[Re: online-based learning] The Ford Model T from 1910 didn’t start out looking like a Maserati Gran Turismo from 2021! [Christian]

From DSC:
Per Wikipedia, this is a 1910 Model T that was photographed in Salt Lake City:

The Ford Model T didn't start out looking like a Maserati from 2021!

 

This is what online/virtual learning looks like further down the road. Our journey has just begun.

From DSC:
The Ford Model T didn’t start out looking like a Maserati Gran Turismo from 2021! Inventions take time to develop…to be improved…for new and further innovations and experiments to take place.

Thinking of this in terms of online-based learning, please don’t think we’ve reached the end of the road for online-based learning. 

The truth is, we’ve barely begun our journey.

 


Two last thoughts here


1 ) It took *teams* of people to get us to the point of producing a Maserati like this. It will take *teams* of people to produce the Maserati of online-based learning.

2) In terms of online-based learning, it’s hard to say how close to the Maserati that we have come because I/we don’t know how far things will go. But this I do know: We have come a looooonnnnnggggg ways from the late 1990s! If that’s what happened in the last 20 years — with many denying the value of online-based learning — what might the next 5, 10, or 20 years look like when further interest, needs, investments, etc. are added? Then add to all of that the momentum from emerging technologies like 5G, Augmented Reality, Mixed Reality, Virtual Reality, Artificial Intelligence, bots, algorithms, and more!

 

From DSC: What if each learner/ person/ student could have a lifelong, cloud-based “tribute” site? [Christian]


From DSC: What if each learner/person/student could have a lifelong, cloud-based “tribute” site?

What if you could hire a career coach to sift through the tributes to find common themes?


From DSC:
I recently asked friends and family to help me celebrate a significant birthday for my wife by creating a tribute for her — using a service called Tribute.co. It was a fun, meaningful, relational experience — it opened the doors to some great communications.

Check out tribute.co -- what if each learner could have a lifelong, cloud-based tribute?

Here’s a video that describes what a Tribute is (from the company of that same name).

So I put out potential suggestions for what I hoped that we could relay to my wife, and people contributed their videos. Then a person at Tribute edited the videos to come up with a highlight reel. They also presented to my wife all of the videos, not just the highlight reel.

That got me to wonder, “What if each learner had a cloud-based, lifelong tribute site that parents, guardians, grandparents, teachers, coaches, musical directors, pastors, friends, and others could leave encouraging and instructive messages on? Or when they note something that might be of use later on in terms of career selection, they could “jot it down.” For example:

  • [First-grade teacher] “I noticed Anne that when we did the art projects, you were enthralled with any sort of creative endeavor or project. We almost lost you in another world!”
  • [Family member] “Tony, I’ve noticed ____. Here’s something to consider for your future pathways. Would you be interested in exploring _____ — such as if we signed you up for some lessons in that area?”
  • [Eight grade teacher] “Eloise, I saw that your engagement level skyrocket when we studied ____, especially when you did the project on ___.”
  • [Basketball coach] “Chan, I appreciated your hard work in practice today. Keep up the good work and you will be a super player! You are fast, strong, and seem to have a competitive spirit about you. Consider making a workout chart and charting out the workouts that you do each day. Monitor your progress over time. As of today, here are some apps to do just that: ___.
  • [Pastor] “So glad Amanda that you were able to join us on our youth group visit to ___. I appreciated your end-of-the-day reflections on the experiences of the day. I also appreciated your hard work helping others.”
  • [Friend] “It was great horsing around on Garageband with you today Zach. I look forward to diving into iMovie next with you. Let’s create a movie for each other. You seem to have a very creative side to you.”
  • [High school CS Teacher] “Keep up the good work programming Jeremy! I hope that you will consider going into some type of job that uses critical thinking, mathematics, problem-solving — perhaps it will be programming, perhaps it will be engineering, or something else.”
  • [College professor/advisor] “You mentioned that you hate college to me the last two times we met. You don’t seem happy studying ___. Have you considered ____?”
  • [Tennis coach] Remember to bend those knees…get low. Keep your eyes on the seams of the ball.”

The idea behind such a service would be to offer encouragement, feedback, (if carefully put) constructive criticism, a message that “I’m on your team”…and/or…”Here’s what I see in you.”


Additional functionality/options


  • Contributors:
    • Like Twitter imposes a limit on characters, there could be options to impose a time limit on the length of a video, ability to add more than one video, and/or set a limit on how many videos someone can upload
    • If submitting a written piece, the option would be there to limit the number of characters and/or the word count.
  • From learners themselves (to their own tribute)
    • No time limit, no word count or character limit
    • Would act like a multimedia-based diary/journal of learning
    • Option to select whether might be worth re-listening to for career selection purposes.
 

How Do You Make Zoom Breakout Rooms Less Boring? — from edsurgey.com by Bonni Stachowiak (Columnist)

Excerpt:

My first recommendation was to keep the breakout room time-frames short. If we allocate too much time, some groups will be done with the exercise with lots of time left, which can lead to social awkwardness. My preference is to have a few, shorter breakouts instead of one long one.

The second recommendation I had was around making the students’ work more visible when they are in the breakout rooms—through the use of an editable, shared document of some kind.

 

We’re All New This Year: How Advice for Rookie Teachers Can Help Everyone During Virtual Learning — from kqed.org by Kara Newhouse

Excerpt:

How can I teach music if the kids aren’t allowed to sing indoors? How will lag time affect group singing online? How will I make students feel seen and heard via Zoom? Those were some of the questions that elementary music teacher Angela Carpenter spent her summer trying to figure out. Though she would be entering her 15th year of teaching, it was like being new to the job. “No one has done this before. Even the teaching that we’re doing now is so vastly different than what we did in the spring,” she said, “because that was panic teaching.”

She’s not alone with that thought.

 

Best Practices for Teaching Online -- K12 -- Laurel Springs School

[K12] Best Practices for Teaching Online — from Laurel Springs School; with thanks to The Journal for their article on this entitled, “While Schools Go Online, Here’s How Teachers Can Turn Uncertainty Into Opportunity” by Megan O’Reilly Palevich

Excerpt:

As I was reflecting on the magnitude of what is happening in K-12 education, I wanted to figure out a way to help the teaching community. It dawned on me that Laurel Springs has just over 150 teachers and almost 30 years of distance learning experience as a school. So, I asked our expert teaching faculty—what are your best practices for teaching online? I was overwhelmed by the responses and goodwill from my team. I am excited to share with you a guide to help with working remotely, communicating with students and families, and the best tips and resources for lower, middle, and upper school.

I hope that you find this information useful and share it with your colleagues. Feel free to pass it on and share—we are all in this together. As a parent, teacher, and leader, I appreciate you and all of the wonderfully creative things you are doing to do what you do best: TEACHING.

Please feel free to contact me for any additional support!

Warmest regards,

Best Practices for Teaching Online -- from Laurel Springs School by Megan O'Reilly Palevich

PDF file here.

 

DC: You want to talk about learning ecosystems?!!? Check out the scopes included in this landscape from HolonIQ!

You want to talk about learning ecosystems?!!? Check this landscape out from HolonIQ!

Also see:

Education in 2030 -- a $10T market -- from HolonIQ.com

From DSC:
If this isn’t mind-blowing, I don’t know what is! Some serious morphing lies ahead of us!

 

Teaching in a Hybrid Classroom – What’s Working, What’s Not — from derekbruff.org by Derek Bruff

Excerpt:

Now that we’re a few weeks into the semester, I wanted to know what was working and what was a continuing challenge for instructors, so I convened a conversation on teaching earlier this week attended by 18 of my faculty colleagues representing a range of disciplines. They were excited to be back in the classroom this fall. “There’s a different energy when we’re face-to-face,” one of them said. We had a lively discussion via Zoom about hybrid teaching, including what made it exciting and what made it frustrating, and I wanted to share a few highlights here on the blog.

I waited a minute or two while the participants thought and typed, and when it was clear that most of the participants were no longer typing, I said, “Ready, set, go!” Everyone hit enter, and a slew of responses appeared in the chat at the same time. At this point, we all spent a couple of minutes reading through the responses. I selected a couple that were particularly interesting and called on those participants to elaborate via video.

Also see:

Active Learning in Hybrid and Physically Distanced Classrooms — from cft.vanderbilt.edu by Derek Bruff

 

If I’m standing at the front of the classroom with half or a third of my students in the room with me, but sitting six feet apart from each other and wearing masks, while the rest of my students are joining class by videoconference, what strategies might I employ to engage all of my students in meaningful learning?

I’m going to try to outline some options here in this blog post, drawing on ideas and resources from across the higher education community, but I would enthusiastically welcome additional approaches in the comments below or via Hypothesis annotations.

Derek Bruff

 

Today’s awkward Zoom classes could bring a new era of higher education — from edsurge.com by Debra Spar

Excerpt:

Indeed, the forced march to Zoom has also forced colleges and universities to wrestle at last with the incipient promise of educational technologies; with the power that was evident, if not yet realized, in the early MOOCs. Much of that power has to do with scale–the ability to take a single course, even a single lecture, and share it across a vast universe of learners. But some also comes from the strange intimacy of the small screen, and from the possibilities of collapsing both time and space.

Office hours, for instance, migrate easily. Bringing in guest speakers works remarkably well, allowing faculty to introduce a wide range of voices into their classroom conversations. On the screen, everyone can see and hear and participate. 

 

Learning from the Living [Class] Room

 

From DSC:
Yet another example of the changes occurring in the learning ecosystems out there.

COVID-19 Fuels Big Enrollment Increases in Virtual Schools — from edweek.org by Mark Lieberman

Excerpt:

Florida Virtual School’s enrollment is up 54 percent year over year for its individual online course offerings and 64 percent for full-time programs. Public schools’ online programs managed by the for-profit provider K12 Inc. have grown from 122,000 enrollments in fall 2019 to 170,000 a year later. Applications to Connections Academy, a virtual school provider owned by Pearson, are up 61 percent.

The Pennsylvania Cyber Charter School filled up months before it usually starts receiving the bulk of new applicants. An Oklahoma virtual charter school earlier this summer was enrolling 1,000 students a day. Enrollment in virtual schools is also up in ConnecticutOhio, and Wisconsin.

 

Reflections on some nice ideas from Dr. Barbi Honeycutt [Lecture Breakers Weekly!]

Per this week’s Lecture Breakers Weekly! from Dr. Barbi Honeycutt:

Break up your online lectures with the Watch Party! Here’s how you can do it: 

  • Pre-record your mini-lecture or find a video you want to use for your lesson. 
  • Instead of asking students to watch the video on their own, play it during your synchronous/live class time.
  • Explain to your students that they are watching the video all at the same time and that you will be facilitating the chat and answering their questions as they watch the video together. It’s a watch party!
  • Option: Take the conversation out of Zoom or your LMS. Create a hashtag for your course on Twitter and invite other experts, colleagues, or friends to join the conversation.

Instead of presenting during the synchronous class time, you can now focus completely on managing the chat, prompting discussion, and responding to students’ questions and ideas in real-time. And be sure to record and save the chat for students who couldn’t attend the live session or want to review it later.

From DSC:
This is one of the kind of things that I envisioned with Learning from the living class[room] — a next-generation, global learning platform.

Learners could be watching a presentation/presenter, but communicating in real-time with other learners. Perhaps it will be a tvOS-based app or something similar. But TV as we know it is changing, right? It continues to become more interactive and on-demand all the time. Add videoconferencing apps like Zoom, Cisco Webex Meetings, Blackboard Collaborate, Microsoft Teams, Adobe Connect and others, and you have real-time, continuous, lifelong, relevant/timely, affordable, accessible, up-to-date learning.

Also, you have TEAM-BASED learning. 

Add videoconferencing apps like Zoom, Cisco Webex Meetings, Blackboard Collaborate, Microsoft Teams, Adobe Connect and others, and you have real-time, continuous, lifelong, up-to-date learning.

 

 

From DSC:
Below are but some of the changes to the learning ecosystems out there. Certainly, more are coming.


Ex-Google employees form virtual tech ‘school’ for gap year students amid college closures — from cnbc.com by Jennifer Elias

KEY POINTS
  • Current and former Google employees are forming an online program aimed at preparing students for the workforce if they’re taking time off school due to the coronavirus pandemic.
  • It comes as many college students defer school as universities shift learning models to mostly online amid the Covid-19 pandemic.
  • Google execs past and present have volunteered to mentor college students on topics ranging from career trajectory to how to stand out in virtual Zoom interviews.

Along these lines, see:

  • Google has a plan to disrupt the college degree — from inc.com by Justin Bariso
    Google’s new certificate program takes only six months to complete, and will be a fraction of the cost of college.
    Excerpt:
    Google recently made a huge announcement that could change the future of work and higher education: It’s launching a selection of professional courses that teach candidates how to perform in-demand jobs. These courses, which the company is calling Google Career Certificates, teach foundational skills that can help job-seekers immediately find employment. However, instead of taking years to finish like a traditional university degree, these courses are designed to be completed in about six months.

From DSC:
Also, to see some more changes to the learning ecosystems out there, set up a Google Alert (or something similar in Feedly or via another tool) for “Learning Pods,” “Pandemic Pods,” and/or the “growth of homeschooling.” Here’s but one recent example:

Zoo Knoxville to start virtual learning pods for students

 


 

Check out the Academic Warriers website

About Academic Warriors:

Life can be very hard for autistic, gifted and special needs learners.  Autistic and gifted learners often times struggle in school because they learn very differently than their peers. These special learners need a personalized approach to their education that allows them to learn in their own way at their own pace.

Many times parents and students feel as if they are the only ones like them in the world. This can often times lead to isolation and frustration. It is important for all autistic, gifted and special needs to unite in order to support one another. We are named Academic Warriors because all our students are superheroes in a world that doesn’t always understand and/or appreciate them. We help our students to become strong, independent and positive learners despite what the world may think of them.

It is the mission of Academic Warriors to help create positive learning experiences and communities throughout the United States for autistic, gifted and special needs learners. We offer online courses, programs, private school and in person events that foster an unique learning environment that promotes unity among all our students and families. We strive to create online and in person learning communities in every state that will provide educational opportunities for all families of autistic, gifted and special needs students. Together we can create a better world for the autistic, gifted and special needs learner.

 


From DSC:
As part of a homeschooling-based situation, my wife received the following item for one of our daughters (who needs additional/personalized assistance to learn). Simultaneously, she and our daughter sent them a Michigan Exchange Box. Very cool.

My wife and one of our daughters received this set of things from a homeschooler in Mississippi! Very cool!

I believe my wife found this out at the following group in Facebook:

 


Some channels out on Youtube that have to do with learning:
(and by the way, according to Jane Hart’s recent Top 200 Tools for Learning, YouTube is in the #1 spot for the 5th year in a row!)

Snake Discovery -- videos out on YouTube

Bondi Vet - videos on YouTube

 


 

From the Off-Trail Learning website, here are some self-directed learning centers

 


The Barn for Equine Learning

“Horse Sense Tutoring Services is a unique resource that combines the power of Equine Assisted Learning with evidence-based reading and math strategies that engage the mind, body, and emotions in learning.  We use the principles of discovery, experience, movement, reflection, and connection in partnership with our horse friends.

Based at The Barn for Equine Learning…my program offers targeted reading, math, and basic horsemanship tutoring for students in grades K – 8. Horses become teaching and learning partners as students experience academics and social-emotional learning in a whole new way.

If you are looking for a unique tutoring and confidence-building experience for your child, PM for more information.  Sessions are held outdoors and/or in an open barn setting.

(Small group field trips with an introduction to basic horsemanship skills are also available).

 


From DSC:
So these are just a few examples of how the learning ecosystems are changing out there! Surely, there will be more changes coming down the pike.


 

 

Editorial: Spaces is only a small part of Apple’s enormous AR/VR puzzle — from uploadvr.com by Jeremy Horwitz

Excerpt:

A demonstration of Spaces’ latest tech shows a cartoony teacher offering whiteboard presentations with accompanying lip and body synchronization — a gentle evolution of existing VR avatar technology. You could easily imagine the 3D model replaced with one of Apple’s current Memoji avatars, enabling an iPad- or iPhone-toting teacher to offer a presentation to a virtual class over Zoom.

 

Artificial Intelligence for Learning: How to use AI to Support Employee Development [Donald Clark]

So what is the book about? — from donaldclarkplanb.blogspot.com by Donald Clark; which discusses his book entitled, Artificial Intelligence for Learning: How to use AI to Support Employee Development

Excerpt:

AI changes everything. It changes how we work, shop, travel, entertain ourselves, socialize, deal with finance and healthcare. When online, AI mediates almost everything – Google, Google Scholar, YouTube, Facebook, Twitter, Instagram, TikTok, Amazon, Netflix. It would be bizarre to imagine that AI will have no role to play in learning – it already has.

Both informally and formally, AI is now embedded in many of the tools real learners use for online learning – we search for knowledge using AI (Google, Google Scholar), we search for practical knowledge using AI (YouTube), Duolingo for languages, and CPD is becoming common on social media, almost all mediated by AI. It is everywhere, just largely invisible. This book is partly about the role of AI in informal learning but it is largely about its existing and potential role in formal learning – in schools, Universities and the workplace. AI changes the world, so it changes why we learn, what we learn and how we learn.

Also see:

  • Abandon lectures: increase attendance, attitudes and attainment — from donaldclarkplanb.blogspot.com by Donald Clark
    Excerpt:
    The groups were taught a module in a physics course, in three one hour sessions in one week. In short; attendance increased, measured attitudes were better (students enjoyed the experience (90%) and thought that the whole course would be better if taught this way (77%)). More importantly students in the experimental group outperformed the control group, doing more than twice as well in assessment than the control group.
 

Just released today! Jane Hart’s Top 200 Tools for Learning

Jane Hart's Top 200 Tools for Learning -- released on 9-1-20

Top 200 Tools for Learning — from toptools4learning.com by Jane Hart

Excerpt:

The Top Tools for Learning 2020 was compiled by Jane Hart from the results of the 14th Annual Learning Tools Survey, and released on 1 September 2020. For general information about the survey and this website, visit the About page. For observations and infographics of this year’s list, see Analysis 2020.

 

 

From DSC:
I’ve heard many people mention that what we did throughout K-16 in the spring of 2020 was remote teaching — an emergency response to the Coronavirus. And I would agree with that assessment and verbiage — that was/is very true. It wasn’t online-based learning as many of us have come to know it over the last 20+ years. It didn’t offer a lot of the things that organizations like the Online Learning Consortium (OLC) and Quality Matters have been trying to promote and get us to achieve for years.

But then I hear the expectation that everything has been vastly improved over the summer and suddenly, almost overnight, all teachers, professors, trainers, adjunct faculty members, etc. have become highly proficient in matters involving online-based teaching and learning. In other words, the expectations say that:

  • Students should expect a top-notch experience now that summer is over.
  • Suddenly, Rome was built in a day!

But it wasn’t, and it isn’t.

It takes time and practice to become proficient in how to teach online. That’s the truth. It also takes a great deal of time and investments in hardware, software, tools, training/education/professional development, networking and telecommunications infrastructure, and more. It takes numerous skillsets to do it well. (By the way, that’s why I like to think in terms of team-based content creation and delivery.)

Also, often times, it takes MORE time to teach online than it does to teach in a face-to-face classroom. That is certainly the case for the first time that you will be teaching online. You need to know that going into it. You have to put your course together PLUS learn how to deliver it effectively in an online-based format. You need to learn a variety of tools and related ecosystems. Not a simple, overnight kind of task, I can assure you.

So students, don’t expect your faculty members to become professional online-based teachers overnight Again, it takes time and practice…just like anything we set out to do.

And for you student teachers and Education Departments/Programs out there, keep at it. Don’t dismiss this time as a brief period/phenomenon that will simply go away and we’ll get back to “normal.” Make the necessary adjustments to your curriculum, toolsets, “teacher placements,” and more. Let’s get prepared for the future, come what may.

For higher ed, if you want to continue to use adjunct faculty members to handle a significant amount of the teaching load out there, you will need to better address the training and the $$/reimbursements that you provide to them.

And for all of the teachers, trainers, faculty members — and now even parents and/or guardians — out there, cut yourself some slack, give yourself some grace, and keep trying. One step at a time. Don’t get discouraged.

Also relevant/see:

Build and accelerate beyond the pandemic: Consciously deliver a great online experience for lifelong learners — from evoLLLution.com by Philip Regier

Excerpt:

Today’s learners have high expectations as expert consumers in all aspects of their lives. Higher education needs to create an infrastructure that meets the needs of this tech-savvy demographic. Institutions need to recognize that the online environment is here to stay and is in need of a rebuild in order to deliver the best student experience possible, even post-pandemic. In this interview, Phil Regier discusses the today’s learners’ expectations, scaling a high-quality online environment, and how to build the right infrastructure to support learners in this new and digitized normal.

 

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