On Line Learning in K12 Schools

I created a pod cast for my colleagues to listen to while they work at their desks. This is an intro to on line learning in k-12 schools to hopefully get faculty to start thinking about using LMS and other online learning modules.

Click on the link at the top of the page under pod cast, and choose the on line learning in k-12 schools publication.

Below is the transcript of the podcast in case colleagues want to go back and read what I was talking about for reference.


transcript:
Several of you have seen and used learning management systems, and maybe did not even think about it or the instructional gaps and instructional support they can offer. Many have used blackboard, moodle, RCampus or something similar in online classes.

Web-based course management systems are a totally contained (not open to uninvited users) platform that a teacher could use for class. It is like being able to combine threaded discussions (like face book), email, class website, resources, and a blog all into one, totally contained site for your classes.

The totally contained part is really nice for both the teacher and the student. With technology and the web being used in so many different ways, at times it is hard to keep track and find what you are looking for.

In the simplest form learning management systems can be used to post assignments. This way when students are absent, or know when they are going to be gone, they can simply log in and see what is going on that day. Worksheets and instructions can be easily uploaded for students to see also. With the digital age we live in, many text book companies offer electronic texts, supplementary materials like practice quizzes, and maybe even instructional videos. These links could be easily accessible for the students on the same management system.

These LMS platforms are nice for having students submit assignments electronically. All the assignments will be in one place, making it easy for you to comment, grade, and return. The alternative to this is having students email you assignments, which generates hundreds of emails.

Students could use your classroom site as a place to have threaded discussions with each other. It could be used as a resource for students to post questions and answers about assignments. They could help each other, explore concepts and discuss or debate material.

If you assign projects that students have to sign up times to present, the LMS platforms can make this job easy too. Students can simply log in, pick a date on the calendar, and they are signed up.

We are all pressed for time as teachers. Setting up a LMS does take an initial investment. So there is time required on the front end, but in the long run it will save you lots of time that will pay off over and over again.

LMS platforms are not the only way to use an online learning module.

Many schools offer digital academy’s for students to take classes that are not offered in house. While they are not a replacement for a teacher, they are a nice way to let students expand their horizons and options by opening other avenues of learning. More and more classes at the university level have online components, if not offered completely online. As a 21st century school, it only seems appropriate that we expose our students to some of this learning.

With No Child Left Behind there has been even greater enfaces on credit recovery to help those failing students graduate. Digital credit recovery gives students options for making up classes. Because it is digital, it could be done on a students own time and/or pace. Sometimes digital credit recovery is looked down upon because teachers think a student should retake the entire class if they fail. Inevitably as educators we want students to understand the material. That is what digital credit recovery programs due. Students have to pass tests that assesses their knowledge of the curriculum. Where the students’ understanding is not adequate, these programs offer tutorial lessons that the students complete to help their understanding. They are then tested again over the material.

The bottom line is that it is essential that as teachers we use as many different techniques and resources as possible to teacher our students. Learning management systems are a nice way to offer some of these resources.

Reflection.

The GAME plan process was alright. As I stated in an earlier post, I like some of the ideas, especially the reflective process, I just do not feel this exact process is for me.

What I have learned is it is possible to integrate math assignments and projects with technology. The more I thought about a situation, and of course with the help and ideas of colleagues and Susan, the ideas seemed almost endless to incorporate. Now it is just a matter of doing it.

At this point there is not an immediate adjustment. What I am immediately doing is starting the process of getting paid time next year to collaborate with colleagues on designing some unit projects. I know together as a department, we can be very innovative. I already have a good project to bring to the table with my three part lesson plan developed for this class.

using the game plan process with students

Maybe I am just tired…and it could be that I somehow completely missed that there was a blog post last week so I am a bit frustrated. All of which is my own fault.

I do not see the game plan process, at least in the exact format that it has been modeled working for my classroom. I definitely like the reflective practices, and reaching out to classmates is definitely useful. Personally, the game plan process has been more of a “going through the motions” thing vs. an actual ah-ha moment. My gut feeling is that my students will have some of the same feelings.

I definitely want to incorporate the reflective practices and classmate help into my student’s everyday practices. I just do not see it being a formal process only used on projects.

Evaluating Your GAME Plan Progress

• How effective were your actions in helping you meet your goals?
What really made me meet my goals is the weekly discussion about them. So often I get what I consider good ideas, but then as life takes its toll, they get forgotten about or pushed aside.
• What have you learned so far that you can apply in your instructional practice?
I already incorporate a lot of technology, but I have learned there is still a whole other level that it can be used for. I am ready to start rising up to that higher level.
• What do you still have to learn? What new questions have arisen?
I need to get quicker at planning these activities. I am still concerned about the use of class time, its relevance, and keeping up with the set curriculum.
• How will you adjust your plan to fit your current needs?
At this point I feel everything is in place and no adjustments are needed.

progress towards game plan

I am pretty confident that I have all the resources I need.

The only modification to my plan so far is how I am going to get my first set of parent cell numbers. Instead of passing out a flyer, I am going to start with emailing the parents that I can. (Our grade book program as an option that I can hit, and it will send out a mass email to everyone in my class, that we have emails for). I figure why use a middle man, when I can get it directly. That will be my base group, and then from there I will seek out the other student’s cells.

I was apart of a 21st century learning meeting this past week. I plugged how important collaboration was and even more importantly teachers are given the time to do so, with out arbitrary deadlines. This was well received, which is great, because being paid to collaborate with co-workers on group projects is the other part of my game plan. If anyone knows of any good geometry or algebra projects I would love to hear them. An idea is where it begins.

No new questions yet.

As far as progress goes, my meeting mentioned above was good. I have also talked with two of my co-workers who would like to collaborate group projects too. Besides thinking, talking, and typing about sending mass texts, I have not moved too much further to completing this goal. I think it is going to take one of those rare moments when we are all caught up at work and I think about the texts. In reality it would only take a few minutes to send out the initial emails.

carring out game plan

To carry out the parent/text portion, I really just need to write up a handout that explains what I am doing for the students to take home and email back to me. From there it is as simple as adding @verizon.com (each phone provider has a different address) to each phone number and making a group for algebra I, geometry, etc… The toughest part will be the follow up. That is getting the straggling numbers and making sure I even have the right numbers. So far all I have done is talk about this idea; I have not actually gotten my plan farther than this cyber world.

To carry out my collaboration/project a semester plan I first need to get a hold of one of our professional development people. Quite frankly I want to get paid for writing the project, and I want something developed that other teachers buy into so we are all doing something similar. If I write up a proposal, then the school should grant us at least one professional development day, if not two to meet up and design at least one project. I would like to do this in collaboration because I work with smart and creative people, sometimes they have great ideas that never occurred to me. I know together we will figure out a good project. As said earlier, so far all I have done is talk about this idea; I have not actually gotten my plan farther than this cyber world.

Standard V: Productivity and Professional Practice.
Goal 1: Use more technology to communicate with students and parents.
Actions: I would like to start texting parents and students a few days before a test or quiz. To do this I need to get parents or students to email their cell numbers along with their cell phone providers (this is needed to set up text from a pc). Then I can cut and paste them into a group, and simply send out an email from my computer with a quick heads up that will go to their cell phones.
Monitor Progress: Have I done it or not? Getting started is the first step. From there adding numbers will be a continuous process. I imagine that some students will get the information for me, but there will be quite a few that will do their best to not give up their parents cells.
Evaluation: I would like to have 100% parent communication via email or text by semester I. There are always families that do not have these technologies, and that is ok. I will still find a way to communicate. Based on this 100%, I will base my grade off what percent I am actually communicating with.

Standard III: Teaching, Learning, and the Curriculum.
Goal 2: Facilitate more technology-enhanced experiences for my students.
Actions: Create one new project a year that uses technologies to research, execute, and present the information. This goal will continue for four years, until I have a project for each semester. To do this, I will use my in-service days where students have the day off, to collaborate with my co-workers on a project. I know I can sell the idea, and if a group of us agree on a project, together we can create some pretty neat projects. If all the teachers are on board, it will be much easier to implement.
Monitor Progress: Have I done it or not? Writing and executing the first project will be the biggest step. After I have one down, I think the others will be much easier. And after the first time, the first year, the second time will be way easier and smoother. All I will have to do is minor tweaks to the first project.
Evaluation: My goal is one new project a year, so I think anything short of that is failure. I want to have this project written before the first day of school. I know if it is not done by then, chances of getting completed will be cut in half each day after that, approaching zero fast.