EDIT 762 Spring Semester 2021

 Week #1

Quality

In considering the definition of ‘quality’ and the characteristics of the term has been eye opening.  Some theories or definitions include the idea of a degree of excellence and superiority of kind, however, there seems to be little to guide one in determining how to measure quality.  The definition of quality is dependent upon the agenda and objectives of the stakeholders.  This discussion is not new, but one that has become the center of educational theory and action as the shift to blended learning becomes the norm.

The concept of quality in a face-to-face setting versus an online setting brings various considerations.  As we were thrust into the virtual/online setting it was only natural to shift F2F designs to online without adaptation or modifications with so many unknowns.  At the time it was a matter of survival of the fittest.  Although trial by error can lead to some success it is not reliable on its own.  As we prepared for this school year a lot of time and energy was devoted to learning and implementing a variety of tools and resources for instruction.  I find it interesting that the approach to quality education was not student centered but technology centered.

As we prepare to return to school for concurrent learning sessions, I find it curious that the focus is still on the quality of the integration of technology versus the quality of student-centered learning.  Over the next weeks we are participating in a variety of professional development sessions to prepare for the next change.  The first session I am attending is “Concurrent Instruction Work Session: Backchannels and Routines”.   

After the readings and discussion of quality in blended learning, I am a bit on the skeptical side when it comes to preparing for concurrent instruction.

Week #2

6 Elements of Design

“Tucker said she sees her role shifting from a communicator of knowledge to a designer of engaging, high-quality learning experiences for her students.” (Pierce)

This quote from the article ‘What Effective Blended Learning Looks Like’; has resonated with me this week as we explored the six dimensions of interaction.  Although the focus in many high schools has been on the implementation of technology and applications to support blended learning.  Changing the focus to designing interactions versus focusing on content is a concept that I have found to foster innovation and positive learning experiences.

The six dimensions of interaction provide a framework for considering the different relationships between students, instructors, and content.  With learning at the center of the Community of Inquiry Model it is a natural connection to the aims of the International Baccalaureate (IB) program with the learner at the center of the model.  The intersection of presence from social to cognitive to teaching clearly highlights the significance of those relationships in designing for learning.   I think that often the value of these connections and relationships is undervalued in lesson design.

Considering the role of the six dimensions of interaction has caused me to pause and rethink my own course design.  I incorporate some of the strategies presented in my lesson design, however, not with the intentional expectation for outcomes.  The sections focusing on the Implications for Practice provide tangible expectations and outcomes, which is beneficial for me as a designer.

In answer to the question posed in Blackboard: Which end of the spectrum would characterize you at this point in your teaching career?  I would say I align more with the constructivist philosophy. Much of what I do in the German class is not situated in a framework for rote memorization, rather creating experiences to bring the content to life and to connect with the interests and strengths of my students. As we continue our exploration of quality learning and design for quality learning, I am excited to consider and incorporate in a more intentional manner the six design elements of quality.

 

What effective Blended Learning Looks Like; Pierce, Dennis; Teaching with Tech; January February 2017

Relationships between interactions and learning in online environments; Swan, Karen; Kent State University; Sloan-C Editor for Effective Practices in Learning Effectiveness

Week  #3

Quality Design Elements: Does Model Matter?

 Yes, the choice of model does matter in designing for quality, however, choice of model should not be considered without evaluating design elements too.  Reconnecting with the models presented and analyzed in EDIT 761 was beneficial in the further investigation of quality design and application of the six design elements. 

Blended learning with Lab Rotation involves learner movement to a designated learning environment, within which students work independently with online learner resources and tools. Learners work both synchronously and asynchronously which affords individualization of the curriculum for students to work at their own level and pace.  Through the inclusion of individualized supports and specialized instruction in the design process this approach is student centered. 

Connecting the model, Lab Rotation, to the different elements of presented in the ‘Online Learning Quality Inventory (OLQI) Matrix’ was challenging for me.  Identifying the elements that would be the most effective in cooperation with one another was difficult.  There are so many different ways in which one can approach the design process, it is important to have a clear lens or focus in order to select the most effective quality elements.  In reflecting on this process, I would have been more focused on the model and the desired outcomes in the initial phase of research.  Although I think the selected quality elements within the framework of a Lab Rotation model can be effective, I do think there are more patterns which may be more effective.

Week #4

In the past few years more research has been conducted at the K-12 levels, however the majority has been conducted from a Higher Education perspective.  In order to assess available resources and tools appropriate at the K-12 level our team investigated several rubrics and guidelines with which to measure the quality of online/blended learning. We utilized our research to develop our own rubric with which to evaluate online/blended learning courses.

We organized the rubric based upon the 6 dimensions of meaningful and quality online learning.  Each dimension was researched and evaluated by a team member in order to set a baseline for evaluation and assessment using a rubric.  The result of our individual research and evaluation was recorded in our shared rubric, which was evaluated and edited by team members.  The collaborative approach to creating a rubric was a productive and meaningful way for us to develop a comprehensive and effective product which can be utilized in a variety of situations.

Evaluating the two online courses using our rubric was especially interesting.  I had never evaluated a curriculum design using the concepts represented by the 6 dimensions.  This exercise was meaningful for me.  In reflecting on my own practice, I find that I am not consistently considering the 6 dimensions in an equal manner.  Although there does not always have to be an equal amount of focus spent on each dimension, I believe there should be equal consideration given when designing for blended/online learning.  I shared the 6 dimensions at our department meeting as we prepare for concurrent learning.  Like myself, there was a feeling of not considering the interface interactions as much as one should.

A lot to consider as I prepare for the concurrent learning environment beginning in March.
 

Week #5

As mentioned in the week 4 reflection, I found the exercise of evaluating other online courses to be quite meaningful.  It provided me with a distinct vantage point when evaluating the courses and also gave me pause to reflect upon my own practice and instructional design.

The first course I evaluated was organized in such a manner that it was quite easy to identify and assess the course using our Innovators-4-quality rubric.  With a clearly labeled, structured, and formatted design, identifying the 6 quality dimensions based upon our rubric was very straight forward, with minimal gaps in content and approach.  The second course, however, was much more ambiguous and less structured which at times made it difficult to identify any of the quality dimensions.  The lack of focus and clarity resulted in a lower outcome for the course.

The exercises this week putting our rubrics into practice was extremely helpful.  I have taken away quite a bit from this experience which I will be putting into practice myself through the reflective process.  Reflecting and evaluating my course structures and approaches to online/blended learning through the lens of the 6 quality dimensions.

Synthesis:

Week 1 Definition:

Targeted professional development, additional time for lesson design/redesign, which is student centered, focused on learner outcomes with frequent feedback, incorporation of multiple technologies = Quality Instruction.

Although my initial definition of Quality does capture some of the characteristics of quality/quality learning, it is just the tip of the iceberg.  Quality learning extends past specific pedagogical terminology to that of quality interactions.  Throughout this course the focus has been on the conceptualization of quality versus daily routine or norms.  The consideration for specific interactions which drive design are at the core of ‘quality’.  Taking this approach has enabled me to better understand and implement meaningful learning in an online/blended learning environment.

A challenge for me has been shifting from an implementation approach to a design focused approach.  The methodology presented in this course has helped me to better understand the importance of conceptualization versus reliance on pat templates or repetitive planning for learning. Creating the OLQAL Guide was a good way to build upon those concepts.  Working as a collaborative team was an effective way to keep the focus broad and not focused on content driven design practices.  The ability to set our own schedule for collaboration was appreciated and allowed us to work at our own pace.  Our group established norms and set expectations which helped us to be ahead throughout the learning and collaboration process.

EDIT 762 has been a turning point for me in my growth as an educator and learner. I am walking away with a better understanding of blended/online learning in the K-12 environment, evaluating and creating effective rubrics focused on quality, utilizing assessment tools in the evaluation of existing online courses and most significantly how to design meaningful learning experiences using the 6 quality dimension to drive design and to reflect upon my own practice using the quality dimensions.

 

 

What is purpose of education?

According to Nelson Mandela; ”Education is the most powerful weapon we can use to change the world”.  If Mandela is correct, then there must be change within the American educational system.  One must consider the purpose of education, should changes be implemented, what do the reform movements bring to the table and what skills are necessary in the 21^st century.

The purpose of education has been influenced by societal and economical expectations.  Originally the purpose of education was driven by the need for educated workers as a result of the Industrial Revolution. Education in the US is often driven by our need for advancement, financial gain and maintaining a competitive presence in the world.  Although Christensen focuses primarily on the competitive aspects of education, he recognizes the need for equity and inclusion.  For example, the need to provide equity for students at all socio-economic levels. Education provides the means to achieve the aims of our government, by upholding our democratic values and expectations of a democracy.

Although the basis for our educational system has been in place for many years, it is time to consider the effectiveness of the system in the 21^st century.  The concept of one-size fits all education based upon age does not meet the needs of learners today.  The current model does not promote inquiry-based, critical and global thinking and learning.  For students to be successful in the real world they need to be equipped with the skills necessary for the three C’s – critical thinking, collaboration and creative communication.  Some reforms proposed by special interest groups have a limited scope and focus, for example focusing on funding, technological advancements, restrictive resources such as textbooks, and improving math and reading scores. The aims are legitimate, but don’t meet the needs of a larger portion of the educational system.  

As a result of the efforts to introduce reforms and change the path of education, we have seen a clear-cut move to focus on the skills necessary to be successful in the 21^st century.  The Fairfax County Public Schools ON, or FCPSON is a good example of how educational expectations are changing.  To prepare students for the future includes a providing equitable access to technology and educational resources, meeting students where they are.  Digital competencies and citizenship are skills which are necessary for not only students but educators.  The characteristics represented in the FCPS Portrait of a Graduate (POG) are transforming the way learning is approached. 

 

Benefits and Challenges

Blog Post Week 3

Benefits and Challenges

app.popplet.com/#/p/5971861

 

Exploring the benefits and challenges of virtual or distance learning was very interesting and forced me to examine instruction from a variety of perspectives.  As a department chair, many of the thoughts and perspectives in the piece by Hawkins and Graham, resonated with me.  I found the challenges identified in the article very relatable, however, had not thought of the bigger picture in terms of the sense of disconnection from peers and the routines of a traditional school.  With so many meetings and the increased amount of time required for planning, I have not held a department meeting this month.  In reflecting on their points, Hawkins and Graham, even holding a short and informal meeting could help my team members to feel more supported and part of our school community.  I also like the idea of a virtual teacher work room, although that could become something difficult to maintain.

Although I don’t want to focus solely on the first article, it did present some interesting concepts as to the importance of personal connections.  It has me already brain storming ways in which to maintain connections with my students, peers and school community.  I am at an advantage over many teachers as this year my German students all had me last year and rapport has already been established.  Due to multiple leave of absence requests, I am only teaching two German sections and three sections of Theory of Knowledge (TOK).  Although I taught 2/3 of the students last year, this year they are all mixed together in different classes and includes the 1/3 I did not teach last year. It is difficult to break through the silence at times. Building community and sense of student presence is even more clear to me as being a cornerstone for success in the digital environment.  Each week becomes easier, however, the lack of visual cues has not.

Borup and Stevens also recognized the challenges associated with building rapport, however, they presented concepts highlighting the benefits that may not be recognized upon first look.  With a family of 5 all working from home, I jumped at the opportunity to teach from my classroom.  The flexibility to decide where and how to hold class has been personally beneficial, just being in my classroom brings a sense of normalcy and comfort.  I find it healthy to have an opportunity to feel safe while not physically at home.  The value of having this choice is extremely beneficial for educators.  The extension to how and when, is additionally important.  Although our schedules are quite structured at South Lakes, there is still the opportunity to be more innovative and creative in the approach to learning and teaching.

Many of the concepts presented in the article by BJÖRK GUDMUNDSDOTTIR and Hathaway also resonated with me.  In some ways, being a little behind in my work for this course, has been advantageous – provided some personal experience that resonates with the readings.  We had hired a part time German teacher however paperwork processing was very slow.  So slow, we had to bring in a long-term substitute for the first week of school, hired on Friday before school began.  I spent my time creating lessons for the sub to use for the first week of classes.  We met multiple times to walk through the few resources necessary for online instruction, which still was not enough.  Our part-time teacher, a first year teacher, was cleared by midweek, rather than putting him in front of the computer we used several days to train.  BJÖRK GUDMUNDSDOTTIR and Hathaway discuss the need for the inclusion of pedagogical training, not just training educators how to use a variety of tools.  The need for modeling and mentoring good practices is critical for instructional success in the virtual environment.  Thanks to this advice, rather than training our part-time teacher on the tools first, the first full day was spent observing my instruction in person and focusing on pedagogical practice.  As we continue to meet, exposure to more tools and resources is incorporated, although our focus remains on good design.   

This week’s readings and videos were very insightful for me as a teacher, parent and department chair.  There is so much that will guide not only my instruction, but also my leadership within South Lakes. As we continue our journey with virtual schooling, I am encouraged by the research being conducted to identify and guide best practices. 

This article was in the Washington Post this past week - interesting concept of youth ambassadors

https://www.washingtonpost.com/education/2020/09/23/novel-proposal-help-millions-kids-struggling-with-online-school/

Who's teaching online?

 

Who’s teaching online?
Week 3

app.popplet.com/#/p/5971861 

Over the course of the past 10 – 15 years versions of distance and online learning opportunities have begun to increase.  Although reasons vary, one thing is certain, there has not been one consistent driving force in the move to online education prior to the Covid-19 Pandemic.  Due to the pandemic many educational systems have shifted to 100% virtual learning for the 2020-2021 school year.

I found, David and Niederhauser’s definitions and clarifications very helpful in understanding what teaching online means.  Many terms are tossed about in the county to describe the current learning environment.  The terms most often considered to be equal are ‘distance learning’, ‘virtual classroom’ and ‘virtual schooling’.  However, these terms are distinctly different and require other strategies and tools to meet the learning objectives. The current situation would be considered ‘virtual schooling’ which requires a widely interconnected infrastructure. The infrastructure includes a wide range of technical resources, pedagogical support including staff and administration.  Being in the classroom to deliver instruction via an online platform, this information has brought clarity to the big picture and framework for learning.  I have found it helpful in keeping the focus on the selection of the tools and resources necessary to meet the learning objectives.

In addition to having a clear understanding of the framework and terminology which define online learning, it is important to understand the need for a change in roles.  From instructional to support to administrative staff, the need to refocus one’s approach and design for learning must adapt. A consistent voice could be heard in the articles and videos emphasizing the value and importance of shifting the parameters for evaluation of student engagement and motivation.

In particular, in the article ‘The nature of teacher engagement in an online high school.” I found the section identifying the role of the online instructor insightful.  The breakdown of roles for an instructor as a teacher, designer and facilitator follow the principles for quality delivery of instruction. 

The delivery of instruction in a virtual setting requires one to consider their role from the perspective of a teacher:

-      active engagement in instruction,

-      motivating, encouraging and supporting learners

-      guiding learning in meaningful activities providing useful feedback

-      nurture and support students

The delivery of instruction from the perspective of a designer:

-      design opportunities for learning in multiple media forms

-      structuring a learning environment to foster achievement and mastery of course objectives

-      design learning situated in authentic settings

-      design for individualized learning to meet needs of all students

The delivery of instruction from the perspective of a facilitator:

-      monitor activity, engagement

-      train, support and troubleshoot challenges with media resources

-      foster collaboration and open communication

-      establish and support online learning norms

When teaching virtually the above roles represent the different lenses that are critical for the delivery of instruction.  Although those roles are also present in a face to face scenario, the distribution of focus on those roles is different in a virtual class setting.  As I reflect upon the different ‘roles’ it leads me to consider, how I can re-focus each role to meet the needs of each of my learners.  How do I balance the roles in a virtual setting?  How does design influence student engagement?  How does the facilitator support designer and teacher?

In conclusion I have learned the importance of understanding and utilizing the appropriate terminology when setting expectations for virtual schooling.  I have also discovered, that although I have experience with virtual schooling, the role of a teacher in this setting encompasses more than that of a ‘teacher’.  The role of an educator includes the need for teaching, designing and facilitation.  Additionally, the importance of understanding the extensive interconnectedness of the infrastructure is necessary for a virtual schooling system.

 

 

What is the online learning movement?

Week 2

EDIT 760

Popplet:  app.popplet.com/#/p/5971861 

Many would consider the focus on online learning to be something brought about by the Covid 19 pandemic.  Although our current learning environment does require a shift to distance learning for the upcoming school year, digital learning has been developing and evolving over the past 10 plus years.  The shift to digital learning has been steady and is becoming the new normal for education.   South Lakes High School has been on the front end of this movement.  For the past two years digital/online instruction has been used to provide access to German language learners at other schools in Fairfax County Public Schools.  FCPS has an established online curriculum program, from language courses to summer school to the required personal finance course.  In the state of Virginia all students are required to take at a minimum one online course in order to graduate. 

Although I have been involved in digital/online learning for several years, the question of digital native or digital immigrant has been a question that I still consider on a regular basis.  In the video “Do digital natives exist?” the claim is made that digital natives are not necessarily defined as a generation, rather as a portion of our population.  I would argue that digital natives do define some generations, such as millennials.  However, I don’t believe the term “digital native” is restricted to generations.  Although certain age groups have grown up with the use of digital resources, it does not necessarily mean that they are experts.  As we see the move to digital/online learning as the new normal perhaps one should consider discarding the term “Digital Native” and replacing it with “Digital Proficiency”.

Many of the articles addressed pros and cons of online/digital learning.  The student perspective (video), however, provided an interesting point of view to online learning.  Most of the students interviewed had opted to take additional courses or courses not offered at their schools. Much of their feedback represented what we as educators tend to see and expect: improved self-motivation, self-paced, technology improves opportunities for collaboration, organization and building communication skills.  One perspective not represented, was that of the student who may need additional supports and interventions.  Lorne Bird, “How online learning helps students pursue their passions”, presents the reader with similar reasons to support the use of digital/online learning.  Bird does, however, discuss ways in which online/digital learning supports flexibility, pace of learning and differentiation to support all learners.

The online learning movement is more than a solution to the Covid 19 pandemic.  Online/digital learning has been the evolving path of modern education.  As we venture down this path, we face many unknowns with a reliance on trial and error.  Although trial and error are necessary, there are many tried and tested resources available to educators.  The collaboration and communication between professionals does support the growth and development of digital learning.

 

https://www.fcps.edu/resources/technology/fcpson

Hallo! Hello!

 Frau Finley

Greetings!  

I am a secondary German Language teacher and World Language Department chair at South Lakes High School. I am an experienced IB (International Baccalaureate) program instructor teaching courses at the MYP (Middle Year Program) and DP (Diploma Program) levels.  2018-2019 I piloted virtual German instruction for students in FCPS (Fairfax County Public Schools).  Instruction given both asynchronously and synchronously. Pilot approved with 5 FCPS schools participating in virtual German 2019-2020.  I am continuing my professional studies at George Mason University (GMU); masters in Curriculum and Instruction with focus on Design for Digital Learning.  My experience in the software industry has enhanced the integration and implementation of new software and technology in the classroom.  As a member of the SLHS distance learning support team, I provide support for accessing, understanding and implementing new technologies to colleagues.  As an educator I am committed to designing and implementing engaging lessons with a focus on digital literacy, in order to provide learners the skills needed in the 21st Century. Portrait of a Graduate (POG)

Cheryl Finley

Outside of the classroom life is focused on family. As a mother of 3 daughters, 2 of which are identical twins, life is an adventure.  Germany has been a part of that adventure from my days living in Germany to teaching German to making family connections in Germany.  As a member of the Finley family, the traditional family beach trip provides us time to connect with family in 5 different states each year.  On the other side of the United States, in my home state of Montana we find balance in a vastly different environment.  Enjoyment of the outdoors, fresh air, mountains and lakes in addition to a slower pace of life with family and friends.  The traditions held by each of our families have shaped much of our family culture and supported our focus on family time.

With the arrival of Covid 19 everything took an unanticipated change.  With 5 family members working from home and all online at various times it was necessary to set parameters and redefine our spaces.  The transition was relatively smooth and led to some positive outcomes.  It took us back to the days when our girls were younger - playing games, watching old family movies and having open conversations.  Our new tradition became weekly Theme Nights from sports night to mobsters to pictured USA theme night.

                    FUN    FABULOUS    FAMILY    FINLEY

            Germany    Beach    Montana    Covid Theme Nights

COMMUNICATION IS CRITICAL for moving forward.

Week 2 - What is the Online Learning Movement?

What is the online learning movement?

Week 2

EDIT 760

Many would consider the focus on online learning to be something brought about by the Covid 19 pandemic.  Although our current learning environment does require a shift to distance learning for the upcoming school year, digital learning has been developing and evolving over the past 10 plus years.  The shift to digital learning has been steady and is becoming the new normal for education.   South Lakes High School has been on the front end of this movement.  For the past two years digital/online instruction has been used to provide access to German language learners at other schools in Fairfax County Public Schools.  FCPS has an established online curriculum program, from language courses to summer school to the required personal finance course.  In the state of Virginia all students are required to take at a minimum one online course in order to graduate. 

Although I have been involved in digital/online learning for several years, the question of digital native or digital immigrant has been a question that I still consider on a regular basis.  In the video “Do digital natives exist?” the claim is made that digital natives are not necessarily defined as a generation, rather as a portion of our population.  I would argue that digital natives do define some generations, such as millennials.  However, I don’t believe the term “digital native” is restricted to generations.  Although certain age groups have grown up with the use of digital resources, it does not necessarily mean that they are experts.  As we see the move to digital/online learning as the new normal perhaps one should consider discarding the term “Digital Native” and replacing it with “Digital Proficiency”.

Many of the articles addressed pros and cons of online/digital learning.  The student perspective (video), however, provided an interesting point of view to online learning.  Most of the students interviewed had opted to take additional courses or courses not offered at their schools. Much of their feedback represented what we as educators tend to see and expect: improved self-motivation, self-paced, technology improves opportunities for collaboration, organization and building communication skills.  One perspective not represented, was that of the student who may need additional supports and interventions.  Lorne Bird, “How online learning helps students pursue their passions”, presents the reader with similar reasons to support the use of digital/online learning.  Bird does, however, discuss ways in which online/digital learning supports flexibility, pace of learning and differentiation to support all learners.

The online learning movement is more than a solution to the Covid 19 pandemic.  Online/digital learning has been the evolving path of modern education.  As we venture down this path, we face many unknowns with a reliance on trial and error.  Although trial and error are necessary, there are many tried and tested resources available to educators.  The collaboration and communication between professionals does support the growth and development of digital learning.

 

https://www.fcps.edu/resources/technology/fcpson

Blended Learning: Making the most with what we have!