OLTD 509 - Summary of Learning

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OLTD 509 - Summary of Learning by Mind Map: OLTD 509 - Summary of Learning

1. Bring Your Own Device (BYOD) Charlene Stewart, Lisa Lewis and Stephanie Boychuk

1.1. Seminar Facilitation

1.1.1. Planning

1.1.2. Collecting

1.1.3. Engaging

1.2. Readings and Videos

1.2.1. BYOD in the 21st Century: https://www.youtube.com/watch?v=SSXyfX8ABhA&feature=youtu.be

1.2.2. 5 Reasons Why BYOD is a Bad Idea: http://www.emergingedtech.com/2012/07/5-reasons-why-byod-is-a-bad-idea/

1.2.3. Why BYOD is a Disaster Waiting to Happen for Schools: http://www.cultofmac.com/176277/why-byod-is-a-disaster-waiting-to-happen-for-schools/

1.3. Interviews

1.3.1. K-12 Perspective - Graeme Campbell: http://oltd509byod.weebly.com/activity-2-continued---byod-interviews/category/k12-persepective

1.3.2. Post-Secondary Perspective - Bill Beese: http://oltd509byod.weebly.com/activity-2-continued---byod-interviews/category/postsecondary-perspective

1.4. Pros and Cons

1.4.1. "I recently developed and implemented a Blended course for the PB students in the education department that was also BYOD. ... The pedagogy I was using made the type of device not important. ... The only activities in which I had all students engage at the same time were browser-based... so I did not have any problems. As long as I did not try to do something software-based I was okay." - Avi Luxenberg

1.4.2. "I'll state right away that I think it is a good way to go if there is no one to one computer program. We initially did not specify if we wanted laptops or tablets but have found the tablets more limiting and advise parents to purchase laptops to ease the aspect of producing and creating and even just in accessing Google Apps. We found tablets are great for consumption but not as good for producing." - Brian De Schiffart

1.4.3. "In my ideal world, students in the public K-12 system would be provided with the proper tools required for their learning. If that means schools acquire devices for all students, so be it. But my ideal, is not everybody’s ideal." - Craig Olsen

1.4.4. "Students will not know what devices they will have access to when they are in the workplace (unlike forestry) so having a 'set' device does not make sense. Of course that make trouble-shooting a bit more difficult." - Lisa Lewis

1.4.5. "I don't think BYOD is really feasible until high school (and probably even more in grades 10-12) simply because of the access to devices. It has been my experience that more senior students have devices or are at least permitted to bring them to school." - Kirk McConnell

1.4.6. "Sharing can work well on a laptop, but it is much more difficult to share a tiny cell phone." - Lisa Lewis

1.4.7. "Another thing that needs to be considered when using the internet is determining how accessible it is. Poor design is exacerbated on #tablets and smartphones (or what ever device is brought for #BYOD)." - Lisa Lewis

1.4.8. "The distraction is a huge problem in trying to manage and to me is the biggest disadvantage. Teachers must be moving around the room and constantly checking that students are on task and not on something else that is pulling them away from their work." - Brian De Schiffart

1.4.9. "With issues ranging from equality of access to teacher time spent doing tech support, there are still bumps in the road to fully integrated BYOD in schools." - Craig Olsen

1.5. Sharing Activities and Resources

1.5.1. BYOD Device Neutral Activity Guide (from Craig Olson): http://oltd509byod.weebly.com/activity-2-continued---byod-interviews/category/postsecondary-perspective

1.5.2. Tour Builder (from Brian De Schiffart): https://tourbuilder.withgoogle.com/

1.5.3. Teacher Feature: A BYOD Success Story (from Michelle Krack): http://beyondthetools.com/2014/12/teacher-feature-a-byod-success-story/

1.5.4. How Teachers Make Cell Phones Work in Class (from Kirk McConnell): http://spotlight.macfound.org/featured-stories/entry/how-teachers-make-cell-phones-work-in-the-classroom

2. Disruptive Innovation in Blended Learning Brian De Schiffart

2.1. Sustaning

2.1.1. Rotation (Station or Lab)

2.1.1.1. KIPP Empower: http://www.wiley.com/WileyCDA/Section/id-822687.html

2.1.1.2. Mission Dolores Academy: http://www.wiley.com/WileyCDA/Section/id-822692.html

2.1.1.3. The Avenues World Academy: http://www.wiley.com/WileyCDA/Section/id-822691.html

2.1.1.4. Rocketship Education: http://www.wiley.com/WileyCDA/Section/id-822693.html

2.1.1.5. "If I were teaching younger students and was with them all day, I would prefer the station rotation model. I liked the idea of having a schedule for the students, and having specialist teachers for different subjects." - Charlene Stewart

2.1.1.6. "... I think the model that I liked the best was the rotational model from KIPP Empower, because they take the time to look at different configurations for different subjects." - Stephanie Boychuk

2.1.1.7. "I have got to say that the Station Rotation model could work tomorrow in my classroom. ... In Language Arts, may class does something called the "Daily Five" where every day or most days, students perform 5 tasks.The tasks are: Reading to Self, Reading to a peer, Working with Words, Writing and Listening to Reading." - Greg Wall

2.1.2. Flipped Classrooms

2.1.2.1. Woodlands Park High School: http://www.wiley.com/WileyCDA/Section/id-822694.html

2.1.2.2. DP Middle School: http://www.wiley.com/WileyCDA/Section/id-822695.html

2.1.2.3. "I think that older students would be able to be motivated enough to be successful in this model. I noticed that the students in the video did not all prepare for the first day of flipped learning but were then found getting the work done before the next class." - Charlene Stewart

2.1.2.4. "The in-class flip is the model that I use because it fits my situation. ... As far as sustaining models, I am always of the opinion that one should take the best teaching practices that fit his/her personal teaching style and adapt it accordingly." - Corina Summerfelt

2.1.3. "Why is it that I have this notion that "sustaining innovation" is a bad thing. That's ridiculous!" - Avi Luxenberg

2.2. Disruptive

2.2.1. Individual Rotation

2.2.1.1. Teach to One: http://www.wiley.com/WileyCDA/Section/id-822688.html

2.2.1.1.1. "Not that it is a preference, but I do like the "Teach to One" approach. Using so many methods for differentiated learning is a good thing. Also, the 35 minute change up between activities is a great idea. " - Greg Wall

2.2.1.2. Carpe Diem: http://www.wiley.com/WileyCDA/Section/id-822696.html

2.2.1.2.1. "I know what I didn't like; the cubical layout of the one school reminded me of a call centre." - Charlene Stewart

2.2.2. Flex

2.2.2.1. Acton Academy: http://www.wiley.com/WileyCDA/Section/id-822699.html

2.2.2.2. Summit Public Schools: http://www.wiley.com/WileyCDA/Section/id-822703.html

2.2.3. A La Carte

2.2.3.1. Quakertown Community School: http://www.wiley.com/WileyCDA/Section/id-822700.html

2.2.3.2. "Post-secondary education generally allows students to take courses in a sequence that works for them, but having more fully-online options will allow students to have a more flexible day-to-day schedule as well." - Stephanie Boychuk

2.2.4. Enriched Virtual

2.2.4.1. Henry County Schools: http://www.wiley.com/WileyCDA/Section/id-822698.html

2.2.4.2. "I actually really love this approach, as our face-to-face sessions became this raucous milieu of group work, student presentations, and some very charged formal debates. Some of the online learning was there to support what we were doing face-to-face, and some was completely separate." - Avi Luxenberg

2.2.5. Blended Variaton

2.2.5.1. Big Picture Learning: http://www.wiley.com/WileyCDA/Section/id-822704.html

2.2.5.2. "What I really, really like was the "Big Picture Learning". One of the goals of VIU is to "enhance experiential learning" and this would be a fabulous way to do it." - Charlene Stewart

2.3. "The other thing I didn't feel was addressed by any of the videos was working with learning disabilities. Using digital devices can definitely be an advantage, but I find that often there is more support needed, even in terms of how to navigate the computer before they even get to the content." - Charlene Stewart

3. All About Virtual Labs Glenda Dyck and Michelle Knack

3.1. Readings

3.1.1. Virtual Labs in a Chemistry Classroom: http://cnx.org/contents/[email protected]/Virtual_Labs_in_a_Chemistry_Cl

3.1.2. Are Virtual Labs as Good as Hands-On?: https://www.td.org/Publications/Blogs/L-and-D-Blog/2012/06/Are-Virtual-Labs-as-Good-as-Hands-On

3.1.3. Investigating the Effectiveness of Virtual Laboratories in and Undergraduate Biology Course: http://www.hraljournal.com/Page/12%20Lawrence%20O.%20Flowers-1.pdf

3.1.4. Advantages

3.1.4.1. Safer environment for some "hands-on" activities

3.1.4.2. Cheaper for the school

3.1.4.3. Accessible to fully-online students or students with disabilities

3.1.4.4. Allows student to self-direct explorations

3.1.5. Disadvantages

3.1.5.1. Can be isolating

3.1.5.2. Technology/usability challenges

3.1.5.3. Cost challenges

3.1.5.4. Time commitment needed from teachers

3.2. Blend of Physical and Virtual is Best - Discussion

3.2.1. "I think that well-designed virtual labs can be just as good as hands-on labs. There are definitely some skills that need to be practiced in a face-to-face setting." - Charlene Stewart

3.2.2. "I was interested that more than half of the students felt they learned more in VL than PL." - Avi Luxenberg

3.2.3. "Virtual labs let them take their time. However, this is not necessarily a good thing as some students rush through the lab, not reading it fully. They make mistakes that I would be able to correct if it were in person." - Lisa Lewis

3.3. Evaluating and Sharing Resources

3.3.1. Virtual Lab Review: https://sites.google.com/site/virtuallabessential/

3.3.2. Evaluated Labs

3.3.2.1. Phet: http://phet.colorado.edu/

3.3.2.2. The Physics Classroom: http://www.physicsclassroom.com/

3.3.2.3. Pearson Lab Bench: http://www.physicsclassroom.com/

3.3.2.4. McDougall Biolabs: https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html

3.3.2.5. McGraw-Hill Biology Virtual Labs: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/

3.3.2.6. The Chem Collective: http://chemcollective.org/home

3.3.2.7. Virtual Labs: http://www.vlab.co.in/