Archive of ‘distance learning’ category
https://www.edsurge.com/news/2020-12-16-now-is-the-time-to-redefine-learning-not-recreate-traditional-school-online
The vast majority of emergent virtual and hybrid learning models appear to be “stuck at substitution”—that is, they seek to recreate or translate the brick-and-mortar school experience into the cloud without stopping to ask which aspects of those models may not truly serve students in the time of COVID-19 or beyond.
When we say “stuck at substitution,” some readers may recognize the SAMR model of education technology integration. The SAMR framework describes four different levels of technology use, from Substitution to Augmentation, Modification and Redefinition (SAMR). At its most basic level, education technology can be used to simply substitute: to replace traditional methods of teaching and learning with ones that are digitally mediated, but are still based on the same basic structure and pedagogy.
edtech can be used for augmentation, to bring some other affordance or benefit to the teaching and learning experience—for example, when that worksheet becomes a shared Google Doc that allows for collaboration and increased critical thinking.
Redefinition means thinking beyond existing paradigms and schedules that are built for an on-campus experience. It is the opportunity to imagine entirely new ways of teaching and learning—for example, attendance policies that emphasize engagement versus seat time, blended learning models that leverage technology for anywhere, anytime learning, and instructional design that allows increased student choice and participation.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
https://www.nber.org/papers/w28180
the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage.
https://www.edweek.org/leadership/remote-learning-will-keep-a-strong-foothold-even-after-the-pandemic-survey-finds/2020/12
Remote Learning Will Keep a Strong Foothold Even After the Pandemic, Survey Finds
The survey, conducted between Sept. 15 and Nov. 11, included seven questions that covered areas such as staffing challenges, professional development, and approaches to the 2020-21 school year.
The survey was sent to leaders in 317 regular public-school districts and charter management organizations, who are part of RAND’s district panel. The response rate was 84 percent.
Twenty percent of district and charter management organizations said in a new survey that they had started or were planning a virtual school or fully remote option this academic year and expected those options would remain after the pandemic. Another 10 percent said the same about hybrid or blended learning, while 7 percent said some lesser version of remote learning will continue when the pandemic is in the rearview mirror.
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more on the iGeneration Generation Z, Generation Y Generation Alpha in this IMS blog
https://blog.stcloudstate.edu/ims?s=generation
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more on remote learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=remote+learning
more on distance learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=distance+learning
https://www.facebook.com/groups/onlinelearningcollective/permalink/706123016685066/
Does your college/university have an official policy on webcams on/off during Zoom classes?
Do you, as faculty, have something written in the syllabus that addresses the issue?
I am a part of a college-wide sub committee, and we are looking for best practices. Personally, I feel uneasy teaching to black rectangles.
https://higheredpraxis.substack.com/p/tip-dont-require-cameras-on
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more on webcams in this IMS blog
https://blog.stcloudstate.edu/ims?s=webcam
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/11/ten_favorite_online_teaching_tools_used_by_educators_this_year.html
Wordwall
Padlet
PearDeck
FlipGrid
Google Slides,
Quill
Baamboozle
Quizizz
musical electronic timer
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more on online tools in this ISM blog
https://blog.stcloudstate.edu/ims?s=online+tools
https://www.facebook.com/groups/onlinelearningcollective/permalink/694538971176804/
I’m thinking of hosting a “Play with the Professor” game night using Agar.io and/or Skribbl.io.
Has anyone try that? How did it go? Any tips will be greatly appreciated.
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more on gaming in this IMS blog
https://blog.stcloudstate.edu/ims?s=gaming
https://www.techopedia.com/definition/25604/virtual-world
A virtual world is a computer-based online community environment that is designed and shared by individuals so that they can interact in a custom-built, simulated world. Users interact with each other in this simulated world using text-based, two-dimensional or three-dimensional graphical models called avatars. Avatars are graphically rendered using computer graphics imaging (CGI) or any other rendering technology. Individuals control their avatars using input devices like the keyboard, mouse and other specially designed command and simulation gadgets. Today’s virtual worlds are purpose-built for entertainment, social, ed
Girvan, C. (2018). What is a virtual world? Definition and classification.
Educational Technology Research and Development,
66(5), 1087–1100.
https://doi.org/10.1007/s11423-018-9577-y“definitions of virtual worlds lack an essential conceptualisation of what a virtual world is. The propensity towards a techno-centric definition has its advantages as it allows for a myriad of user experiences, however it results in confusion between technologies with similar technical features, most likely because a virtual world, much like a smart phone, relies on a combination of different technologies.
Shared, simulated spaces which are inhabited and shaped by their inhabitants who are represented as avatars. These avatars mediate our experience of this space as we move, interact with objects and interact with others, with whom we construct a shared understanding of the world at that time.”
https://www.yourdictionary.com/virtual-world
A 3D computer environment in which users are represented on screen as themselves or as made-up characters and interact in real time with other users. Massively multiuser online games (MMOGs) and worlds such as Second Life are examples. See MMOG, MMORPG, Second Life and metaverse.
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more on virtual worlds in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+worlds
Software can spy on what you type in video calls by tracking your arms
https://www.newscientist.com/article/2258682-software-can-spy-on-what-you-type-in-video-calls-by-tracking-your-arms/
A computer model can work out the words that the person is typing just by tracking the movement of their shoulders and arms in the video stream.
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more on privacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy
More on surveillance in this IMS blog
https://blog.stcloudstate.edu/ims?s=surveillance
https://www.facebook.com/groups/elearngdeveloping/permalink/10164385188890542/
How have you experienced the teachers move from face to face to online learning?
What is the biggest challenge created by the transition ?
How have you managed the challenge?
What are opportunities for instructors , regarding the transition to online learning ?
What have you done to ensure a smooth transition?
As previously mentioned the core of my arguments centre around the TPACK model. Based on the TPACK I propose that the move to online learning must be supported by the instatement of a Professional Development Program.
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More on TRACK model and SAMR in this blog
https://blog.stcloudstate.edu/ims?s=track+model