ALIA Schools Online Forum: Online learning – Day 3

onlinelearningi

ALIA Schools Online Forum: Online learning – Day 3

Today in Day 3 of our online forum we ask participants to share what online learning currently looks like in your school? You may also like to expand further to suggest what you would like it to become in the future.

We look forward to reading and engaging with you all in the comments section of this post.

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11 thoughts on “ALIA Schools Online Forum: Online learning – Day 3

  1. Online learning is happening to a limited degree at our school:some teachers flip the classroom and ask students to view educational videos at home in preparation for a class lesson; some teachers use Edmodo as a tool to facilitate online communications and learning; other teacher encourage their students to use the library online resources for researching. In the latest 2017 K-12 Horizon report (http://www.nmc.org/publication/nmc-cosn-horizon-report-2016-k-12-edition/) online learning is trending!

  2. The development of online learning skills has been made possible through a three way process; people, the process and technology. It has relied upon collaboration, communication and free wifi access. Our students receive feedback digitally, verbally and through written means. Online learning has proved to me the importance of collaboration and this has been made even more possible today where anyone can connect at any time in any place. To have this connection is of great benefit to the learning that our students are receiving. By creating new online learning opportunities students can feel that they have control over the content, developing it, sharing, owning it, and the benefits for this are huge for our 21st century learners. The process of making, creating, developing and reflecting upon what are learning about is vital. Our students are strong digital natives who live in an exciting time where technology can unleash so much – for the teachers and learners of today. To be an active part of such an open-ended, strategic, learner-managed (Stephenson, 2001) system gives confidence to the fact that this is something that teachers can put into practice. Teachers and TLs are connectors, content curators, collaborators, coaches and change agents.

    Stephenson, J. and Coomey, M. (2001). Teaching and learning online: pedagogies for new technologies, London: Kogan Page

  3. What does Online Learning look like in our school – Maths at Westbourne Grammar – Online adaptive learning

    I asked the head of Maths if I could come to her faculty meeting and she said that she would need to make another time because all of the Maths Faculty are doing an online course during their faculty meeting. This is a course by Joe Boaler on Growth Mindset in Mathematics https://www.youcubed.org/ .
    We think of online learning as English or Humanities classes collaborating in OneNote or Google Docs but our Maths Department are way ahead.

    She then talked to me about ways of applying online learning in the Maths Department which enhance teachers’ ability to know individual student progress, assist in formative assessment and enable teachers to be truly reactive to learning needs.

    One of the interactive online tools she told me about is an Australian development called “Maths Space”. Our school trialled it in the early days and now we use it from Years 7-12. Students work on problems on their slates. The program can correct the work and then identify student strengths and weaknesses so be adaptive in the next problem provided. Problems can refer back to areas of weakness, and a teacher can see if there is an area the whole class needs to work on. Assessment is “now” and we know that if feedback is immediate then it means more. This program costs only $30 per student and is more powerful than a textbook.
    Another tool she mentioned is the Wolframalpha App.

    http://www.wolframalpha.com/screencast/introducingwolframalpha.html This is a $4 app that can work out mathematical formulas when given either an equation or even a sentence. The app gives workings, graphs and other knowledge it thinks you might be interested to know. She encourages students to purchase this on their phones.

    Staff create their own videos, or use the Flipped Learning videos from Clickview Exchange, or Khan Academy within their shared class OneNote pages.

    The department is going on a journey of online learning together. They are learning as a faculty, they use collaborative tools as well as using online learning tools to plot a journey in which teachers can know their student progress better than the days of pen, paper and textbook. This journey looks much more enhancing than my experience of struggling with maths in what seemed like my own silo many years ago.

  4. Online learning is in its infancy at our school. This year the Schoolbox learning management system has been rolled out as a platform for online learning. The school has a BYOD iPad programme. At this stage the way Schoolbox is utilised differs between teachers and sections of the K-12 school. Basic use involves posting due work and resources. More sophisticated use includes flipped lessons. Online resources for learning offered by the library are provided through a library portal that also includes the catalogue. The library portal can be easily accessed through the Schoolbox menu or a separate URL. There is potential for the library to create online learning experiences for students and staff using Schoolbox and this is something I am starting to explore.

    • We too have rolled out the Schoolbox school management system at our school and it really has seen a very good culture of online learning evolve. We too are moving to cloud technology for our media using VTV in 2017. Bring on flipped learning!

      • We use Moodle for our Learning Management System which is not as attractive but it is used as the main form of submitting work and staff provide their marks and feedback through Moodle. This is linked to our online real-time reporting system so students and parents get feedback immediately. This means no more report writing and students know right away what their weaknesses are , not at the end of term.

        I have also used it to create some online lessons in which students have to move through videos and text to finish the course.

        Moodle is used in many online courses such as those run by ALIA (eg. The upcoming Digital Trends one) and it uses the system of “Badges” to show progress and move users to the next level.

        It does not link with the library system and the layout is clunky but the interface is powerful.

    • Our school has been researching an online learning management system and only recently decided on Canvas. We’ve yet to learn how to use it, as well as OneNote which sounds excellent. I’m wondering if this combination will be better than just using Google Docs (without getting Google Apps for Education). We create online resources to support curriculum in the Libguides platform, and the only issue I have with this so far is accessibility, ie students/teachers have to find our website, but once we have Canvas we’re hoping we’ll have everything in the one place. We will also have the ability, as teacher librarians, to access subject courses, so rather than try to find out what teachers are teaching (which isn’t always easy), we can see in advance how we might support and enhance what is being taught. We have Clickview too, so the same goes with access to that.

      Some teachers/faculties have been quietly supporting their teaching with online platforms, eg the Philosophy teachers have been writing a great blog for a few years now to support student learning. I’m working with an English teacher of a year 10 class and we use a WordPress blog. Some teachers use tech tools on and off, eg Peardeck which is game-like and interactive, and also shows the teacher what students have understood in graphs after students answer quiz questions, or Kahootz which is a lot of fun.

  5. Our online learning from the library side is very small, but next year it is going to be expanded. We are moving to a new platform which will allow for great use and input from our Teacher Librarians. It has been a bit restricted by the administration team from the school.

  6. Online learning takes many forms. Google docs and google slides are used for group work. Canvas for quizzes, links to GAFE and flipped classroom. O365 especially for OneNote sharing. As mentioned in a previous post, our students would be lost if they couldn’t collaborate.

  7. At my school, online learning is very much Google-based. Google Classroom is used by the teachers and students and I see students scanning and submitting assignments, etc via that medium, but also via email. Google Docs allows the students to work collaboratively on projects (and it’s also used by staff as well, for our own work!). As I’m still relatively new, my knowledge of all this is still somewhat limited (I’m also not a teacher, so I can only speak of what I’m seeing on a daily basis!). I must say that I have learned a great deal about what Google can do – my own experience is quite broad, but it’s really been quite fascinating to see how Classroom works and the collaborative opportunities the company provides. I’m also aware that Kahootz is used by teachers – I’m not au fait with it myself, but I am happy to be able to access the fonts that are used by the program! 😉

    From the Library perspective, I think our main role in all this is providing laptops for students so they are able to do all of this! Printing (helping with same, for the most part!) is another thing. Bring Your Own Device is here theoretically, but not to the extent anyone had hoped, so far as I can tell. I do keep the OPAC updated and provide links to eResources such as databases and other helpful information to assist them in their learning. We also have monitors with slideshows that change every fortnight – providing information on new items, services we offer and resources we provide access to. Largely, though, our role is to support the learning – online or otherwise! – that happens within the school.

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