Thomas Miller's List: aps_online_learning

The Innovative Educator: 10 Reasons Students Say They Prefer Learning Online

Nov 29, 10

students perspective on online learning

theinnovativeeducator.blogspot.com/...-students-say-they-prefer.html online learning iNacol symposium students
A National Primer on K-12 Online Learning

Nov 29, 10

The National Primer on K-12 Online Learning provides a comprehensive overview of online learning
by examining the basics about online teaching and learning, evaluating academic success, professional
development, technology and other topics.

www.inacol.org/...L_NationalPrimerv22010-web.pdf online learning iNacol primer K-12
Have You Been Paying Attention? - The Educator's PLN

Nov 29, 10

a spin on Shift Happens focused on K-12 and digital learning.

edupln.ning.com/...ve-you-been-paying-attention-1 digital native shift happens web 2.0 video
SCHOOLCIO Professional Development: Blended is better 1

Nov 05, 10

PD in Texas and MA, using online learning communities and blended PD approaches

www.techlearning.com/...34294 professional development blended learning texas pd
- “We have 400,000 educators in the state, and we can’t reach all of them face-to-face, so we’re offering training in many formats,” says Anita Givens, the Texas Education Agency’s associate commissioner of standards and programs. The goal, she says, is for teachers to have the option of faceto- face training with online follow-up or vice versa; both the online and the in-person professional-development initiatives will be expanded. Ultimately, teachers will be able to take complete professional-development modules through the portal.
Dream On: Visionary Educators and Their Big Ideas -- THE Journal 1

Oct 14, 10

The Responsive classroom - blends pedagogy, technology and classroom design.

thejournal.com/...ators-and-Their-Big-Ideas.aspx responsive classroom 21st Century learning online learning aps_online_learning
- The responsive-classroom concept blends pedagogy, technology, and classroom design in such a way that it revamps the teaching paradigm. Still described as “in the works” by Kiley, this new model coordinates online and classroom teaching. The core instruction at Hornell will be delivered by online teachers through Oklahoma-based virtual learning provider Advanced Academics, Kiley says, which the district already works with to offer its students a number of supplementary classes online, including a Mandarin language course taught by an instructor in Beijing.
The Not-So-Simple Debate on Home Computers and Achievement 1

Oct 14, 10

looking at recent research on computers in the home and their impact on achievement.

www.cfy.org/...0-12-10_CFY_ed_week_op_ed.html home learning aps_online_learning computers achievement
- But before schools and parents dismiss the potential of the home computer as a learning tool, it's useful to step back and take a clear-eyed look at what these studies actually demonstrate, and what some other studies have to offer on this important topic.
  The research in North Carolina and in Romania explored whether the presence of home technology, by itself, makes a difference in students' achievement. Both studies found that home computers did not produce better students (as measured by better test scores). Yet this conclusion is not surprising: We certainly don't assume that distributing violins will produce violinists, nor do we expect footballs, by themselves, to produce varsity quarterbacks.
News: Blinding Technology of Online Learning - Inside Higher Ed 1

Sep 15, 10

Online learning and the challenge for people that are blind

www.insidehighered.com/...accessibility aps_online_learning accessibility blind
- Online learning is often heralded as a way to make college an option for people who would not otherwise have the money or mobility to access it. But for blind students, online learning can present more obstacles than opportunities — especially as e-learning materials become more technologically sophisticated.
e-Learning Research Report

Sep 02, 10

e-Learning for Educators
Effects of On-Line Professional
Development on Teachers and
their Students:

www.bc.edu/...dings2010_ExecutiveSummary.pdf best practices aps_online_learning research teachers e-learning
iNacol analyizes RttT winners for their Online Learning Strategies 1

Aug 31, 10

sites.google.com/...home aps_online_learning RttT online learning iNacol
- <a rel="nofollow" name="Ohio">Ohio</a><a rel="nofollow" name="Ohio"></a> Link to full application - <a rel="nofollow" href="http://www2.ed.gov/programs/racetothetop/phase2-applications/ohio.pdf" rel="nofollow">http://www2.ed.gov/programs/racetothetop/phase2-applications/ohio.pdf</a><a rel="nofollow" name="Ohio"> </a> Synopsis - Ohio will use RTTT funds to hire a professional development coach to continue offering more than 20,000 educators online professional development. OH permits credit flexibility, allowing for diverse methods of learning that do not adhere to stringent seat time requirements, especially for credit recovery and at-risk student populations. Also with RTTT funds, OH will offer more online courses to reach underserved populations; they will especially offer AP classes. <div>Specific Quotes From Application </div> <div style="COLOR: rgb(102,102,102)"> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Arial; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Beginning in 2000, Ohio offered intensive summer professional development in reading for K-4 teachers and elementary school principals, with follow-up during the school year. Over time, these sessions were translated into online learning modules, and expanded to cover grades K-12 engaging over 20,000 educators. (p. A3-5)</li></ul> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Arial; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">ODE will rollout professional development in blended face-to-face and online delivery modes using instructional coaches employed through ESCs in each of the State’s 16 regions to guide and facilitate the training. (p. B3-7)</li></ul> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Arial; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Ohio permits credit flexibility, allowing for more diverse methods of learning that do not require specific seat time requirements. Ohio collects data on interactive distance learning, online instruction, and education travel, as well as other variations of learning. Ohio’s data system is being expanded to collect more detailed information on credit flexibility (i.e., types of experiences for which students receive credits) to allow the additional analysis of the effects these instructional methods have on student performance and to serve as a repository of practices that districts and charter schools can replicate. Oftentimes, credit flexibility engages students in real-world learning experiences which better prepares them for college and careers. (p. C2-2)</li></ul> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Arial; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">The professional development will be delivered to teachers in a blended face-to-face and online system. In addition, the online components will be accessible for just-in-time professional development by individual teachers or groups. (p. C3-8)</li></ul> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Arial; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">With RttT support, ESCs will employ a professional development coach to ensure that teachers and principals receive the high quality professional development they need to successfully implement State and local district RttT commitments. These coaches will guide and facilitate the roll out of professional development in a blended face-to-face and online delivery mode. (p. D5-13)</li></ul> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Arial; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">In addition, the State Board of Education adopted a plan that enables students to earn units of high school credit based on a demonstration of subject area competency instead of or in combination with completing hours of classroom instruction. Students may earn credits by completing coursework; by testing out of or demonstrating mastery of course content; or by pursing one or more educational options as described above. A summary of Ohio’s Credit Flexibility Plan is in Appendix B.3.4. (p. F2-7)</li></ul> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Arial; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">In 2010, all Ohio school districts are adopting local plans to comply with Ohio’s Credit Flexibility Plan (Appendix B.3.4). Per ORC 3313.603(J) the State Board of Education, in consultation with the Chancellor of the Ohio Board of Regents, adopted a state-wide plan implementing methods for students to earn units of high school credit based on a demonstration of subject-area competency, instead of or in combination with completing hours of classroom instruction. Ohio’s “Credit Flex” plan shifts the focus from evaluating student learning based on “seat time” to assessing students’ demonstrated academic and skill level or performance. Under   Ohio’s Credit Flexibility Plan, school districts will retain seat time as one option and expand the number of options for earning credit by adding demonstration of subject-area competency and structures that support it irrespective of any time requirements. (p. P6-1)</li></ul> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Arial; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Expand virtual learning options to reach underserved student populations through Advanced Placement course offerings online from a high-quality provider who has been authorized through the AP course Audit. (p. Budget – 73)</li></ul></div>
Virtual Learning Environments 3

Aug 31, 10

porting "school 1.0" into school 2.0 concepts - the concept of "class" needs to be changed.

www.google.com/...reading-list virtual learning environments school 2.0 online learning aps_online_learning vle
- So far in a about 1/2 of our approximately 100 schools it appears there has been no discussion and little thought at the school level. This could be in large part because traditional administrators have no context for this type of discussion. In most cases the school administration just delegated the responsibility to an IT coordinator who has unthinkingly reproduced the existing school class structure in the new online environment. When comparing the emerging results from these schools to ones that have been innovative in their approach in finding new ways to group students, it is easy to see the problems and limitations of a ‘traditional school structure’ – both in the online and ‘real environment.
- 2) Embrace Research In today’s educational climate providing evidence that the work you are doing is aligned to research and standards is crucial! Here are some ways to do this. <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">In addition to content area alignment, ensure your cell infused lessons indicate alignment to the <a rel="nofollow" closure_uid_6kf9zp="940" href="http://www.iste.org/standards.aspx" target="_blank">National Education Technology Standards</a>.</li> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">This is a sample of a math teacher’s compilation of <a rel="nofollow" closure_uid_6kf9zp="941" href="http://tinyurl.com/standardsalignedmlearning" target="_blank">Standards-Aligned Activities with Cell Phone and Other Technologies </a></li></ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Incorporate the use of cell phones aligned to <a rel="nofollow" closure_uid_6kf9zp="942" href="http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html" target="_blank">Robert Marzano’s nine research-based strategies</a>. </li> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">You can think of your own or use some of these <a rel="nofollow" closure_uid_6kf9zp="943" href="http://theinnovativeeducator.blogspot.com/search?q=%22Classroom+Instruction+that+Works%22" target="_blank">ideas shared on The Innovative Educator</a> blog. </li></ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: disc; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Demonstrate careful research of the use mobile technology to building principal and district administration. Provide spec if ic data and examples that are up-to-date, not out-of-date. </li> <ul> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Frohberg, D. (2006). <a rel="nofollow" closure_uid_6kf9zp="944" href="http://www.ifi.uzh.ch/pax/uploads/pdf/publication/71/2006_DELFI_Darmstadt_MLearn_Framework.pdf" target="_blank">Mobile learning is coming of age: What we have and what we still miss</a>. Paper presented at the DELFI 2006, Darmstadt, Germany.<a rel="nofollow" closure_uid_6kf9zp="945" href="http://www.ifi.uzh.ch/pax/uploads/pdf/publication/71/2006_DELFI_Darmstadt_MLearn_Framework.pdf" target="_blank"> </a><a rel="nofollow" closure_uid_6kf9zp="946" href="https://docs.google.com/document/edit?id=1-PhEPCO5BMqPlktRF6U_5Q3HwRiUbC-3Qa2WcLR_GyA&hl=en#" target="_blank">(http://www.ifi.uzh.ch/pax/uploads/pdf/publication/71/2006_DELFI_Darmstadt_MLearn_Framework.pdf)</a> </li> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Pursell, D.P. (2009). <a rel="nofollow" closure_uid_6kf9zp="947" href="http://www.docstoc.com/docs/20123887/Adapting-to-Student-Learning-Styles-Engaging-Students-with-Cell" target="_blank">Adapting to student learning styles: engaging students with cell phone technology in organic chemistry instruction. </a>Journal of Chemical Education, 86(10), 1219</li> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Shuler, Carly Ed.M. (January 2009) <a rel="nofollow" closure_uid_6kf9zp="948" href="http://joanganzcooneycenter.org/Reports-23.html" target="_blank">Industry Brief: Pockets of Potential: Using Mobile Technologies to Promote Children's Learning</a> </li> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Speak Up, . (2010, March). <a rel="nofollow" closure_uid_6kf9zp="949" href="http://www.tomorrow.org/speakup/speakup_reports.html" target="_blank">Creating our future: students speak up about their vision for 21st century learning </a></li> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Trotter, A. (2009). <a rel="nofollow" closure_uid_6kf9zp="950" href="http://www.edweek.org/ew/articles/2009/01/07/16cellphone.h28.html" target="_blank">Students turn their cellphones on for classroom lessons. </a>Education Week, 28(16), 10-11 </li> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Vavoula, G., Scanlon, E., Lonsdale, P., Sharples, M., & Jones, A. (2005). <a rel="nofollow" closure_uid_6kf9zp="951" href="http://halshs.archives-ouvertes.fr/docs/00/19/01/75/PDF/Vavoula-Kaleidoscope-2005.pdf" target="_blank">Report on literature on mobile learning, science and collaborative activity </a></li> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none">Wood, C., Jackson, E., & Wilde, L. (2009, July 24). <a rel="nofollow" closure_uid_6kf9zp="952" href="http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/reports/childrens_use_of_mobile_phone_text_messaging.pdf" target="_blank">Children’s use of mobile phone text messaging and its impact on literacy development in primary school.</a> </li> <li style="BACKGROUND-COLOR: transparent; LIST-STYLE-TYPE: circle; FONT-STYLE: normal; FONT-FAMILY: Times New Roman; COLOR: rgb(0,0,0); FONT-SIZE: 11pt; VERTICAL-ALIGN: baseline; FONT-WEIGHT: normal; TEXT-DECORATION: none"><a rel="nofollow" closure_uid_6kf9zp="953" href="https://docs.google.com/document/edit?id=1kSfODHTU78mX9_x_SXa4pJ1egrH2U5t92lddJHLmPGw&hl=en" target="_blank">Compilation of Mobile technology Journal Articles and Research</a> </li></ul></ul>
- 5 constructs that would need to change for this to become a reality
 
 Visionary educational leaders
 When deep thinking and strategic school leaders want something to happen it will. Without these people nothing will ever happen.
 
 Burden sharing
 For schooling structures to fully evolve there will have to be some ‘burden sharing’ between the ‘physical elements’ of a school, and the ‘virtual online’ elements of a school.
 
 Physical structure
 If physically the school is divided into small box like rooms, then that will be a problem, and the majority of these grouping would need to take place ‘online’ in the first instance.
 
 Removing the structure of ‘classes’ and a ‘schedule’
 This will require more intense and organisation of student learning in the virtual aspects of the school. If the school does not have a coordinated approach to their ‘online school’ then it will be unlikely to work either.
 
 Schools will need a coordinated learning management system (LMS).
 It is fine for one or two classes to set up blogs on blogger, or document sharing via Google Docs. But trying to get the whole school to work together using anything other than a well-organised LMS will likely prove difficult. This doesn’t mean that students would need to stop using Google Docs, etc, just that there needs to be something that will tie all the various groupings together, and keep track of student learning over life of their schooling.
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Sharing time in a blended learning space 1

Aug 30, 10

Description of blended learning and best practices on how to set up a blended learning environment.

www.learnnc.org/...6683 aps_online_learning blended learning best practices online learning K-12 teaching
- Elements of a productive blended learning space
Beyond blended learning: Reaching every student 1

Aug 30, 10

www.learnnc.org/...6622 aps_online_learning blended learning best practices online learning K-12 presentation
- He concludes by encouraging teachers to experiment with blended learning but cautions that, until they become comfortable with the method’s techniques and strategies, they should employ it only when it allows them to do something in the classroom they cannot do using traditional methods or to do something better than they’re already doing it.

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Thomas Miller

12 items | 2 visits

An aggregation of best practices for K-12 online learning.

Updated on Nov 29, 10
Created on Aug 30, 10

Category: Schools & Education

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Thomas Miller's List: aps_online_learning

The Innovative Educator: 10 Reasons Students Say They Prefer Learning Online

A National Primer on K-12 Online Learning

Have You Been Paying Attention? - The Educator's PLN

SCHOOLCIO Professional Development: Blended is better 1

Dream On: Visionary Educators and Their Big Ideas -- THE Journal 1

The Not-So-Simple Debate on Home Computers and Achievement 1

News: Blinding Technology of Online Learning - Inside Higher Ed 1

e-Learning Research Report

iNacol analyizes RttT winners for their Online Learning Strategies 1

Virtual Learning Environments 3

Sharing time in a blended learning space 1

Beyond blended learning: Reaching every student 1

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