Searching for "online learning"

Online learning communities and acitivities

https://docs.google.com/document/d/1ux3lTnUTpzZRuvxE3rAsSQ4Ihub96S8_OYECNh8wv-A/edit?usp=sharing

Are you creating an online course, event or conference? If you’re not a programmer, and if you don’t have a lot of money to spend, this guide will get you started. Read it from top to bottom to get a step-by-step guide to what you can do to set up your course or event. Then check the links to find free or cheap and easy tools that will get the job done for you.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

OLC Online Learning Consortium

Delivering High-Quality Instruction Online in Response to COVID-19

Faculty Playbook

https://onlinelearningconsortium.org/tools/delivering-high-quality-instruction-in-response-to-covid-19-faculty-playbook/

OLC Ideate—Virtual Salon Series

https://onlinelearningconsortium.org/learn/olc-ideate-virtual-events/

OLC Quality Scorecard Suite

https://onlinelearningconsortium.org/consult/olc-quality-scorecard-suite/

Angela Gunder: http://angelagunder.com/ 

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more on OLC in this IMS blog
https://blog.stcloudstate.edu/ims/2019/04/03/olc-collaborate/

Harvard EdCast: Online Learning

Harvard EdCast: Making Online Learning Work

https://www.gse.harvard.edu/news/20/10/harvard-edcast-making-online-learning-work

  • Create opportunities online for students to connect with each other as part of the school day. 
  • Keep lines of communication open and constructive between teachers and parents/guardians. 
  • Focus on core skills at home. 

There’s a distinction between online and using technology versus distance learning.

It’s going to become a lot more interactive, a lot more personal, and then teachers are going to be able to zero in a lot more on what the kids need.

A lot of teachers feel a lot of pressure to have these perfectly planned lesson plans that go exactly as intended when you get into the classroom. In this environment, it’s okay to not have the planning perfect. It’s okay if things get a little bit extemporaneous, a little improvisational in the classroom.

If I’m a teacher looking at the pie of time and energy that I have in a given week, I would try to minimize the energy that I have to put into things where I’m not interacting with students …

Teachers putting a lot of time and energy getting a setup like I have with a microphone and a pen tablet and all of that. That takes a lot of work, a lot of energy, and it’s energy that once again gets taken away from time that they could be interacting with students.

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

CRITICAL PEDAGOGY IN AN AGE OF ONLINE LEARNING

CRITICAL PEDAGOGY IN AN AGE OF ONLINE LEARNING

http://libjournal.uncg.edu/ijcp/article/view/1055/892?fbclid=IwAR3SHDRFlxTbj7lMAuVJ_BsO3wLQaYEcEXEukUPQVXDDOqEnHg_XT9VJ1SE

Paulo Freire and Critical Pedagogy

Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.

struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment

While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.

teaching in cyberspace requires a different teaching paradigm altogether

p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),

p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.

p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses

p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.

p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.

Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords

p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.

Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge

By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.

p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.

p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.

p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994).
Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.

p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized.
“reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions.
Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.

p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)

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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching

https://blog.stcloudstate.edu/ims?s=online+learning

What is Online Learning

https://www.downes.ca/cgi-bin/page.cgi?post=70701

Online learning is planned, deliberate and thoughtful in the sense that online courses often take months or even years to develop, not days or weeks.

Online learning is far more than online courses and programs. It always has been. While inside the institution it has been difficult to imagine learning as anything other than courses and programs, outside the institution, over the last three or four decades, online learning has been something very different.

the wider internet to introduce educators to things like learning communities, blogs, social software, MOOCs, personal learning environments, and most recently, decentralized technology.

Online learning should be fast, fun, crazy, unplanned, and inspirational. It should be provided by people who are more like DJs than television producers. It should move and swim, be ad hoc and on the fly. I wish educators could get out of their classroom mindsets and actually go out and look at how the rest of the world is doing online learning. Watch a dance craze spread through TikTok, follow through-hikers on YouTube, organize a community in a Facebook group, discuss economic policy in Slack. All of that is online learning – and (resolutely) not the carefully planned courses that are over-engineered, over-produced, over-priced and over-wrought.

I quite agree with what Jim Groom said, that this is not “the time for wild experimentation.” I also recognize that a lot of what is happening today is an emergency response to an unprecedented situation. As Clint Lalonde says, “What is happening right now at many institutions as they are scrambling is grasping at life preservers trying to stay afloat

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https://blog.stcloudstate.edu/ims/2020/04/01/emergency-remote-teaching-and-online-learning/

student support online learning

10 Tips to Support Students in a Stressful Shift to Online Learning

By Kelly Field MARCH 30, 2020 

https://www.chronicle.com/article/10-Tips-to-Support-Students-in/248380

  1. Survey students about tools and platforms.
  2. Co-construct your class.
  3. Favor asynchronous approaches.
  4. Go low-tech and mobile-friendly.
  5. Share your story.
  6. Offer support and resources.
  7. Create opportunities for students to process the moment.
  8. Don’t forget about students with disabilities.
  9. Assign self-care, and model it.

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