Homework for Tuesday Evening
11 years ago
Sunday, November 14, 2010
Monday, July 19, 2010
Article Summary
Waltz, S. (2003). Everything new is old again: Technology and the mistaken future. Bulletin of Science, Technology & Society. Volume 23 (No. 5). Sage Publications.
Throughout the article “Everything Old is New Again: Technology and the Mistaken Future”, Waltz emphasizes the nature of technological advancements as a cultural and sociological ruse; he postulates that technology does not serve to bring about societal or educational change, but serves strongly as a connection to the past.
Waltz starts with a discussion of the general Utopian view of the future, perpetuated as new changes and advancements in technology are systematically hyped by news reporters, advertisers and all forms of media. Consumers are quite literally convinced that they will not be able to live without specific new technology. Although the marketing of new forms of technology has been overt at times, and subtle at others, Waltz argues that the advertisers and media players are not simply selling technological tools or toys, but a romanticized version of the All American Dream: The All Digital Dream of the future: Life, Liberty and the Pursuit of Whatever’s Newest. Waltz criticizes these notions and indicates these forms of media try to trick us into believing that “technology makes us more than we were before” (376).
The “Mistaken Future” Waltz describes is that technology is erroneously equated with advancement, when in most cases, it stands to perpetuate past practices and values. As outlined in the article, these forms of technology don’t revolutionize the way we learn, create or do business. These technologies are only changing access, accessibility and speed. For example, building a virtual classroom on the same pedagogical foundations as a traditional classroom is a poor use of time, talents and resources. The advent of new technologies should push creators, educators, designers and architects to resist the fundamentals of the past, and work towards a stronger understanding of what would, truly, be better for learners. Although the author’s argument was directed at a “physical” Virtual Classroom (one which relies on synchronous video conferencing equipment), the same criticisms could easily be presented towards an online schooling system. In many online schools, there is a strong predilection to make the virtual environment familiar and similar to an online classroom. As Waltz stated, “Pedagogically, this new, technologically equipped classroom did not so much deliver education into the arms of a shining future as it perpetuated a highly problematic past” (378). New packaging on old ideas does not bring about significant and meaningful change.
Waltz suggests that the connections technology has to society are significant yet inconspicuous. Technologies are a reflection and representation of the society and organizations that create them although they are subtly so. Waltz uses the metaphor of structural architecture and construction, but the connections to digital technologies, digital structures and digital frameworks is clearly established. Technology, in this sense, “may be understood as a reflection on its social history, intimately social in its design in implementations, or deeply involved in its socially interpretive context” (380). No forms of technology are bias-free, neutral or free from sociological constraints. We don’t always view technology in this way, but Waltz argues that we should.
One way to emphasize Waltz’s idea that “Everything Old is New Again” comes from my initial surprise that this article was written in 2003. This could very easily have been written in mid-to-late 2010, as it accurately and appropriately describes the reaction to Apple’s release of the iPad earlier this year (2010). Even though the majority of the “first purchasers” never had an opportunity to explore, interact or play with the toy tool, North American consumers were absolutely adamant that they could not live without this technology. Consequently, many educators were quick to find quasi-pedagogical activities and rationales for using the iPad in their classrooms. If you don’t want to read about Dick and Jane, just download the App to your iPad and have it read to you. Waltz’s criticisms stand ground in a time when educators are discussing and debating new waves of technology, essentially confirming this main argument and revealing his foundational beliefs in the strong connection technology has with past practices, values and pedagogical beliefs.
Throughout the article “Everything Old is New Again: Technology and the Mistaken Future”, Waltz emphasizes the nature of technological advancements as a cultural and sociological ruse; he postulates that technology does not serve to bring about societal or educational change, but serves strongly as a connection to the past.
Waltz starts with a discussion of the general Utopian view of the future, perpetuated as new changes and advancements in technology are systematically hyped by news reporters, advertisers and all forms of media. Consumers are quite literally convinced that they will not be able to live without specific new technology. Although the marketing of new forms of technology has been overt at times, and subtle at others, Waltz argues that the advertisers and media players are not simply selling technological tools or toys, but a romanticized version of the All American Dream: The All Digital Dream of the future: Life, Liberty and the Pursuit of Whatever’s Newest. Waltz criticizes these notions and indicates these forms of media try to trick us into believing that “technology makes us more than we were before” (376).
The “Mistaken Future” Waltz describes is that technology is erroneously equated with advancement, when in most cases, it stands to perpetuate past practices and values. As outlined in the article, these forms of technology don’t revolutionize the way we learn, create or do business. These technologies are only changing access, accessibility and speed. For example, building a virtual classroom on the same pedagogical foundations as a traditional classroom is a poor use of time, talents and resources. The advent of new technologies should push creators, educators, designers and architects to resist the fundamentals of the past, and work towards a stronger understanding of what would, truly, be better for learners. Although the author’s argument was directed at a “physical” Virtual Classroom (one which relies on synchronous video conferencing equipment), the same criticisms could easily be presented towards an online schooling system. In many online schools, there is a strong predilection to make the virtual environment familiar and similar to an online classroom. As Waltz stated, “Pedagogically, this new, technologically equipped classroom did not so much deliver education into the arms of a shining future as it perpetuated a highly problematic past” (378). New packaging on old ideas does not bring about significant and meaningful change.
Waltz suggests that the connections technology has to society are significant yet inconspicuous. Technologies are a reflection and representation of the society and organizations that create them although they are subtly so. Waltz uses the metaphor of structural architecture and construction, but the connections to digital technologies, digital structures and digital frameworks is clearly established. Technology, in this sense, “may be understood as a reflection on its social history, intimately social in its design in implementations, or deeply involved in its socially interpretive context” (380). No forms of technology are bias-free, neutral or free from sociological constraints. We don’t always view technology in this way, but Waltz argues that we should.
One way to emphasize Waltz’s idea that “Everything Old is New Again” comes from my initial surprise that this article was written in 2003. This could very easily have been written in mid-to-late 2010, as it accurately and appropriately describes the reaction to Apple’s release of the iPad earlier this year (2010). Even though the majority of the “first purchasers” never had an opportunity to explore, interact or play with the toy tool, North American consumers were absolutely adamant that they could not live without this technology. Consequently, many educators were quick to find quasi-pedagogical activities and rationales for using the iPad in their classrooms. If you don’t want to read about Dick and Jane, just download the App to your iPad and have it read to you. Waltz’s criticisms stand ground in a time when educators are discussing and debating new waves of technology, essentially confirming this main argument and revealing his foundational beliefs in the strong connection technology has with past practices, values and pedagogical beliefs.
Friday, July 16, 2010
Reading Analysis #3
When analyzing education, the Postmodernist perspective argues that curriculum should not be separated into subject areas that are merely used as a representation of humankind’s refined experiences. Rather than indoctrinating students into the dominant, sanctioned culture, Postmodernists argue that the curriculum should focus on experiences where teachers and learners “unpack, deconstruct, and resist the transmission of approved information and knowledge” (Gutek, 153). In Alberta, the Information and Communication Technology Outcomes (ITC) are not associated with any one particular curriculum, as they are meant to apply to all curricular areas. This makes these curricular guidelines a perfect starting point for the Postmodernists, who would view the current curricular reality as a way of sustaining the Eurocentric canon while maintaining the false consciousness that is in operation. Through an analysis of the ITC Outcomes, I intend to explore and validate the Postmodernist ideals, and demonstrate how students would be best served by a curriculum that required them to deconstruct information, knowledge and media.
Alternative Viewpoints
The philosopher Jacques Derrida made significant contributions to Postmodernism, specifically in his development of deconstruction as a method to analyze language and text. In order to properly understand a concept, it needs to be reviewed with a critical eye, picked apart, and examined in great detail - focusing on all of the different parts that complete the whole work. Derrida used the term differeance to explain how we identify and analyze the differences in perspectives for any specific text or truth. Not believing in one single truth, Derrida understood that in searching for meaning authors, philosophers and educators will come across multiple truths: a hallmark of Postmodernism. In the Alberta educational system, one of the established ICT outcomes is that students will use technology to seek alternative viewpoints. This is a predominantly Postmodernist idea, understanding that meaning can only come from the close examination of multiple viewpoints and exploring the stories, narratives and perspectives of groups, societies and cultures that have been heretofore marginalized. Through the ICT outcomes, students are asked to consult a wide variety of sources that reflect varied viewpoints, and to evaluate the validity of gathered viewpoints against other sources. Clearly, this serves to highlight the Postmodernist ideal of resisting the transmission of approved and authorized material without a close and critical examination of all potential and possible viewpoints being addressed.
Critical Assessment
At the heart of Postmodernist critical assessment is a review and analysis of what is purported to be good, authentic and enduring. That is, what is established in the Western Canon. Postmodernists view canons as a construction by a specific dominant group at a specific period of history, and not as authentically authoritative. The current dominant canon is highly Eurocentric, focused on texts, personages and values from a male-dominated, European standpoint. In canon, there is little room for marginalized, unrepresented groups, such as feminists, African, Asian, First Nations, LGBTQ or any other group not represented in the dominant, controlling culture. Even marginalized cultures that want to be established in the official canon usually have to fit specific criteria, and still support many of the Eurocentric ideals espoused in canonical texts. For example, a female author may be added into official curriculum, but her writing is usually still part of the class, culture and language of her male contemporaries. Her work may be included in canonical texts because it isn’t too different from the norm, and seems to suggest a Progressive standpoint of those who have something to gain by maintaining the cultural and academic status quo. Essentially, this establishes the Marxist / Postmodernist concern about False Consciousness, and the indoctrination marginalized groups face. Throughout the ICT outcomes, students are expected to critically assess the authority, reliability and validity of information, while simultaneously demonstrating discriminatory selection of that information. That is to say, students are asked to approach knowledge and information in a critical and discerning way, ensuring they are questioning the authority of the information available. Students are asked, through the ITC outcomes, to question and examine the canon. This underscores the value that Postmodernists place on unpacking the culturally-established information and knowledge, and exemplifies their wish to see students engage in the deconstruction of established, canonical references.
Discerning Consumers
Michel Foucault, a social philosopher and historian, dismisses traditional Metaphysical beliefs in a universal truth, and the Enlightenment assumption that any rational person can discover the ultimate truth in a body of knowledge. Foucault explored how institutions are controlled by experts who establish specific norms based on outdated ideas of truth and knowledge. These establishments are often used as a means for one group to exert power over another. By continuing to possess specific truth or knowledge, the dominant groups are assured systemic control. Proponents of technology in the “Information Age” argue that means and methods of mass communication are able to dispel these inequalities by offering the same information and knowledge to all citizens; all consumers. Postmodernists are aware of the benefits of communicative technologies, but are simultaneously alert to the dangers of mass media when controlled by dominant groups. Information conveyed by the media is highly subjective to the dominant, controlling culture. Postmodernists would deconstruct the media by asking who controls what is presented en masse, how is it being presented via technology, why it is being presented and (in many ways most importantly) who is being left out? The ICT outcomes are broken into three categories: C: Communicating, Inquiring, Decision Making and Problem Solving; F: Foundational Operations, Knowledge and Concepts; and P: Processes for Productivity. One of the Foundational (F) outcomes from the ITC curriculum is that students will become discerning consumers of mass media. Students will be expected to discriminate between style and content; evaluate the influence of digital manipulation; and indentify and analyze a variety of factors that affect the authenticity of information derived from these sources. Although this outcome on its own exemplifies the Postmodernist philosophy of deconstructing texts, media and information, when viewed in context of the rest of the ICT outcomes, it’s clear there are significant Postmodern connections at play in this specific curriculum. Analyzing this outcome effectively emphasizes the Postmodernist core value of deconstruction, and accentuates the overall desire to have teachers and learners participate in deconstructing activities as a significant focus of the curriculum.
Counter-Argument
Some may argue that the curriculum should not feature exercises and activities that require students to deconstruct information and knowledge. Specifically, students in non-academic streams have no need to become critical, discerning consumers of texts and media to this extent. These students should focus on the concrete and pragmatic skills and real knowledge they are going to need to succeed in society and the real world. To this end, Postmodernist ideals are elitist, academically-focused and have no bearing on the realities many students will face once they graduate from High School. However, this argument lacks merit, and can be subsequently dismissed. All students, regardless of academic ability, require specific opportunities and experiences to become critical thinkers. Even in the most practical sense, students will need to become problem-solvers and independent thinkers to be productive and competitive members of society. Furthermore, students living in a multicultural, multinational, multilinguistic culture need to become more aware and cognisant of diversity and the difference between individuals if they want to become successful members of Canadian society.
Conclusion
The Postmodernists place a significant value on unpacking, deconstructing and resisting the established, authorized information, knowledge and media. Through the analysis of the Information and Communication Technologies curriculum, I have established that curricular goals should focus on the deconstruction of all available knowledge and information. Deconstruction often begins with the analysis of the canonical materials, and establishing a stronger understanding of what is included in the obvious and the unseen canon(s), with a specific focus on marginalized groups that are not currently present in canonical works. This leads, logically, into a discussion and analysis of multiple viewpoints, which sometimes conflict with established values and ideas that students have heretofore accepted as truth. By breaking down their preconceived notions and established biases, teachers are in a stronger position to help students become more discerning, contentious members of society as independent, critical thinkers.
References
Gutek, G. (2009). New perspectives on philosophy and education. Upper Saddle River, New Jersey: Pearson.
Alternative Viewpoints
The philosopher Jacques Derrida made significant contributions to Postmodernism, specifically in his development of deconstruction as a method to analyze language and text. In order to properly understand a concept, it needs to be reviewed with a critical eye, picked apart, and examined in great detail - focusing on all of the different parts that complete the whole work. Derrida used the term differeance to explain how we identify and analyze the differences in perspectives for any specific text or truth. Not believing in one single truth, Derrida understood that in searching for meaning authors, philosophers and educators will come across multiple truths: a hallmark of Postmodernism. In the Alberta educational system, one of the established ICT outcomes is that students will use technology to seek alternative viewpoints. This is a predominantly Postmodernist idea, understanding that meaning can only come from the close examination of multiple viewpoints and exploring the stories, narratives and perspectives of groups, societies and cultures that have been heretofore marginalized. Through the ICT outcomes, students are asked to consult a wide variety of sources that reflect varied viewpoints, and to evaluate the validity of gathered viewpoints against other sources. Clearly, this serves to highlight the Postmodernist ideal of resisting the transmission of approved and authorized material without a close and critical examination of all potential and possible viewpoints being addressed.
Critical Assessment
At the heart of Postmodernist critical assessment is a review and analysis of what is purported to be good, authentic and enduring. That is, what is established in the Western Canon. Postmodernists view canons as a construction by a specific dominant group at a specific period of history, and not as authentically authoritative. The current dominant canon is highly Eurocentric, focused on texts, personages and values from a male-dominated, European standpoint. In canon, there is little room for marginalized, unrepresented groups, such as feminists, African, Asian, First Nations, LGBTQ or any other group not represented in the dominant, controlling culture. Even marginalized cultures that want to be established in the official canon usually have to fit specific criteria, and still support many of the Eurocentric ideals espoused in canonical texts. For example, a female author may be added into official curriculum, but her writing is usually still part of the class, culture and language of her male contemporaries. Her work may be included in canonical texts because it isn’t too different from the norm, and seems to suggest a Progressive standpoint of those who have something to gain by maintaining the cultural and academic status quo. Essentially, this establishes the Marxist / Postmodernist concern about False Consciousness, and the indoctrination marginalized groups face. Throughout the ICT outcomes, students are expected to critically assess the authority, reliability and validity of information, while simultaneously demonstrating discriminatory selection of that information. That is to say, students are asked to approach knowledge and information in a critical and discerning way, ensuring they are questioning the authority of the information available. Students are asked, through the ITC outcomes, to question and examine the canon. This underscores the value that Postmodernists place on unpacking the culturally-established information and knowledge, and exemplifies their wish to see students engage in the deconstruction of established, canonical references.
Discerning Consumers
Michel Foucault, a social philosopher and historian, dismisses traditional Metaphysical beliefs in a universal truth, and the Enlightenment assumption that any rational person can discover the ultimate truth in a body of knowledge. Foucault explored how institutions are controlled by experts who establish specific norms based on outdated ideas of truth and knowledge. These establishments are often used as a means for one group to exert power over another. By continuing to possess specific truth or knowledge, the dominant groups are assured systemic control. Proponents of technology in the “Information Age” argue that means and methods of mass communication are able to dispel these inequalities by offering the same information and knowledge to all citizens; all consumers. Postmodernists are aware of the benefits of communicative technologies, but are simultaneously alert to the dangers of mass media when controlled by dominant groups. Information conveyed by the media is highly subjective to the dominant, controlling culture. Postmodernists would deconstruct the media by asking who controls what is presented en masse, how is it being presented via technology, why it is being presented and (in many ways most importantly) who is being left out? The ICT outcomes are broken into three categories: C: Communicating, Inquiring, Decision Making and Problem Solving; F: Foundational Operations, Knowledge and Concepts; and P: Processes for Productivity. One of the Foundational (F) outcomes from the ITC curriculum is that students will become discerning consumers of mass media. Students will be expected to discriminate between style and content; evaluate the influence of digital manipulation; and indentify and analyze a variety of factors that affect the authenticity of information derived from these sources. Although this outcome on its own exemplifies the Postmodernist philosophy of deconstructing texts, media and information, when viewed in context of the rest of the ICT outcomes, it’s clear there are significant Postmodern connections at play in this specific curriculum. Analyzing this outcome effectively emphasizes the Postmodernist core value of deconstruction, and accentuates the overall desire to have teachers and learners participate in deconstructing activities as a significant focus of the curriculum.
Counter-Argument
Some may argue that the curriculum should not feature exercises and activities that require students to deconstruct information and knowledge. Specifically, students in non-academic streams have no need to become critical, discerning consumers of texts and media to this extent. These students should focus on the concrete and pragmatic skills and real knowledge they are going to need to succeed in society and the real world. To this end, Postmodernist ideals are elitist, academically-focused and have no bearing on the realities many students will face once they graduate from High School. However, this argument lacks merit, and can be subsequently dismissed. All students, regardless of academic ability, require specific opportunities and experiences to become critical thinkers. Even in the most practical sense, students will need to become problem-solvers and independent thinkers to be productive and competitive members of society. Furthermore, students living in a multicultural, multinational, multilinguistic culture need to become more aware and cognisant of diversity and the difference between individuals if they want to become successful members of Canadian society.
Conclusion
The Postmodernists place a significant value on unpacking, deconstructing and resisting the established, authorized information, knowledge and media. Through the analysis of the Information and Communication Technologies curriculum, I have established that curricular goals should focus on the deconstruction of all available knowledge and information. Deconstruction often begins with the analysis of the canonical materials, and establishing a stronger understanding of what is included in the obvious and the unseen canon(s), with a specific focus on marginalized groups that are not currently present in canonical works. This leads, logically, into a discussion and analysis of multiple viewpoints, which sometimes conflict with established values and ideas that students have heretofore accepted as truth. By breaking down their preconceived notions and established biases, teachers are in a stronger position to help students become more discerning, contentious members of society as independent, critical thinkers.
References
Gutek, G. (2009). New perspectives on philosophy and education. Upper Saddle River, New Jersey: Pearson.
Thursday, July 15, 2010
Leadership in Online K-12 Environments - Annotated Bibliography
The following referenced resources have been chosen as a selection of online and print resources related to Leadership in Online K-12 Environments. The resources include online journal articles, published documents, websites, blogs and print resources. A concerted effort was made to identify and reference Canadian sources, but this wasn’t always possible (as noted within the references). The resources are identified through reference, described and annotated. The intended audience is potentially different for each resource: online teacher, online administrator, course designer, parent or student. However, all of the resources are subsequently viewed through the lens of a Leader in Educational Technology, whether that be an administrator, or other leader within the online schooling context. Each of these resources has merit to the Technical Leader familiar with K-12 online teaching and learning, whether this is at a novice, intermediate or advanced level of understanding.
Barbour, M.(2009). State of the nation: K-12 online learning in Canada. Vienna, VA: International Association for K-12 Online Learning.
This is an examination of the K-12 online learning programs in each of the 13 provinces and territories of Canada. Aside from a brief history to establish context, there is a strong focus on governance, and a description and discussion of each province's overall philosophy to funding, governance, tracking and accountability. Because of the dual focus of Canadian content, and K-12 context, this resource has the potential to strongly resonate with contemporary Canadian teachers and leaders. There have been very few comprehensive studies done that include such a specific focus, and this has the potential to be a seminal piece of work for future educational and strategic planners across Canada. An educational leader would be able to use this resource to compare and contrast the variety of programs and philosophies that are present across the country, and reflect on the core values and features of their own online courses, schools and strategies.
Barbour, M. and Plough, C. (2009). Social networking in cyberschooling: Helping to make online learning less isolating. Tech Trends, Volume 53 (No. 4). Retrieved from: http://www.springerlink.com/content/n8m1101601628870/fulltext.pdf
Through this article, the author argues that students in full-time online schools (cyberschools) are not provided with the appropriate socialization opportunities to meet and interact with other students. The author begins by highlighting some general trends in Cyber charter schools, including the significant growth in enrolment in these types of programs. The majority of the article is focused around one specific online charter school who were able to utilize established social networking sites to engage their learners. The educators at this school created a pilot project to use Facebook and Ning sites to establish an online social presence with students and teachers. The goals of this pilot were to create a space for students to interact academically and socially. Without a physical connection to each other, these online spaces became very important to all students and were consequently used in a successful manner. An educational leader would be able to use this article in support of introducing new Web2.0 technologies into their learning environment. Although there is a specific focus on charter cyber schools, much of the research and study can be translated to a online public school - in the United States or Canada. The author highlights the importance of establishing an online social presence, and this can be done in a variety of ways - not just through established social networking sites.
Canadian Council on Learning. (2009). State of e-learning in Canada. Ottawa: Canadian Council on Learning. Retrieved from: http://www.ccl-cca.ca/pdfs/E-learning/E-Learning_Report_fINAL-E.PDf
This is a comprehensive study of e-learning practices and philosophies across Canada. By suggesting that e-learning is a critical component of the future of education in Canada, this report aspires to inform, engage the audience, while maintaining a specific, Canadian, focus. One method the report uses to understand the Canadian context is by comparing and contrasting Canadian values of e-learning with other selected countries (Australia, UK, Korea, France, USA). This report highlights the potential benefits of e-learning, including accessibility, flexibility and skill development. However, the report clearly espouses the philosophy that e-learning is a tool that's not meant to replace solid pedagogical practices, but rather needs to be used to enhance teaching practices with established benefits. This report is critical of the fact that Canada does not have a nation e-learning strategy, and there aren't any current plans to create or implement one. The report's findings suggest the creation of an e-learning "data clearinghouse" where trends can be monitored, targets can be established and evidence can be collected. These trends, targets and evidence can then be succinctly communicated to government, education, business and the general public. A leader in technology would be able to use this report as a way to review national and international policies around e-learning at all levels, K-12, post-secondary and adult education are covered in the overall analysis, offering a broad context of all e-learning across the country. A significant combination of literary and practical research, this report cites and references many other reports, researchers and literature that are all directly related to e-learning theory, philosophies and strategies.
Dallas, J. (1999). Distance education for kindergarten to grade 12: A Canadian perspective. Retrieved from: http://www.col.org/forum/PCfpapers/PostWork/dallas.pdf
This article traces the history of distributed learning in British Columbia from traditional "distance education" to a the more recent practices of virtual, online schools. The tone is somewhat anecdotal as the author calls attention to the specific challenges associated with the changes experienced by one specific school in British Columbia. While being cognisant to practical and pragmatic concerns, the author highlights the changing need for updated technology and professional development, as distance learning resources are no longer only print-based, but need to be presented in an electronic web-based format. The author also recognizes the critically important role that staffing and school-based administration play in the transition to a web-based environment. Although it’s eleven years since this article was first presented to a conference, there is some relevancy to the narrative. An educational leader would find this article insightful and relevant to the current evolutionary nature of online teaching and learning. This article reads as a narrative of one school in one province trying to adapt to the changing educational landscape. It can be a challenging transition, but as the author points out, there are many significant rewards for students once the educators have done the work.
Ingham ISD and Michigan Virtual School. (2009). Navigating the land of online learning! Retrieved from: http://web.inghamisd.org/gettingonline/start.html
This resource presents six different perspectives when planning for the inclusion of online classes or online learning in an established educational milieu: Administrator, Technical Coordinator, Counselor, Mentor, Parent and Student. Presented as an online flash-based "game", this resource allows the participant to review significant questions from each of the six different perspectives. Picking one of the "game pieces" allows the user to explore the realm of Online Learning in a novel, but extensive manner. Once the gameboard has been successfully circumnavigated, the user is provided with a list of additional online resources which highlight some of the key features described in the online "game". An educational leader would use this resource as an alternative, engaging way to better showcase the important features that need to be considered. Broken down to the critical components, this resource can act as a checklist, established by school authorities who have already researched and analyzed the strategies needed to successfully implement online learning in a school district. Some parts are State-specific, such as connections to the Michigan Online Requirements, but most of the information is general enough to be of benefit to K-12 educators, leaders and proponents of online education. Before using this resource, the user would have to have a strong understanding of how their specific district would want to implement online learning; this resource doesn't provide any specific rationales, as it works as a checklist of all the various perspectives to consider.
Kearsley, G. and Blomeyer, R. (2004). Preparing K-12 teachers to teach online. Retrieved from: http://home.sprynet.com/~gkearsley/TeachingOnline.htm
Originally presented at the 2003 NCREL Conference on Technology, the authors re-formulated their presentation materials into this publication that highlights the necessity of training teachers to work in online environments. The authors understand that the nature of pre-service teacher education is changing, and these skills will eventually be taught in teacher preparation courses. However, until that time, it's essential that strong training programs be established to ensure that K-12 teachers are prepared for the complexities of online teaching. The authors suggest specific certification for teachers who are trained and appropriately qualified to teach in an online environment. They suggest that teacher certification be associated with a set of national standards (like ISTE or NETS). Leaders in education would find this a valuable resource when working with teachers new to the online environment. In fact, part of the discussion centres around the preconditions required for online teachers. The authors address common questions, such as "Can anyone teach online?" and "Why would anyone want to teach online?" The authors provided evidence and examples of online workload, teacher professional development requirements and specific strategies required to teach online. In addition, they have an extensive list of references they have used in the preparation of their presentation materials and this paper.
Kuhlmann, T. (2007). The insider's guide to becoming a rapid e-learning pro. Retreived from: http://www.articulate.com/rapid-elearning/
This ebook is designed to help the user create and manage an e-learning course in a quick and efficient manner. Associated with his blog, this ebook is a separate resource, available to subscribers as a download. The author is primarily addressing a course designer for adult-oriented, corporate training. However, even without focusing on the specific needs of the K-12 environment, or the classroom teacher, this ebook excels at providing specific , practical and efficient strategies and solutions to an online learning environment. The author has an understanding of learning styles, and really focuses on the learner, and not the organizational objectives. Kuhlmann presents five common Pet Peeves when faced with an online course, and offers solutions, strategies and alternatives when approaching them. There are some excellent, practical suggestions for including audio, video and images in the online course, and the author presents them in a straightforward and uncomplicated manner: "With one annotated screen capture image, you can convey the same information with no video. This keeps the file small and faster to download, and it’s easier to create and maintain if you have to update or edit in the future." The author indicates a clear mandate to focus on understanding the needs of the organization, the customer and the learner. These are all sound principles that translate out of the corporate environment, and into the educational realm. The course designer needs to understand the content and the context of the situation before starting to design the materials. Although there is a significant focus on the corporate uses of e-learning, the educational leader would be able to use this resource as a guide and potential framework for establishing, designing or implementing an online course in the K-12 environment. This ebook has been written in a very authentic and accessible manner, which would allow novice course designers to not feel intimidated by the unknowns associated with a new undertaking.
Kuhlmann, T. (2010). The rapid elearning blog. Retrieved from: http://www.articulate.com/rapid-elearning/
The Rapid e-Learning Blog was established in 2007, and currently contains 168 different postings, all related to e-learning course design. Because the author has an educational background, and recently completed his Master's in Educational Technology, it's clear he understands the importance of course design, while focusing on the needs of the learners. Throughout the blog, a variety of topics are covered, including Visual Course Design, Assisting Learners to Remember More, Common Mistakes in Creating Online Quizzes and Tips for Using Audio in Online Courses. Although none of the posts are specific to a educational environment, almost everyone can be easily adapted to an online K-12 classroom. Perhaps because of his educational background, Kuhlmann seems to espouse the philosophy to "use what you've got". Many of his examples use common, Microsoft software that most course designers would already be familiar with. His innovative, creative and inspiring uses of PowerPoint emphasise the way in which common tools can be re-imagined and re-purposed. For example, he doesn't just use PowerPoint as a presentation tool, but takes advantage of the included clipart and inherent design aspects to truly use it in place of expensive and inaccessible graphic design software. Many schools and school divisions cannot afford expensive graphic design software, or a team of designers to create new graphics and visualizations for their online courses. However, by using some of Kuhlmann’s tips and tricks, teachers can use the software they are already familiar with to create illustrative examples or eye-catching graphics. Although none of his posts focus specifically on K-12 schooling, any educational leader would relish the chance to share these practical and pragmatic suggestions and solutions. Any online teacher or course designer (whether novice or advanced) will benefit from Kuhlmann's expertise in this emerging area.
Lips, D. (2010). How online learning is revolutionizing K-12 education and benefiting students. Washington, DC: The Heritage Foundation. Retrieved from: http://s3.amazonaws.com/thf_media/2010/pdf/bg_2356.pdf
According to this article, online learning has the potential to revolutionize American K-12 education. Online learning in the USA is becoming pervasive, with 45 States having either State-wide online schools or full-time online schools. This article suggests that each state should either create, or expand their state-wide virtual school to allow students to study online full-time. Using the Florida Virtual School as a model, the author points out the intrinsic benefits to online learning: increased access to high-quality teachers, increased flexibility for teachers and students, improved productivity and efficiency and focus on innovation. The author suggests that State Educational Departments should be permitted to collaborate with other states or learning providers to develop and provided online learning programs, rationalizing that through collaboration the best learning environments could be created. He also suggests that relaxed regulations that govern the creation of charter schools (independently managed public schools) would permit more learning options and opportunities. Online charter schools are not permitted in a handful of states, and the author suggests changing the specific legislation to allow these environments to come into being. Even though this article is focused on an American setting, with American legislation, the educational leader could use this resource to better understand the specific realities of online learning, and take to heart some of the suggestions made by the author.
North American Council for Online Learning. (2006). National standards for quality online teaching. Vienna, VA: NACOL.
These National Standards are presented as an organized list of guidelines for online teaching and instructional design. These standards were strongly influenced by and founded on the SREB Standards for Quality Online Teaching (2006), although they have been re-ordered, re-packaged and combined with other categories from other (similar) studies and research. This is quite a prescriptive checklist that uses a 5-point scale to rate online teaching, and online school environments: Absent, Unsatisfactory, Somewhat Satisfactory, Satisfactory, Very Satisfactory. There are twelve different categories ranging from prerequisite technological skills, online leadership, online assessment and collaboration with colleagues. There are many critical factors that online administrators, leaders and teachers would need to recognize and address before instigating any changes in their online school. Technology and educational leaders would be able to use this checklist as an assessment tool for current online teachers or as a pre-planning activity when establishing a virtual school. Although each of the twelve categories are generally given equal weight through this checklist, a leader would be able to make some critical judgements and decide which aspects would be highlighted with the specific school staff. The inherent American biases (i.e. "state-authorized") would be easily overlooked, and adjusted to a Canadian context.
Ramaswami, R. (2009).Even! But no longer odd. Retrieved from: http://thejournal.com/Articles/2009/05/01/Even-But-No-Longer-Odd.aspx
This article focuses on the changing perceptions of online learning, and how a K-12 online education is equal to - if not better than - a traditional education. The article recognizes the changes that have happened over the past five years, and the rapid changes that have happened in this field. The author is quite honest about the history of online learning, and emphasized how the perception was that students were placed into online learning because they somehow did not fit into traditional schools. She analyzes the common perceptions in online education, and questions whether early virtual schools deserved the suspect reputation - or if there was an overall suspicious misunderstanding of the format. By using specific evidence of online schools throughout the United States, the article highlights the benefits of online learning, and how (in some situations), the education is better suited to the student. An educational leader would be able to use this resource to review the short history of online learning, to better understand why certain misconceptions exist within the educational community and general society. By understanding the "dubious beginning" associated with online learning and virtual schools, the educator would be more adept at re-presenting their position of the benefits of online schooling.
Smith, R., Clark, T. and Blomyer, R. (2005). A synthesis of new research on K-12 online learning. Naperville, IL: North Central Regional Educational Laboratory. Retrieved from: http://www.ncrel.org/tech/synthesis/synthesis.pdf
Through the study of eight different research reports (all published in 2005), this NCREL paper explores and examines online learning in K-12 environments. Through their examination, the authors also offer specific recommendations for schools and education departments to take when planning for the future. The study makes an effort to describe the different types of online schools, including those that students attend full-time, and those that are used as a supplement to a student's "traditional" education. This is an important distinction, as the eight different research reports were conducted in a variety of different environments. The authors identify six prevalent themes in the research reports: academic performance; characteristics of successful online students; qualities of effective online courses; professional development for effective online teaching; challenges of online learning; and online learning, school change and educational reform. These six trends weren't present in all eight reports, but represent the most commonly discussed aspects of online learning. The educational leader would find this summary useful, as a way to further research specific trends in online learning. The authors propose that all eight studies had at least two common themes: understanding the challenges of online learning, and the interplay between online learning, school change and the impact on Educational Reform. This summary would be an excellent starting point to better understand the broad, wide-spread issues and concerns of K-12 online learning.
Southern Regional Education Board (2006). Online teaching evaluation for state virtual schools. Atlanta, GA: SREB. Retrieved from: http://publications.sreb.org/2006/06T04_Online_teaching_evaluation_checklist.pdf
This document is meant to be used as part of a teacher’s periodic evaluation, and has two distinct parts: First, a detailed and categorized checklist that is designed to help assess the online teacher, and determine if they meet the established standards; Next, an annotative narrative section used to highlight specific successes in online education. The checklist is categorized into three parts: Academic Preparation, Content Knowledge and Skills for Instructional Technology, and Online Teaching and Learning Methodology, Management, Knowledge, Skills and Delivery. There's a definitive spotlight on the last category, focused on all of the technical skills and knowledge required for being a successful online learner. Although they could, technology leaders should not necessarily use this checklist as written. However, there are a number of innovative ways this checklist could be used. For example, leaders could use it to design a set of specific standards that meet their requirements when analyzing online teaching and learning. Rather than using this as an actual checklist or assessment tool, it could easily be modified to describe best practices in online learning, and used as a planning tool. Alternatively, it could also be used as a self-assessment or reflective tool for an online teacher, or online Professional Learning Community.
Watson, J. and Gemin, B., Evergreen Education Group and Coffey, M. (2010). Promising practices in online learing: A parent's guide to choosing the right online program. Vienna, VA: International Association for K-12 Online Learning.
This document, published for parents and students making choices about their online learning optinos, begins with a discussion of online learning, and highlights the differences between online learning and homeschooling. The collective authors attempt to address some common questions that families might have, and is grounded in the understanding that the reader is completely unfamiliar with online learning. The guide presents a narrative of a fictional family, the Robertsons, as they consider online learning options for their three children. Many significant issues are addressed, including quality of the program, governance, curriculum, technology, student support and socialization. Families new to the concept of online learning would find a lot of value in this publication, as it is comprehensive, critical and yet very accessible. Although intended for parents and students choosing an online program, this document would be valuable to any leader in an online program. By better understanding the options available to all students, the course designers and school leaders can create more appealing, attractive and successful online programs. For example, many families that might have been traditional homeschoolers might begin to see the benefits of online learning if they are presented in terms that are familiar and attractive to the family.
Williams, P. (2004). How to develop an online course. Retrieved from http://www.stylusinc.com/online_course/tutorial/process.htm
This resource contains text-based tutorials and checklists that a course designer might use when planning and implementing a module in an online course. There are seven key principles addressed in these tutorials, split into seven distinct lessons: Analysis, Instructional Design, Interface Design, Development, Online Evaluation, Promotion and Site Maintenance. The author is careful to highlight the importance of planning and mapping out the finished product – a key to successful course design. Although relying on the audience having some course or curriculum design work, these tutorials contain pragmatic and tangible insights for novice or intermediately-skilled course designers (such as using JPEG files for complex, detailed pictures). Educational leaders would find merit in this online tutorial because it highlights specific steps and criteria required when planning out an online course. In addition, leaders or educators who are unfamiliar with online learning or course design standards would be able to use these tutorials as a checklist when planning out their own online course, or a staff-based Professional Development activity.
Barbour, M.(2009). State of the nation: K-12 online learning in Canada. Vienna, VA: International Association for K-12 Online Learning.
This is an examination of the K-12 online learning programs in each of the 13 provinces and territories of Canada. Aside from a brief history to establish context, there is a strong focus on governance, and a description and discussion of each province's overall philosophy to funding, governance, tracking and accountability. Because of the dual focus of Canadian content, and K-12 context, this resource has the potential to strongly resonate with contemporary Canadian teachers and leaders. There have been very few comprehensive studies done that include such a specific focus, and this has the potential to be a seminal piece of work for future educational and strategic planners across Canada. An educational leader would be able to use this resource to compare and contrast the variety of programs and philosophies that are present across the country, and reflect on the core values and features of their own online courses, schools and strategies.
Barbour, M. and Plough, C. (2009). Social networking in cyberschooling: Helping to make online learning less isolating. Tech Trends, Volume 53 (No. 4). Retrieved from: http://www.springerlink.com/content/n8m1101601628870/fulltext.pdf
Through this article, the author argues that students in full-time online schools (cyberschools) are not provided with the appropriate socialization opportunities to meet and interact with other students. The author begins by highlighting some general trends in Cyber charter schools, including the significant growth in enrolment in these types of programs. The majority of the article is focused around one specific online charter school who were able to utilize established social networking sites to engage their learners. The educators at this school created a pilot project to use Facebook and Ning sites to establish an online social presence with students and teachers. The goals of this pilot were to create a space for students to interact academically and socially. Without a physical connection to each other, these online spaces became very important to all students and were consequently used in a successful manner. An educational leader would be able to use this article in support of introducing new Web2.0 technologies into their learning environment. Although there is a specific focus on charter cyber schools, much of the research and study can be translated to a online public school - in the United States or Canada. The author highlights the importance of establishing an online social presence, and this can be done in a variety of ways - not just through established social networking sites.
Canadian Council on Learning. (2009). State of e-learning in Canada. Ottawa: Canadian Council on Learning. Retrieved from: http://www.ccl-cca.ca/pdfs/E-learning/E-Learning_Report_fINAL-E.PDf
This is a comprehensive study of e-learning practices and philosophies across Canada. By suggesting that e-learning is a critical component of the future of education in Canada, this report aspires to inform, engage the audience, while maintaining a specific, Canadian, focus. One method the report uses to understand the Canadian context is by comparing and contrasting Canadian values of e-learning with other selected countries (Australia, UK, Korea, France, USA). This report highlights the potential benefits of e-learning, including accessibility, flexibility and skill development. However, the report clearly espouses the philosophy that e-learning is a tool that's not meant to replace solid pedagogical practices, but rather needs to be used to enhance teaching practices with established benefits. This report is critical of the fact that Canada does not have a nation e-learning strategy, and there aren't any current plans to create or implement one. The report's findings suggest the creation of an e-learning "data clearinghouse" where trends can be monitored, targets can be established and evidence can be collected. These trends, targets and evidence can then be succinctly communicated to government, education, business and the general public. A leader in technology would be able to use this report as a way to review national and international policies around e-learning at all levels, K-12, post-secondary and adult education are covered in the overall analysis, offering a broad context of all e-learning across the country. A significant combination of literary and practical research, this report cites and references many other reports, researchers and literature that are all directly related to e-learning theory, philosophies and strategies.
Dallas, J. (1999). Distance education for kindergarten to grade 12: A Canadian perspective. Retrieved from: http://www.col.org/forum/PCfpapers/PostWork/dallas.pdf
This article traces the history of distributed learning in British Columbia from traditional "distance education" to a the more recent practices of virtual, online schools. The tone is somewhat anecdotal as the author calls attention to the specific challenges associated with the changes experienced by one specific school in British Columbia. While being cognisant to practical and pragmatic concerns, the author highlights the changing need for updated technology and professional development, as distance learning resources are no longer only print-based, but need to be presented in an electronic web-based format. The author also recognizes the critically important role that staffing and school-based administration play in the transition to a web-based environment. Although it’s eleven years since this article was first presented to a conference, there is some relevancy to the narrative. An educational leader would find this article insightful and relevant to the current evolutionary nature of online teaching and learning. This article reads as a narrative of one school in one province trying to adapt to the changing educational landscape. It can be a challenging transition, but as the author points out, there are many significant rewards for students once the educators have done the work.
Ingham ISD and Michigan Virtual School. (2009). Navigating the land of online learning! Retrieved from: http://web.inghamisd.org/gettingonline/start.html
This resource presents six different perspectives when planning for the inclusion of online classes or online learning in an established educational milieu: Administrator, Technical Coordinator, Counselor, Mentor, Parent and Student. Presented as an online flash-based "game", this resource allows the participant to review significant questions from each of the six different perspectives. Picking one of the "game pieces" allows the user to explore the realm of Online Learning in a novel, but extensive manner. Once the gameboard has been successfully circumnavigated, the user is provided with a list of additional online resources which highlight some of the key features described in the online "game". An educational leader would use this resource as an alternative, engaging way to better showcase the important features that need to be considered. Broken down to the critical components, this resource can act as a checklist, established by school authorities who have already researched and analyzed the strategies needed to successfully implement online learning in a school district. Some parts are State-specific, such as connections to the Michigan Online Requirements, but most of the information is general enough to be of benefit to K-12 educators, leaders and proponents of online education. Before using this resource, the user would have to have a strong understanding of how their specific district would want to implement online learning; this resource doesn't provide any specific rationales, as it works as a checklist of all the various perspectives to consider.
Kearsley, G. and Blomeyer, R. (2004). Preparing K-12 teachers to teach online. Retrieved from: http://home.sprynet.com/~gkearsley/TeachingOnline.htm
Originally presented at the 2003 NCREL Conference on Technology, the authors re-formulated their presentation materials into this publication that highlights the necessity of training teachers to work in online environments. The authors understand that the nature of pre-service teacher education is changing, and these skills will eventually be taught in teacher preparation courses. However, until that time, it's essential that strong training programs be established to ensure that K-12 teachers are prepared for the complexities of online teaching. The authors suggest specific certification for teachers who are trained and appropriately qualified to teach in an online environment. They suggest that teacher certification be associated with a set of national standards (like ISTE or NETS). Leaders in education would find this a valuable resource when working with teachers new to the online environment. In fact, part of the discussion centres around the preconditions required for online teachers. The authors address common questions, such as "Can anyone teach online?" and "Why would anyone want to teach online?" The authors provided evidence and examples of online workload, teacher professional development requirements and specific strategies required to teach online. In addition, they have an extensive list of references they have used in the preparation of their presentation materials and this paper.
Kuhlmann, T. (2007). The insider's guide to becoming a rapid e-learning pro. Retreived from: http://www.articulate.com/rapid-elearning/
This ebook is designed to help the user create and manage an e-learning course in a quick and efficient manner. Associated with his blog, this ebook is a separate resource, available to subscribers as a download. The author is primarily addressing a course designer for adult-oriented, corporate training. However, even without focusing on the specific needs of the K-12 environment, or the classroom teacher, this ebook excels at providing specific , practical and efficient strategies and solutions to an online learning environment. The author has an understanding of learning styles, and really focuses on the learner, and not the organizational objectives. Kuhlmann presents five common Pet Peeves when faced with an online course, and offers solutions, strategies and alternatives when approaching them. There are some excellent, practical suggestions for including audio, video and images in the online course, and the author presents them in a straightforward and uncomplicated manner: "With one annotated screen capture image, you can convey the same information with no video. This keeps the file small and faster to download, and it’s easier to create and maintain if you have to update or edit in the future." The author indicates a clear mandate to focus on understanding the needs of the organization, the customer and the learner. These are all sound principles that translate out of the corporate environment, and into the educational realm. The course designer needs to understand the content and the context of the situation before starting to design the materials. Although there is a significant focus on the corporate uses of e-learning, the educational leader would be able to use this resource as a guide and potential framework for establishing, designing or implementing an online course in the K-12 environment. This ebook has been written in a very authentic and accessible manner, which would allow novice course designers to not feel intimidated by the unknowns associated with a new undertaking.
Kuhlmann, T. (2010). The rapid elearning blog. Retrieved from: http://www.articulate.com/rapid-elearning/
The Rapid e-Learning Blog was established in 2007, and currently contains 168 different postings, all related to e-learning course design. Because the author has an educational background, and recently completed his Master's in Educational Technology, it's clear he understands the importance of course design, while focusing on the needs of the learners. Throughout the blog, a variety of topics are covered, including Visual Course Design, Assisting Learners to Remember More, Common Mistakes in Creating Online Quizzes and Tips for Using Audio in Online Courses. Although none of the posts are specific to a educational environment, almost everyone can be easily adapted to an online K-12 classroom. Perhaps because of his educational background, Kuhlmann seems to espouse the philosophy to "use what you've got". Many of his examples use common, Microsoft software that most course designers would already be familiar with. His innovative, creative and inspiring uses of PowerPoint emphasise the way in which common tools can be re-imagined and re-purposed. For example, he doesn't just use PowerPoint as a presentation tool, but takes advantage of the included clipart and inherent design aspects to truly use it in place of expensive and inaccessible graphic design software. Many schools and school divisions cannot afford expensive graphic design software, or a team of designers to create new graphics and visualizations for their online courses. However, by using some of Kuhlmann’s tips and tricks, teachers can use the software they are already familiar with to create illustrative examples or eye-catching graphics. Although none of his posts focus specifically on K-12 schooling, any educational leader would relish the chance to share these practical and pragmatic suggestions and solutions. Any online teacher or course designer (whether novice or advanced) will benefit from Kuhlmann's expertise in this emerging area.
Lips, D. (2010). How online learning is revolutionizing K-12 education and benefiting students. Washington, DC: The Heritage Foundation. Retrieved from: http://s3.amazonaws.com/thf_media/2010/pdf/bg_2356.pdf
According to this article, online learning has the potential to revolutionize American K-12 education. Online learning in the USA is becoming pervasive, with 45 States having either State-wide online schools or full-time online schools. This article suggests that each state should either create, or expand their state-wide virtual school to allow students to study online full-time. Using the Florida Virtual School as a model, the author points out the intrinsic benefits to online learning: increased access to high-quality teachers, increased flexibility for teachers and students, improved productivity and efficiency and focus on innovation. The author suggests that State Educational Departments should be permitted to collaborate with other states or learning providers to develop and provided online learning programs, rationalizing that through collaboration the best learning environments could be created. He also suggests that relaxed regulations that govern the creation of charter schools (independently managed public schools) would permit more learning options and opportunities. Online charter schools are not permitted in a handful of states, and the author suggests changing the specific legislation to allow these environments to come into being. Even though this article is focused on an American setting, with American legislation, the educational leader could use this resource to better understand the specific realities of online learning, and take to heart some of the suggestions made by the author.
North American Council for Online Learning. (2006). National standards for quality online teaching. Vienna, VA: NACOL.
These National Standards are presented as an organized list of guidelines for online teaching and instructional design. These standards were strongly influenced by and founded on the SREB Standards for Quality Online Teaching (2006), although they have been re-ordered, re-packaged and combined with other categories from other (similar) studies and research. This is quite a prescriptive checklist that uses a 5-point scale to rate online teaching, and online school environments: Absent, Unsatisfactory, Somewhat Satisfactory, Satisfactory, Very Satisfactory. There are twelve different categories ranging from prerequisite technological skills, online leadership, online assessment and collaboration with colleagues. There are many critical factors that online administrators, leaders and teachers would need to recognize and address before instigating any changes in their online school. Technology and educational leaders would be able to use this checklist as an assessment tool for current online teachers or as a pre-planning activity when establishing a virtual school. Although each of the twelve categories are generally given equal weight through this checklist, a leader would be able to make some critical judgements and decide which aspects would be highlighted with the specific school staff. The inherent American biases (i.e. "state-authorized") would be easily overlooked, and adjusted to a Canadian context.
Ramaswami, R. (2009).Even! But no longer odd. Retrieved from: http://thejournal.com/Articles/2009/05/01/Even-But-No-Longer-Odd.aspx
This article focuses on the changing perceptions of online learning, and how a K-12 online education is equal to - if not better than - a traditional education. The article recognizes the changes that have happened over the past five years, and the rapid changes that have happened in this field. The author is quite honest about the history of online learning, and emphasized how the perception was that students were placed into online learning because they somehow did not fit into traditional schools. She analyzes the common perceptions in online education, and questions whether early virtual schools deserved the suspect reputation - or if there was an overall suspicious misunderstanding of the format. By using specific evidence of online schools throughout the United States, the article highlights the benefits of online learning, and how (in some situations), the education is better suited to the student. An educational leader would be able to use this resource to review the short history of online learning, to better understand why certain misconceptions exist within the educational community and general society. By understanding the "dubious beginning" associated with online learning and virtual schools, the educator would be more adept at re-presenting their position of the benefits of online schooling.
Smith, R., Clark, T. and Blomyer, R. (2005). A synthesis of new research on K-12 online learning. Naperville, IL: North Central Regional Educational Laboratory. Retrieved from: http://www.ncrel.org/tech/synthesis/synthesis.pdf
Through the study of eight different research reports (all published in 2005), this NCREL paper explores and examines online learning in K-12 environments. Through their examination, the authors also offer specific recommendations for schools and education departments to take when planning for the future. The study makes an effort to describe the different types of online schools, including those that students attend full-time, and those that are used as a supplement to a student's "traditional" education. This is an important distinction, as the eight different research reports were conducted in a variety of different environments. The authors identify six prevalent themes in the research reports: academic performance; characteristics of successful online students; qualities of effective online courses; professional development for effective online teaching; challenges of online learning; and online learning, school change and educational reform. These six trends weren't present in all eight reports, but represent the most commonly discussed aspects of online learning. The educational leader would find this summary useful, as a way to further research specific trends in online learning. The authors propose that all eight studies had at least two common themes: understanding the challenges of online learning, and the interplay between online learning, school change and the impact on Educational Reform. This summary would be an excellent starting point to better understand the broad, wide-spread issues and concerns of K-12 online learning.
Southern Regional Education Board (2006). Online teaching evaluation for state virtual schools. Atlanta, GA: SREB. Retrieved from: http://publications.sreb.org/2006/06T04_Online_teaching_evaluation_checklist.pdf
This document is meant to be used as part of a teacher’s periodic evaluation, and has two distinct parts: First, a detailed and categorized checklist that is designed to help assess the online teacher, and determine if they meet the established standards; Next, an annotative narrative section used to highlight specific successes in online education. The checklist is categorized into three parts: Academic Preparation, Content Knowledge and Skills for Instructional Technology, and Online Teaching and Learning Methodology, Management, Knowledge, Skills and Delivery. There's a definitive spotlight on the last category, focused on all of the technical skills and knowledge required for being a successful online learner. Although they could, technology leaders should not necessarily use this checklist as written. However, there are a number of innovative ways this checklist could be used. For example, leaders could use it to design a set of specific standards that meet their requirements when analyzing online teaching and learning. Rather than using this as an actual checklist or assessment tool, it could easily be modified to describe best practices in online learning, and used as a planning tool. Alternatively, it could also be used as a self-assessment or reflective tool for an online teacher, or online Professional Learning Community.
Watson, J. and Gemin, B., Evergreen Education Group and Coffey, M. (2010). Promising practices in online learing: A parent's guide to choosing the right online program. Vienna, VA: International Association for K-12 Online Learning.
This document, published for parents and students making choices about their online learning optinos, begins with a discussion of online learning, and highlights the differences between online learning and homeschooling. The collective authors attempt to address some common questions that families might have, and is grounded in the understanding that the reader is completely unfamiliar with online learning. The guide presents a narrative of a fictional family, the Robertsons, as they consider online learning options for their three children. Many significant issues are addressed, including quality of the program, governance, curriculum, technology, student support and socialization. Families new to the concept of online learning would find a lot of value in this publication, as it is comprehensive, critical and yet very accessible. Although intended for parents and students choosing an online program, this document would be valuable to any leader in an online program. By better understanding the options available to all students, the course designers and school leaders can create more appealing, attractive and successful online programs. For example, many families that might have been traditional homeschoolers might begin to see the benefits of online learning if they are presented in terms that are familiar and attractive to the family.
Williams, P. (2004). How to develop an online course. Retrieved from http://www.stylusinc.com/online_course/tutorial/process.htm
This resource contains text-based tutorials and checklists that a course designer might use when planning and implementing a module in an online course. There are seven key principles addressed in these tutorials, split into seven distinct lessons: Analysis, Instructional Design, Interface Design, Development, Online Evaluation, Promotion and Site Maintenance. The author is careful to highlight the importance of planning and mapping out the finished product – a key to successful course design. Although relying on the audience having some course or curriculum design work, these tutorials contain pragmatic and tangible insights for novice or intermediately-skilled course designers (such as using JPEG files for complex, detailed pictures). Educational leaders would find merit in this online tutorial because it highlights specific steps and criteria required when planning out an online course. In addition, leaders or educators who are unfamiliar with online learning or course design standards would be able to use these tutorials as a checklist when planning out their own online course, or a staff-based Professional Development activity.
Tuesday, July 13, 2010
Reading Analysis #2
John Dewey, a philosopher and education reformer, made the statement that “Any genuine teaching will result, if successful, in someone’s knowing how to bring about a better condition of things than existed earlier.” I propose this is an example of Dewey’s Progressivist approach to education. In general, Progressivism is the belief that human life and social institutions can and should be improved. Progressivist Education, therefore, is the belief that education and schooling should stand to bring overall improvement or betterment to society. Although supported by historical and contemporary philosophers, Dewey is one of the most important figures in the Progressive Education movement, so his values and opinions need to be examined. Through a thoughtful analysis of the CBe-learn Three-Year Education Plan, I intent to highlight and clarify Dewey’s position, rationalizing that his is a Progressivist view of education.
The Personalization of Learning
Before Dewey, Jean-Jacques Rousseau (an Eighteenth-Century philosopher and author) established the groundwork for what would become the Progressivist movement. Combining ideas of scientific reasoning, romanticism and Naturalism, Rousseau, extrapolated that human growth and learning were natural processes that needed to be supported and nurtured in natural environments. Influenced by Rousseau’s work, Child-centered Progressives encourage students to explore their own environments, and learn in a style of their choosing. Again, this typically translated to a Natural environment, where the young students would be free to develop their self-identity, or amour de soi. This is reflected in the CBe-learn philosophy of student-centred learning. According to the CBe-learn Outcomes: “Students will use personalized learning opportunities to accommodate their diverse learning styles and unique schedules, improving completion rates”. Student Choice and Personalization are at the heart of the CBe-learn program. The programs at CBe-learn offer students the opportunity to indulge in the courses, assignments and projects that are of interest and importance to them on a personal, meaningful level. By offering such personalized choices to students, CBe-learn is effectively able to make a significant impact on all students’ learning. This connects to Dewey’s position as Progressive, as the goal is to respect and revere past practices, while simultaneously creating something better than before.
Tools of the Trade
The Progressive Education Association, with Dewey as the established president, had a number of student-centred goals and principles. One of the goals of these Progressivists was to foster greater cooperation among the teacher, the school, the home and the family. CBe-learn has embraced this commitment, and understands that the student is better served when all aspects of his / her education work in concert, rather than in opposition. To this end, CBe-learn has become committed to using the e-Portfolio tool embedded within our Learning Management System. The e-Portfolio tool allows for great personalization, and the student has the ability to explore their individual interests and passions. It can be used in a variety of ways, and is an excellent tool to collaborate and communicate outside of the virtual classroom. Using this tool, the student can better connect any personalized work with her / his family members. In this way, parents are able to comment on student assessment and work, and can obtain progress reports and updates from the teacher in real-time.
Rather than seeing the teacher as the giver of knowledge, Progressivists regard the teacher as the director of research and inquiry. The role of the teacher is to guide students in their learning, and help them come to a stronger realization and appreciation of the subject matter and material. This is apparent at CBe-learn in the way in which Inquiry is a central focus of many core academic courses. Not always a popular or well-received choice, the directive for Inquiry-based learning came through experimentation and action research into best practices in this online environment. Progressivists gravitated towards Dewey’s experimental “Laboratory” school, understanding that innovation and new ideas need to percolate in an observable, but separate environment. In this regard, so too have progressive and innovative educators been drawn to CBe-learn, through the school’s mandate of “Learning Lab of the Future”. This exemplifies Dewey’s position of bringing out the best in education, in hopes of ameliorating teacher practice and student success in the future.
Room for Progress
Although CBe-learn is committed to many of the philosophies associated with a Progressivist view, economic, political and social realities prevent CBe-learn from exhibiting an idealistic vision of Progressive education. William H. Kilpatrick, a pedagogue and educator, designed the Project Method, whereby students’ learning would focus less on memorization, textbook learning or teacher-dominated delivery. Instead, students would be engaged in collaborative, democratic learning environments where they are able to pick, plan and execute their personalized learning activities or projects. In addition, like other Progressivists, Kilpatrick was committed to Sensory Learning, where the student learner is surrounded by authentic experiences. In the virtual environment of CBe-learn, it becomes difficult, if not impossible, to offer students these same rich, rewarding educational experiences. Although offered many choices and opportunities, students are limited in the external sensory input they can receive in this environment, and are not able to partake in many hands-on “fieldtrips” as would ideal to Progressivists.
CBe-learn, like all schools within the province, is constrained by a number of external factors, such as Government-regulated Diploma Exams. A true Progressivist approach would prohibit students from being assessed in an inauthentic manner which attempts to impose external standards on students. Furthermore, Progressivists believe that to bring about better social conditions, student learning should be measured in terms of social, moral, physical and mental development. There has been some work in the Calgary Board of Education to begin reporting and assessing students in a variety of areas, including Academic Success, Citizenship, Personal Development and Character. Within the next school year, a progress report will be developed that address these specific outcomes, or ENDS. Students, teachers and parents will be involved in the assessment of these personal criteria, even though students’ overall success and completion of High School won’t be impacted, as that is under the jurisdiction of Alberta Education. This is an instance of the school board taking a more Progressive standpoint than the legislative, governing body. Although CBe-learn cannot currently address these critical concerns, by having an understanding of the pragmatic limitations, our administration can help place the school in a position to expand its Progressive tendencies whenever (and wherever) possible. Continually striving towards a better way of offering education is a prime exemplar of Dewey’s position: successful education should continually endeavour to be better.
Counter-Argument
Some may argue that Dewey’s quotation does not support a Progressivist model of education, as he was himself critical of some aspects of Progressive Education. Dewey was concerned that many who claimed to subscribe to the Progressivists’ view were doing so in a reactionary manner – reacting or indeed revolting against “traditional” forms of education. However, this argument lacks merit, as Dewey’s criticism was in response to how some people were implementing Progressivism, not to the established theories and practices themselves. Some educators were calling themselves Progressivist, whereas they were merely reactionary to “Traditional” education. These educators produced certain activities that were devoid of any social or educational merit, but were put into place only because they were in direct contrast to what was happening in traditional educational settings. In a similar manner, some technology integration has been seen as “technology for technology’s sake”. However, CBe-learn has never subscribed to this philosophy. All of the technological integrations are put into place for a specific, educationally-sound reason and purpose. In fact, part of the CBe-learn plan is to support teachers and students throughout the CBE, and ensure that Distributed Learning technologies are being used in an engaging and purposeful manner to ameliorate teaching and learning conditions in a broader context.
Conclusion
Dewey’s statement clearly highlights his belief in a Progressive education being responsible for bringing positive changes and progress to the educational milieu. CBe-learn has many qualities of a Progressive school, but because of current economic and political constraints, it needs to exist within a larger overall context. At this time, it is not possible for CBe-learn to exemplify an exclusive Progressivist philosophy, but the school’s philosophy is grounded in a strongly Progressivist ideology. Although it’s been 90 years since the inception of the Progressivist movement, it is unmistakably found in the online, virtual classrooms of CBe-learn.
References
The Personalization of Learning
Before Dewey, Jean-Jacques Rousseau (an Eighteenth-Century philosopher and author) established the groundwork for what would become the Progressivist movement. Combining ideas of scientific reasoning, romanticism and Naturalism, Rousseau, extrapolated that human growth and learning were natural processes that needed to be supported and nurtured in natural environments. Influenced by Rousseau’s work, Child-centered Progressives encourage students to explore their own environments, and learn in a style of their choosing. Again, this typically translated to a Natural environment, where the young students would be free to develop their self-identity, or amour de soi. This is reflected in the CBe-learn philosophy of student-centred learning. According to the CBe-learn Outcomes: “Students will use personalized learning opportunities to accommodate their diverse learning styles and unique schedules, improving completion rates”. Student Choice and Personalization are at the heart of the CBe-learn program. The programs at CBe-learn offer students the opportunity to indulge in the courses, assignments and projects that are of interest and importance to them on a personal, meaningful level. By offering such personalized choices to students, CBe-learn is effectively able to make a significant impact on all students’ learning. This connects to Dewey’s position as Progressive, as the goal is to respect and revere past practices, while simultaneously creating something better than before.
Tools of the Trade
The Progressive Education Association, with Dewey as the established president, had a number of student-centred goals and principles. One of the goals of these Progressivists was to foster greater cooperation among the teacher, the school, the home and the family. CBe-learn has embraced this commitment, and understands that the student is better served when all aspects of his / her education work in concert, rather than in opposition. To this end, CBe-learn has become committed to using the e-Portfolio tool embedded within our Learning Management System. The e-Portfolio tool allows for great personalization, and the student has the ability to explore their individual interests and passions. It can be used in a variety of ways, and is an excellent tool to collaborate and communicate outside of the virtual classroom. Using this tool, the student can better connect any personalized work with her / his family members. In this way, parents are able to comment on student assessment and work, and can obtain progress reports and updates from the teacher in real-time.
Rather than seeing the teacher as the giver of knowledge, Progressivists regard the teacher as the director of research and inquiry. The role of the teacher is to guide students in their learning, and help them come to a stronger realization and appreciation of the subject matter and material. This is apparent at CBe-learn in the way in which Inquiry is a central focus of many core academic courses. Not always a popular or well-received choice, the directive for Inquiry-based learning came through experimentation and action research into best practices in this online environment. Progressivists gravitated towards Dewey’s experimental “Laboratory” school, understanding that innovation and new ideas need to percolate in an observable, but separate environment. In this regard, so too have progressive and innovative educators been drawn to CBe-learn, through the school’s mandate of “Learning Lab of the Future”. This exemplifies Dewey’s position of bringing out the best in education, in hopes of ameliorating teacher practice and student success in the future.
Room for Progress
Although CBe-learn is committed to many of the philosophies associated with a Progressivist view, economic, political and social realities prevent CBe-learn from exhibiting an idealistic vision of Progressive education. William H. Kilpatrick, a pedagogue and educator, designed the Project Method, whereby students’ learning would focus less on memorization, textbook learning or teacher-dominated delivery. Instead, students would be engaged in collaborative, democratic learning environments where they are able to pick, plan and execute their personalized learning activities or projects. In addition, like other Progressivists, Kilpatrick was committed to Sensory Learning, where the student learner is surrounded by authentic experiences. In the virtual environment of CBe-learn, it becomes difficult, if not impossible, to offer students these same rich, rewarding educational experiences. Although offered many choices and opportunities, students are limited in the external sensory input they can receive in this environment, and are not able to partake in many hands-on “fieldtrips” as would ideal to Progressivists.
CBe-learn, like all schools within the province, is constrained by a number of external factors, such as Government-regulated Diploma Exams. A true Progressivist approach would prohibit students from being assessed in an inauthentic manner which attempts to impose external standards on students. Furthermore, Progressivists believe that to bring about better social conditions, student learning should be measured in terms of social, moral, physical and mental development. There has been some work in the Calgary Board of Education to begin reporting and assessing students in a variety of areas, including Academic Success, Citizenship, Personal Development and Character. Within the next school year, a progress report will be developed that address these specific outcomes, or ENDS. Students, teachers and parents will be involved in the assessment of these personal criteria, even though students’ overall success and completion of High School won’t be impacted, as that is under the jurisdiction of Alberta Education. This is an instance of the school board taking a more Progressive standpoint than the legislative, governing body. Although CBe-learn cannot currently address these critical concerns, by having an understanding of the pragmatic limitations, our administration can help place the school in a position to expand its Progressive tendencies whenever (and wherever) possible. Continually striving towards a better way of offering education is a prime exemplar of Dewey’s position: successful education should continually endeavour to be better.
Counter-Argument
Some may argue that Dewey’s quotation does not support a Progressivist model of education, as he was himself critical of some aspects of Progressive Education. Dewey was concerned that many who claimed to subscribe to the Progressivists’ view were doing so in a reactionary manner – reacting or indeed revolting against “traditional” forms of education. However, this argument lacks merit, as Dewey’s criticism was in response to how some people were implementing Progressivism, not to the established theories and practices themselves. Some educators were calling themselves Progressivist, whereas they were merely reactionary to “Traditional” education. These educators produced certain activities that were devoid of any social or educational merit, but were put into place only because they were in direct contrast to what was happening in traditional educational settings. In a similar manner, some technology integration has been seen as “technology for technology’s sake”. However, CBe-learn has never subscribed to this philosophy. All of the technological integrations are put into place for a specific, educationally-sound reason and purpose. In fact, part of the CBe-learn plan is to support teachers and students throughout the CBE, and ensure that Distributed Learning technologies are being used in an engaging and purposeful manner to ameliorate teaching and learning conditions in a broader context.
Conclusion
Dewey’s statement clearly highlights his belief in a Progressive education being responsible for bringing positive changes and progress to the educational milieu. CBe-learn has many qualities of a Progressive school, but because of current economic and political constraints, it needs to exist within a larger overall context. At this time, it is not possible for CBe-learn to exemplify an exclusive Progressivist philosophy, but the school’s philosophy is grounded in a strongly Progressivist ideology. Although it’s been 90 years since the inception of the Progressivist movement, it is unmistakably found in the online, virtual classrooms of CBe-learn.
References
- Calgary Board of Education (CBE). (2009) Three year plan 2009 – 2012. Calgary: Accountability Services of the Calgary Board of Education.
- CBe-learn. (2008). CBe-learn School Development Plan 2008 – 2011. Calgary: CBe-learn.
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