COLLABORATIVE MINDMAP ON REPORT: A National Primer on K-12 Online Learning After reading the pap...

Get Started. It's Free
or sign up with your email address
Rocket clouds
COLLABORATIVE MINDMAP ON REPORT: A National Primer on K-12 Online Learning After reading the paper, add your thoughts to the nodes provided. Remember to add your name to your comments. Keep comments brief. Add as many nodes as you like. Use text and images if you like. Don't worry if there is repetition! It will be interesting to see if there is as this will help us develop areas of emphasis. by Mind Map: COLLABORATIVE MINDMAP ON REPORT: A National Primer on K-12 Online Learning  After reading the paper, add your thoughts to the nodes provided.   Remember to add your name to your comments.  Keep comments brief.  Add as many nodes as you like. Use text and images if you like.  Don't worry if there is repetition! It will be interesting to see if there is as this will help us develop areas of emphasis.

1. Ben Fulton: I agree that PD will be very important. I can see the benefit of incorporating blended learning components in my teaching for differentiation and providing self-paced opportunities. The point the reading makes about teachers needing to know how to facilitate dynamic online discussions and reading students without visual cues is a little daunting.

2. Israel Carroll: The importance of teacher professional development to ensure that teachers know how to use the technology effectively but also how, at its core, teacher content and pedagogical knowledge are still key.

2.1. Evan Henderson: I agree on the importance of professional development for teachers so that they can learn ways in which the teaching can be delivered most effectively. Through professional development, teachers can understand the ways in which they can achieve best teaching practice. The approach creates a shift towards student centered learning, and allows the teacher's role to be redefined more, so that they are able to act as a facilitator in the learner's journey.

3. Andrea: I like the list of myths laid out by the author. The biggest obstacle of online learning is people's misconception towards it. The myths about its cost, extent to motivating students, engage students and control assessment quality are all addressing the key issues about online learning. Personally, I still think some face to face interaction is necessary in that my experience has told me that young people can easily get frustrated when they lose control of technology and no one is around to help. A sense of security is crucial for their mental and moral growth in addition to the ability to online learning.

3.1. Deena: Andrea's point that you need a teacher because students can get frustrated when they don't understand or have problems with technology is very apt. There needs to be a teacher to facilitate the learning. Real people get real results

4. Nicole M - This "any space place learning" is key! Students who's families travel, or who leave to pursue sporting interests can keep up with their school work, and make the transition back to the classroom easier. This flexibility is a bonus for us as teachers. And it has a wellbeing application too!

5. Nicole M - And supports diversity! Can provide educational opportunity for all children, regardless of geography, family income-level or background - but then there's that digital divide thing...

6. Evan Henderson: I think that the report highlighted how online learning can bridge the gap in education. Through online learning, schools that are traditionally seen as disadvantaged can gain greater access to better resources that may not have been otherwise feasible.

6.1. Lou: BUT it also highlights that the digital divide is still a real issue. That is one difficult sticking point about this area of study. Such great, relevant tools of engagement, yet it's mostly not transferrable to the school with no wifi, or the student cohort without net access at home. Though maybe this is only a very temporary issue. Though report notes: “schools help bridge the digital divide” because “many disadvantaged students use the Internet only at school.”

7. Key takeaways and important points from the report.

7.1. EXAMPLE Sylvia – Online learning is diverse.

7.2. Deane: I found the myth/reality examples helpful as I held some of these assumptions prior to learning about Blended and Online learning. I found the ideas around students not being isolated in these courses particularly insightful.

7.2.1. Nicole M: I really approve of the comment that "online learning is not a standalone concept" that it complements traditional teaching methods, in support of a more student centric pedagogical approach. Scott: This is definitely an important point for me. There are strengths and weaknesses inherent in all styles of teaching and what works well for one student may not be as effective with others. Combining online learning with traditional teaching methods to provide students with a broader learning experience is definitely something we should strive for as teachers, placing high importance on how each student learns best (the student-centred approach).

7.2.2. Adriana: I also think the myths/reality section to be quite interesting especially the point it made that teachers know their students better when using an online learning environment.

7.3. I absolutely love the idea of a virtual school at a state level. Why ins't this happening in Victoria? The idea of having expert teachers available to students no matter which school they attend is brilliant. I think I just found a new thing to put on my bucket list.

7.4. Liz W: One thing I found particularly interesting is how this technology is progressing faster than the policy can keep up. It makes me wonder what policy decisions will be made, and whether these will act to facilitate or stifle online learning in the future.

7.5. Liz W: Another important point to me in this document, and indeed this course in general, would be how technology and the internet are so integrated within our lives, and how schools are only just now starting to realise or implement this.

7.6. Paulina P: The article highlights the equitable and democratic nature of online learning, as students are collaborating and communicating within an environment that is free of prejudice, where participants can share their ideas and thoughts without feeling apprehensive about being judged on their physical characteristics such as gender, ethnicity or physical disability.

8. What I learnt or what the report made me think about online learning.

8.1. EXAMPLE Sylvia – It made me think that online learning could be useful to differentiate learning.

8.2. Israel Carroll: Really interesting that not being successful in a traditional classroom setting does not imply that students cannot successfully engage with content knowledge. Online learning has the potential for students to engage with content without particular barriers present e.g. students with particular school-based anxieties where education at home may be more successful.

8.3. Nicole M - Why aren't all school's doing this already? Sure you'll have a bit more work as a teacher - through a database/CMS to upload content to, but then it's all in the one space, making it easier for you as the educator to facilitate learning too.

8.4. I found it interesting that the teachers said that they know their students better in online courses than in face-to-face classrooms.

8.5. Hafiz: Teachers can try to implement online learning in parallel with traditional learning (aka blended learning). In order to get effective online learning, teachers need to put themselves in the shoes of the students. We can be successful in traditional learning since we are taught with it. Towards successfully implementing online learning, current teachers need to teach future teachers by online learning.

8.6. Lisa S: I think online learning is really great for providing students with both flexibility and choice in how they learn. It also helps teachers make use of differentiated learning by being able to give instructions to different groups of students all at the same time instead of group by group. I do however think that there are some students that may not learn best through this type of method and as a result, a blended classroom is something that I am really interested in doing when I finally get out into the real world of teaching!

8.7. Kristina R: I believe that online learning is imperative for student learning as it provides students to learn at their own pace. It also provides students who have been away a means to catch up with the work that they have missed. I also agree with Lisa, as students can learn at different paces, the teacher can target teaching to individuals and acts a facilitator rather than instructor.

8.8. Liz W: Whilst we have discussed it in class, I this article made me consider the implications of synchronous vs asynchronous programs. This is from a time management point of view, and from a teaching point of view.

8.9. Liz W: I liked how the report made mention of a possible supplement or improvement to a science program at school, and made me think about how I could use this in my future teacing

9. Nicole Green: Online learning allows students to study the subjects that they might not physically be able to do (due to location, disability or a low number of enrollments at a school)

9.1. Nicole Green - Blended Learning yields better results than the traditional classroom (if using data from the report). It is also cheaper to run.

10. Richard Trist: It made me think about how important PD is going to be in this area in the near future, and that not matter what approach is used, PCK is always fundamental in the implementation of any unit of work, and that the key features of good teaching practice wont change, only the medium for which it is presented.

10.1. Chris McWaters: Certainly changes/extends my notion of pedagogy

11. Chris McWaters: The role of the teacher is significant and ongoing throughout

11.1. Chris McWaters: Personalising by adjusting content (did not think this was practical)

11.2. Liz W: This may be just personal experience talking here, but I know a lot of teachers are afraid of/reject online learning because they feel threatened somehow. As others have mentioned, PD should not only be targeted at teaching the technical aspects and the pedagogical underpinnings, but also focussing on the importance and role of the teacher in facilitating learning.

12. Chris McWaters: The move to a National curriculum would support development of online content that could be used across schools/regions. However would change the 'autonomous' nature of schools that schools take pride in.

13. James Van Pelt: One aspect of online learning that resonated with me was the ability to teach at-risk students, dropouts, students that are home bound, ect. At my first placement school, there were quite a few dropouts and one of the math teachers would create online modules for the students to complete should they return to school. Many did complete them and some returned to school with the knowledge needed to pass.

13.1. Nicole M - Yes. This aspect is phenomenal. It can also be used to modify behaviour. I've seen students on detention for classroom misbehaviour still complete school work through the use of an online curriculum - just alone in a separate space. Behaviourist approach definitely, but it seemed to work. The student forfeits the right to learn alongside peers until the primary reason for detention is addressed, but does not get behind in their learning and further disadvantaged.

14. “Mobile learning is the art of using mobile technologies to enhance learning experiences.”

15. Antony Monteleone Whilst I can see the affordances of such an approach (such as ebooks in English), I do fear that there is a culture that is resistant to this change. This is embedded in beuracratic notions around the need control the use of mobile devices on school property.

15.1. Nicole M - I think that's going to be the hardest thing, how can a new teacher help change an entrenched culture? How can a new teacher find a school that aligns with their own epistemology?

15.1.1. Liz W: I experienced similar things during placement - I wanted to implement a (short) online component to my lessons, however my mentors did not like how it could not be controlled and tightly regulated, like the regular classroom experience.

16. Hafiz: The report favors the implementation of on the online learning such that 'Myth' lists are presented. I would have to disagree with some of the general views on the online learning to be 'Myth' as there's some correctness with the thinking. In order to successfully implement the online learning, some of the 'Myth' list need to be addressed as part of the risks of online learning. For example, "Students are able to cheat easily in online courses" is a true 'Myth'. I have come across some online courses where students are required to read some notes and by the end of the chapter, they will be assessed by online questions. This is done at home and the up to the students to take the assessment as an 'open textbook' task or honestly answering the questions. In the end, the students will be given a certificate to indicate so and so have done this course. The validity of the 'certificate' can therefore be questioned. It is true that the 'Myth' is not always true but this should not be taken lightly.

17. Deena: Who would have thought that students who have not thrived in the traditional school environment can thrive in a virtual environment. The opportunities are staggering for such students.

18. Deena: Don't listen to myths.One needs to be objective. Remember, we've been here before. With any new technology or change, the nay sayers come out and then after time it becomes normal.

19. i actually don't agree with the article in the fact that they say this is not correspondence school. Actually, I think it is. How fantastic it is that students can access a full education in remote areas, even if there is no teacher, and have a full education with direct teacher involvement. I didn't understand what the difference is if it is not correspondence school.

20. Ben Fulton: This reading gave me a much broader understanding of what online and blended learning looks like from the class level to a national level. I hadn't thought that much about the way policy, funding, and jurisdictions impact on this kind of change. Obviously, I am more concerned with how I would implement blended learning in my practice, but it was interesting to think about the affordances of online/blended learning in bringing courses to students who wouldn't otherwise have access to them. My favourite line is "online and blended learning is not necessarily cheaper, but it can make the previously unaffordable possible.

21. Sam: i also liked the ideas of myths laid out by the author, and i think the most difficult part of implementing online and blended learning is challenging and educating teachers and graduate teachers in the areas of online learning whilst also educating them on how to conduct effective blended learning.

22. I expected these myths to exist in schools, however i also know that many universities are making online courses available to students. It definitely outlined to me that alot of schools are reluctant to the idea of change despite there being clear advantages of online learning.

23. Scott: I really thought the points on laboratory experiments stood out to me as perhaps a reflection of the potential failures of classroom lab work as opposed to the benefits of online courses. I think there are definitely positives and negatives associated with each approach, but I'm definitely of the opinion that the power of many laboratory experiments is their engagement through hands-on interactivity that isn't always present in virtual experiments.

24. Min Chen: Two things in the report are interesting, 1. Teacher-student interaction in online teaching is more time consuming than classroom teaching. This made me reflect on how much one on one feedback I provide to each of my students in a classroom setting, certainly not enough! 2. The narrow view of socialising - socialising is no longer have to be conducted face to face, that's why we have social media. However, organising group discussions online can be challenging due to technological demands and the format of commenting.

24.1. Lou: On a social note - interesting too that online teachers report they know their students better online than in a face-to-face course. I hadn't thought of this but I can imagine it's true. I find in extended email or similar online exchanges the tone of intimacy and depth of consideration given to words resembles that of written letters and reflective writing - typically far deeper than the throw away comments of an oral classroom discussion - a powerful tool in the right context.

25. Tamara: I found the section on Supplemental Online Programs to be quite interesting. Programs like these allowed for more differentiated and personalised learning, as it allowed for the creation of individual or personalised learning path, which not only allowed the teacher to monitor the student's progress, but the student can also see their progress. I found the fact that such a high percentage of students were able to master the content from their personalised learning pathway absolutely amazing.

26. EmilyPayne: I love the opportunities that open up for students using this type of learning. Using online learning makes it possible for students to access learning they otherwise may not have been able to, which I think in turn would help to engage so many more students. I do believe there is still a place for a teacher in a classroom, but online learning is so flexible, that this may occur in different ways (i.e. a teacher on Skype for rural students, or a teacher implementing an online unit as part of an existing teaching program in the classroom).

27. For me this is a vision of education. It is exciting in its scope to allow ‘students unparalleled equity and access to high quality education unconstrained by time and place.’ Being a Melbourne mum this so appeals to my perception of the unfortunate snobbery around where one went to school. A education should not cost a fortune or position young adults socially or economically. It should prepare teenagers for future independent life. The visions this article presents of a wide variety of educational options that meet the needs of all students could bring brilliant possibilities for students to develop in subject areas of interest and special skill that relates to their current and future lives. But we are talking about teenagers and the logistics of delivery (Synchronous vs. Asynchronous) present some bizarre questions around the day-to-day lives of families and the current law which makes traditional schooling compulsory till the age of 17.Avril

27.1. ‘online teachers report that they know their students better online than in a face-to-face course’ I find this statement fascinating. To me it suggests the intensity to online teaching that benefits from the continuous one on one communication where nothing is lost in translation across a room of 25 students and time is allowed for genuine understanding and revision on an individual basis. ‘They expect their education to be in line with their every day technology-rich experiences.’ This statement is a big challenge for teachers unless they truly collaborate with their students to allow them control over how they learn, what they produce and how they produce it. I sound like a broken record but clear outcomes and assessment criteria from the start are crucial for all concerned. Avril