conversations with the students to learn what they could do to help them and engage with them” (p. 9). As educators, we know that each student has unique needs and these needs are amplified in an online setting; therefore, we must interact with our students to learn how to support them in a way that is best for them. This connects to the shift away from the ‘typical’ learner-contact interactions that are commonly seen in online courses. In my personal experience, I have always struggled with online courses that require me to read a chapter, write an essay and hand it in without any further discussion. Therefore, I was excited to read about the Community of Inquiry (CoI) framework.

Photo retrieved from: https://coi.athabascau.ca/coi-model/coi_model_small/

I know that I still have lots of learning to do because it is a continuous journey! Here are some of the questions I hope to be able to answer by the end of the course:

How can we best support learners with designations in online settings?

What are some ideas to encourage more learner-learner instruction? (ex/ think-pair-share)

How can we teach our youngest students the importance of safe communication in order to set them up for future success?

References:

Martin, J. (2019). Building relationships and increasing engagement in the virtual classroom: Practical tools for the online instructor. Journal of Educators Online, 16(1), 1-8.Retrieved from: https://www.thejeo.com/archive/archive/2019_161/martinpdf