CCSA Reflection

After attending the Collaborative Conference for Student Achievement a few weeks ago, my brain was spinning with possibilities and questions.  One of the conference focuses this year was using technology in the 21st Century.  There were many sessions geared towards using technology with the 21st century teacher and student that choosing which session to attend became difficult.  When choosing, I looked at sessions that were geared towards online classes/platforms and the possible use with the elementary and middle schools.  In this blog, I want to share some of the information I learned or took away concerning online learning in the 21st Century.  

Extreme Makeover - Instructional Technology Edition 

Extreme Makeover - Instructional Technology Edition was facilitated by a consultant from NC Virtual Public Schools.  This consultants primary focus in her position and for the session is the design of courses for NC Virtual Public Schools.  The courses now offered through NCVPs are primarily for the high schools, focusing on AP and electives classes.  They do offer some elective courses for middle schools and will be pushing put a new course for the fall.  No courses are offered for the elementary aged student.  

The time for devolving a course is about a school  year.  Each course is developed by a team of certified teachers in that specific content area.  The team consists of a content reviewer, a LMS designer, and 6 developers who work in pairs.  The developers outline the module, develop the content and address feedback.  The LMS Designer formats the content while the Content Reviewer reviews the information and provides feedback.  The development process starts in mid fall with prep landing and forming an outline.  By January, the content is developed.  In February/March, the content is reviewed and sent back for revisions in April.  The course is then pushed out the next school year.  Team members are paid between $1520-$2010 for regular classes and $2520-$3030 for AP classes.  They are currently looking for members for the developing teams for next year.

Developing classes require strict guidelines when dealing with links and other sites. Sites and links must be pre-approved.  The guidelines include such things as the Terms of Use do not indicate personal use only,  no modifications or requires a personal subscription.    Sites can not require an email to use the site or have ads.  The site is the labeled as approved, approved for teachers only or unapproved.   When a course is developed, it goes to the technical department to insure the guidelines are followed.   Once it passes the technology requirement, it must go to curriculum department to ensure the content is appropriate for the course.  Only then is it rolled out as a course for the virtual school.

After developing our own synchronous/asynchronous module, I found this session very interesting in terms of developing an entire course.  It was reassuring to me that there were so many checks and balances evolved for the NC Virtual Schools.

The Four Pillars of Learning and High Expectations for Teachers

The Four Pillars of Learning and High Expectations for Teachers was facilitated by a director for the NC Virtual Public School.  This session focused on the expectations for the teachers in the NC Virtual Public School.  The NCVPS has over 52,000 students with 800 teachers.  Once an application is accepted by the NCVPS, the teacher is required to participate in nine weeks of unpaid training before they are hired.  Once they are hired, teachers are spot checked just as regular classroom teachers are observed.

Communication by the teachers is essential.  Grading and feedback should be intentional and meaningful.  Feedback is expected within 24 hours the assignment is given.  Feedback should include tips to help correct the assignment.  Daily announcements should be posted before the regular school day starts.  Daily announcements should inform, instruct and celebrate.  Synchronous conversations are expected between the teacher and students.  These conversations should be consistent and build trust and respect.  All communication should be specific, directive, connective, timely and presented in the right tone.

Building relationships with the students and parents is critical.  Communication with parents should occur weekly.  All communication with students should be documented in a communication journal.  The communication should result in the individualization of students' learning.  

I found the information on the expectations of teachers in the virtual school very interesting.  Online teachers must meet very high expectations.  I wonder how many teachers could afford to be trained for nine weeks without pay?

Ways to Use OpenClass to Deliver 21st Century Skills

Ways to Use OpenClass to Deliver 21st Century Skills was facilitated by a consultant from NCDPI and a teacher who currently uses the platform to deliver courses.  OpenClass is part of HomeBase and is a free platform created by Pearson to deliver online courses. OpenClass  is not a learning blackboard system but a social learning tool.   The session focused on ways to deliver content in OpenClass using the 4 C's:  critical thinking, collaboration, communication and creativity.  OpenClass addresses the 4Cs by providing a platform for social media blending, project-based learning and the flipped classroom.  The presenters shared that 2.4 million people have taken an virtual class and 77% of employers are using virtual classes for training.

Stanly County is using OpenClass to provide 26 courses online.  One of the presenters was a teacher from Stanly County who has developed and teaches online classes in OpenClass in addition to the brick and mortar classroom.  When talking with the presenters, they both felt that this platform was not appropriate and difficult to navigate for elementary students.  

In addition, in this session we developed an OpenClass task box.  We were given a mixture of 7th grade standards.  Our task was to choose at least 2 content standards and create an enduring  understanding, an essential question and a social learning performance task.  This was interesting since I did not have any knowledge of the standards for 7th grade.  We collaborated in groups which helped in the understanding of the standards and created a task that combined a science, socials studies and technology standard.  

Personally, I was disappointed that OpenClass is not suitable for elementary students.  I was hoping this free platform would allow me to start looking into a blended classroom.

Using Google Classroom to Connect to Digital Learners

Using Google Classroom to Connect to Digital Learners was facilitated by teachers from Johnston County who use Google Classroom.  Google Classrooms is free to those schools or districts that use Google Apps.  It is easy to use and cloud based.  Google Classroom allows for a paperless classroom by allowing assignments to be created and collected Google Docs, Drive or Email.  It improves real-time communication and allows students and teachers to stay organized.  It can be used for classrooms, student organizations, staff or grade level meetings and more.   Scheduling for part of the session included time for the participants to create and 'play' in our Google Classroom.  I did not have the information on my students to enter.  I am anxious to enter students and 'play' in the classroom.

Based on the information I learned, Google Classrooms is the best choice for elementary classrooms.  I am anxious to compare 3D Lab and Google Classrooms for ease of use by the students.  I would also like to investigate if there are other platforms that are suitable for elementary students and the cost.  

Teaching through Communication and Feedback

  

Teaching through Communication and Feedback

Communication and feedback are important to ensure the success of every student.  In the traditional classroom, teaching aids, conversations  and non-verbal communication are the most common tools. What about in an online class?  Traditional teaching aids are difficult to use, and students and teachers are not present at the same time to have a conversation or to see the non-verbal communication.  What is an online teacher supposed to do?  The following are sources that provide suggestions for effective communication and feedback.

 

1.  In this resource, Illinois Online Network provides 15 detailed strategies to provide effective feedback in an online course.   These strategies help the teacher to meet individual student needs as well as reducing the chance of student a feeling alienated or alone in the online class.

http://www.ion.uillinois.edu/resources/tutorials/communication/feedback.asp 

2.  The following is a video addressing how online teachers can effectively manage communicating in an online environment.  It addresses time management, activities, discussions, tracking and tools to use in communicating in an online class. 

http://youtu.be/F48JylfT7Bk 

3.  This resource a PowerPoint, developed by Kaplan University, outlining 7 principals to develop feedback in an online class community.  

http://conference.merlot.org/2007/Thursday/usingfeedback.ppt 

4.  While the following video does not provide ideas for online communication, I found it to be a viable way for students to provide peer feedback in the classroom.  I wonder, is there a way it could be incorporated in an online class, especially in  synchronous classes.

https://www.teachingchannel.org/videos/classroom-silent-communication-signals 

5.  This resource looks at the importance of communication in teaching. This does not directly address online learning, but overall communication in the classroom.  One of the most effective ways to reduce the barriers in communication is two way communication.  Teachers should receive feedback from students and peers are to how effective their communication skills are. 

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705977/ 

6.  The following resource gives some useful tools to communicate using technology.  These tools include individual podcasts, screencasts, Google Docs, Google Forms, Google Sites, Google Reader and Alerts, Animoto, Voice Thread and PollEverywhere.

http://www.nea.org/tools/52048.htm 

Is Synchronous Learning for You?

Is Synchronous Learning for You?

Online learning is becoming more and more common as the preferred  learning environment.      Online learning is generally divided into synchronous and asynchronous learning.  Both have advantages and disadvantages.  Which method is best?  It depends on the student.

Synchronous learning is similar online as it is in a traditional classroom.  Both allow face to face interaction in a classroom style environment.  Participants all learn at one time. Participants can be geographically distant from the instructor if they have access to a smart phone, laptop or computer.   All participants, teachers and learners, contribute, interact and communicate to the discussion at the same time.  "Class" is scheduled at a specific time.  All participants are expected to be available at that time.

Advantages  of synchronous learning:
*Avoid feelings of isolation 
*Immediate feedback 
*Quality student-teacher interaction
*Increased student engagement 
*Face to face instruction
*Increased Collaboration in real time 
*Direct teaching/incorporate classroom techniques
*Motivation
*Information adapted for spatial (visual), linguistic (verbal) and kinesthetic (physical) learners

Disadvantages of synchronous learning:
*Non-flexible time allotment

*Probelms with technology

*Lack of listening skills

*Overwhelmed with technology 

Tools/technology that can be used for synchronous learning include but are not limited to:
*Videoconferencing
*Webcasts
*Interactive Learning Models
*Telephone Conferences
*Virtual Worlds
*Online Chat Rooms
*Instant Messaging

*Whiteboards

Here is a short, comical video about synchronous learning:

http://youtu.be/kq_V2g8X5UE 

Google Hangouts is a specific tool that instructors can use to develop and implement a synchronous environment.  Google Hangouts is affordable and user-friendly.  Google Hangouts allows:
1.  Integration of live classroom discussions
2.  Collaboration of up to 10 people in a video chat
3.  Accessed from various mobile devices
4.  Online study groups 
5.  Send photos and messages
6.  Learning interventions
7.  Virtual presentations by experts (save travel expenses for expert)
8.  One on one learner support 
9.  Option of using phone
10. Record presentations

Other specific tools:
 

Tips for Online Presenter

*be prepared
*maximum 6-8 minutes of talking at a time 
*intersperse with questions, polls, activities, other speakers
*decide how you will handle direct messages during presentation

References

Higley, M.  (October, 2013).  Benefits of synchronous and asynchronous e-learning.  Retrieved from http://elearningindustry.com/benefits-of-synchronous-and-asynchronous-e-learning. 
Pappas, C.  (August, 2014).  6 tips to use Google Hangouts for synchronous learning. Retrieved from http://elearningindustry.com/6-tips-use-google-hangouts-for-synchronous-learning 
The benefits of synchronous learning. Retrieved from http://elearning-reviews.traineasy.com/2014/09/22/the-benefits-of-synchronous-learning/. 

Digital Toolbox

Digital Toolboxes can be a very useful tool.  A digital toolbox is a collection of all the "tools" a person may use in one place.  It should contain a link to the "tool" and a short description and/or evaluation of the tool.  This evaluation should include information that is valuable to the user when making decisions on which tool to use in a project.

My Digitsl Toolbox includes tools/sites that I have not had the chance to investigate yet.  During this course, I tried to jot down any tool or site that was mentioned in discussions.  I included these in my toolbox in hopes of being able to investigate them at some point.  I felt it was important to include what kind of product they provided so that if I was looking for something to incorporate in a lessons (TPACK) I would know ones to look at.  This also gives me an idea on where the link would be used on the SAMR model.  I could narrow them down to a few to look at.  I also took the time to find out if there was a iPad app for the site.  I use my iPad for most everything and know that if it has an iPad app, it would be more useful to me.  I also felt it was important to identify if they we're free and suitable for use by elementary students (ISTE Standards).

This proved to be a useful project to me.  I like having all the sites and information in one site.  I started this project using Delicious but when it came time to evaluate, I switched to a Google Drive document.  I find it easier to sort and manipulate the data on Google Drive and I always have access to Google Drive on all my devices.  In the future, I would encourage students to keep record of any site recommended by others in their Digital Toolbox and investigate and evaluate when time permits.

Eportfolios

Digital portfolios or eportfolios is an excellent way to digitally organize artifacts provided by students   Artifacts can include individual, partner or groups work.  The artifacts can include projects, research, demonstrations and accomplishments of an individual.  These artifacts could be used as an office ail record of a student's work of various learnig experiments.  In an online learning environment, eportfolios are useful in organizing digital works to share with instructors.

Eportfolios can also be used as a tool for teachers.  With accountability more and more prevalent, eportfolios could be used to digitally plan and organize lessons, units of study, sites, presentations and more to document and share.  When administrators have access, they can quickly review a teacher's plans, use them for oberservations purposes and answer questions that may arise from parents or others.  Eportfolios can also be shared with colleagues for ideas, critique or others use.  They can also be used to compile work shared be students in an online learning environments and share with others.

Challenges in eportfolios include choosing a tool that will accept any form or program that work is produced with.  Other challenges may include technology availability of student and lack of knowledge in various programs, and files loss in cyber world through the transfer to eportfolios.

In my elementary school, students can sign in as themselves thus having a file on the server to keep work.  The student has access to this work but I do not readily have access which proves to be difficult to provide feedback without the student printing the work.   Emails are through Google but at this time only 5th grade and up have student email accounts.  If Google accounts are created in lower grades, I envision using Google Drive and Google Sites with my students.  Feedback can be given by me as well as other students on a student's work produced on Gooogle Docs.  Writing, research, comprehension questions, processes and explanations on the process to finding an answer could all be created on a Google Doc and shared with others.  Students could also collborate on a project using Google Docs.

Online Community Building

Click on this link to explore Online Community Building

http://www.showme.com/sh/?h=vEDgFyy  

Learning Objects and Authoring Tools

http://www.thinglink.com/scene/584703899395424260

Learning objects can be a fun and easy way to provide an interactive tool for students.  To make math relavent for students, real life events or situations should be used if possible.

Caldwell County is a rather small, close knit district.  The students at my school will attend South Caldwell High School.  They have parents and siblings that attend or attended South Caldwell. The community isupports baseball, especially the San Fransico Giants.  After all, the Giant's star pitcher, MVP of the World Series, Madison Bumgarner, is a graduate of South Caldwell and a member of the community during the off season.  With the excitement of the World Series win, what better way to bring real life math to my students.  

The next unit of study in math is 3.MD.3 which pertains to creating graphs and solving problems using the graphs.  In order to find real life data, I sent a survey out to the staff on a Google Form.  The survey included several pictures from the World Series and staff members were asked to pick their favorite.  It was short, one question, in the hopes of most of the staff participating.  This will provide the data needed for the graphs.  

Using Thinklink.com, I chose a image of a baseball diamond and the World Series.  I search on Discovery Education for videos about bar graphs and pictographs.  These links were inserted along the first baseline and first base.  Along the second baseline I inserted the link to the survey.  The link to the Google Doc with the responses was inserted at second base as well as directions to create a tally chart using the information.  Along the third baseline and third base, links were inserted to create an online bar graph and pictograph. To make it home, the students were directed to create questions and share their questions and graphs with the class.

This learning object could be adapted using team stats, player stats or other types of baseball data.  Thinklink is an easy tool to manipulate and edit.  I plan to use this tool to create other learning objects as the school year proceeds.