tag:nabble.aealearningonline.org,2006:forum-3790Nabble - Blended & Online Learning2024-03-29T00:42:17Ztag:nabble.aealearningonline.org,2006:post-21398Mike Rooney2024-03-11T01:24:59Z2024-03-11T01:24:59Zmikerooney
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tag:nabble.aealearningonline.org,2006:post-21369Mike Rooney2024-03-05T23:27:23Z2024-03-05T23:27:23Zmikerooney
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tag:nabble.aealearningonline.org,2006:post-21352Re: Topic #4: Narrative Voice2024-03-01T02:33:35Z2024-03-01T02:33:35Zclamb
Your ability to strategically put letters in lengthier words to extract information is highly important.
<br/>Finding the words is a true challenge, in my opinion. <a href="https://wordwipegame.net" target="_top" rel="nofollow" link="external">word wipe aarp</a>
tag:nabble.aealearningonline.org,2006:post-21351Re: Topic #1: Introduction to the Online Learner2024-03-01T02:26:47Z2024-03-01T02:26:47Zclamb
Surely you only know New York as a place of America, right? But now there is one more great game genre that you should experience: <a href="https://nytimescrossword.io" target="_top" rel="nofollow" link="external">nytimes crossword</a>
tag:nabble.aealearningonline.org,2006:post-21247Re: Topic #1: Introduction to the Online Learner2024-01-15T04:09:14Z2024-01-15T04:09:14ZRitewayTowing
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tag:nabble.aealearningonline.org,2006:post-20981Re: Topic #1: Introduction to the Online Learner2023-10-14T03:42:41Z2023-10-14T03:42:41Zbrendag
<a href="https://a-team.global/blog/real-time-vehicle-tracking-system-overview/" target="_top" rel="nofollow" link="external">Automatic vehicle tracking systems</a> are a game-changer in the world of logistics. By seamlessly integrating with vehicle operations, they offer unparalleled insights into fleet performance, enabling businesses to make informed decisions, enhance productivity, and ensure timely deliveries, ultimately transforming the way we approach transportation management.
tag:nabble.aealearningonline.org,2006:post-10348Re: Topic #1: Introduction to the Online Learner2018-01-15T18:55:38Z2018-01-15T18:55:38ZJanet Polley
I work in a high school in Iowa that has been 1-1 for quite some time. Each student had MacBook Pro’s for 4 years but now are using ChromeBooks. I believe that most teachers my age (50+) are not comfortable yet with online and blended learning. I really have no idea what blended learning is all about and I hope to learn a lot by the end of this course. I know that self-paced instruction is a valuable learning method, so I would like to use blended learning as a tool for differentiated instruction. Blended learning can allow me to tailor instruction more toward individual student needs.
<br/><br/>In my school, there are some teachers who use only computers in their classroom; notes, textbooks, videos, lectures, etc. are all on their google classroom; and they simply tell the students where to go for the day. There are other teachers who use the computers just as a resource for extra practice and for showing videos to help reinforce a concept.
<br/><br/>There are some of us teachers that use it when applicable and appropriate, but others are not able or willing to put in the extra time it takes to really develop a solid blended classroom. I tend to be the one that uses it very little. I teach Math (Algebra and Geometry) and I have found some really good sites but am not always sure how to incorporate it due to a timeline we have to stay with.
<br/><br/> I think blended learning will offer the most promise to the struggling student, and my ELL students. Although all content areas in my school have implemented technology to some extent, I think it is still mostly just for research. I think we need more in service on effective online and blended learning.
<br/><br/>Challenges my school would face for implementation would be teacher readiness. New ideas take more time to plan and organize. With increased demand in other areas, time is a virtue, and most teachers are not going to do something that may require more time. Also, lots of apprehension is associated with trying something new, so it is all together avoided (especially teachers my age).
<br/><br/>I look forward to the opportunity to design online lessons. I have always wanted to "flip" my classroom so I am hoping this course will give me ideas and help in the process.
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tag:nabble.aealearningonline.org,2006:post-9033Re: Topic #5: Share Your Work2017-08-15T07:36:04Z2017-08-15T07:36:04ZKevin Hahn
Here is my blended unit on Story Elements.
<br/><br/><a href="https://docs.google.com/presentation/d/1W15JHDc8e0ta1PfQO4iOKYiATExzim4bpv67k0PJsKo/edit?usp=sharing" target="_top" rel="nofollow" link="external">https://docs.google.com/presentation/d/1W15JHDc8e0ta1PfQO4iOKYiATExzim4bpv67k0PJsKo/edit?usp=sharing</a><br/><br/>1.) My target audience is a 5th grade literacy classroom.
<br/>2.) I would like for all students to be able to identify all five elements of a story. I would also like them to identify the five elements in a text they have read. Finally, I would like them to be able to identify the meanings and use the five vocabulary words for the story.
<br/>3.) How do you connect with students from other schools?
tag:nabble.aealearningonline.org,2006:post-9032Re: Topic #4: Narrative Voice2017-08-15T07:31:20Z2017-08-15T07:31:20ZKevin Hahn
Google defines someone who is wise as having good judgement and being enlightened. While many adults have wisdom because of their experiences, children are born with wisdom. I truly believe children have more wisdom than adults. At least they are until they are taught to think differently.
<br/>Children have good judgement. Adults may have clouded judgement. In Jerry Spinelli’s book, Loser, he has a very interesting look on wisdom and judgement. He compares judgement through little kid eyes and big kid eyes. Little kid eyes do not see race, gender, or socioeconomic status. They don’t pass judgement. They question out of curiosity, not out of defiance. They accept people for who they are. Big kid eyes, however, notice differences, call out mistakes, single out certain people, and mock someone’s uniqueness. When children become older, they start judging by appearance. They lose their ability to make good judgements based on merit. They lose some “wisdom”.
<br/><br/>When my youngest daughter attended daycare as a three year-old, she had to teachers named Brittany. One was African American and the other one was Caucasian. She was telling a story that involved one from that day at daycare, and I asked, “Which Brittany?” With the wisdom only a small child with little kid eyes could contain, she said, “Brown haired Brittany.” It truly opened my eyes. My daughter didn’t see skin color. She separated them by hair color. I was astonished and proud.
<br/><br/>I have also witnessed my daughters being asked to play by many kids. Kids are not shy. They see a possible friend to play with, and they go ask. They don’t hesitate because the potential friend looks different than them. They don’t find out what toys they have before they are deemed worthy of friendship. They simply don’t pass judgement. They are wise.
<br/><br/>I wish adults would look to the children and see through their eyes. Then we could change how we make judgements. Thus, we would become wiser.
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tag:nabble.aealearningonline.org,2006:post-8911Re: Topic #3: Needs/Benefits, Empathy Statements2017-08-06T11:57:13Z2017-08-06T11:57:13ZKevin Hahn
Negative Statement- You did not follow the directions at all!
<br/><br/>Needs/Benefit Statement- Now that you are completed, let’s look back at the directions to make sure you didn’t miss anything. I know you want to do your best!
<br/><br/>Complaint- I do not want to share my project in front of the class. I get embarrassed speaking in front of people.
<br/><br/>Empathy- I totally understand. I was asked to give a speech last year in front of a bunch of people. I was nervous for five straight days. I practiced every chance I got, and I still messed up a little. How about we record you presenting your project during study hall? You can use the extra room across the hall. You can record it as many times as you want. When you are happy with your recording, you can present it to the class.
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tag:nabble.aealearningonline.org,2006:post-8910Re: Topic #2: Student Help2017-08-06T11:02:54Z2017-08-06T11:02:54ZKevin Hahn
In regards to Angie, here is my response.
<br/><br/>First, I would tell Angie I was happy she approached me to take ownership of her learning. I would explain to her I would help her. I would need more information from her, though. I would ask her to tell me her schedule. We would look at how she could carve out more time since she cannot come after school. Could she come before school? Does she have a study hall that can be used? She could even have a working lunch. Then we would discuss her accessibility to technology at home. Is it an equipment issue? Is someone else using the only computer? Do they have wireless access? If I trusted Angie, I could even suggest checking out a piece of technology that would allow her to complete her activities. Depending on Angie’s personality, we could involve her parents. I deal with 10-11 year-olds, so sometimes the parents do not know the expectations of an assignment. I would talk to her parent/s about the expectations of the class.
tag:nabble.aealearningonline.org,2006:post-8909Re: Topic #1: Introduction to the Online Learner2017-08-06T10:42:56Z2017-08-06T10:42:56ZKevin Hahn
I teach 5th grade literacy at Vernon Middle School in Marion. I am unaware of any teacher who has incorporated blended learning completely in our building. Many teachers use technology in their classrooms however. Last year, we finally had access to computers in our classrooms. Before that, we had to check out computers on a cart which proved difficult. Now that we have 16 Chromebooks in our classroom, the possibility of a blended classroom is much more realistic.
<br/><br/>I feel any classroom has promise to use a blended learning model. Each subject area has their own advantages and disadvantages. I feel math classrooms lend itself to an easier transition due to the resources online already available to them. Plus, they have just received more iPads which makes computation much easier. I do feel our English department has an advantage with the access to technology. We have the most Chromebooks out of all of the departments. We also have been using Google classroom quite frequently.
<br/><br/>The biggest struggle, in my opinion, is expecting students to complete some of the tasks at home. Many students do have access to technology, but some do not. 20% of our student population struggles with work completion. I wonder if they would also struggle with watching videos or reading articles to prepare them for the next day’s activities. I know blended learning is not a flipped classroom, but there are some commonalities.
<br/><br/>This course opened my eyes to a few strategies I would like to incorporate more into my classroom. I like the reflection idea. Having students post their thoughts about their learning in a journal or blog is a fabulous idea. You really get invaluable insight into their thinking. I also like the idea of using online resources. I am a firm believer in differentiation, and this strategy allows for student choice. Students also can go at their own pace which allows for extension activities and remediation. I also learned of many different apps/websites I can use for activities. We have adopted Moodle as an LMS, so it was beneficial for me to learn about it before the school year begins.
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tag:nabble.aealearningonline.org,2006:post-8744Re: Topic #5: Share Your Work2017-07-25T10:30:49Z2017-07-25T10:30:49ZMarcia Klimes
Great job! I think I'd like to take this! To answer your question, yes, I think a simple project would be great to add. Students could get creative while practicing their skills.
tag:nabble.aealearningonline.org,2006:post-8743Re: Topic #5: Share Your Work2017-07-25T10:19:17Z2017-07-25T10:19:17ZMarcia Klimes
The lesson that I am sharing is Using the verb être (to be)
<br/><br/><a href="https://www.softchalkcloud.com/lesson/serve/1JwRZKGQi6WbEO/html" target="_top" rel="nofollow" link="external">https://www.softchalkcloud.com/lesson/serve/1JwRZKGQi6WbEO/html</a><br/><br/>1. My target audience is beginning French students middle school or high school.
<br/><br/>2. The objectives for the lesson are for the students to be able to read, write, and speak the present tense conjugations for all subject pronouns for the verb être.
<br/><br/>3. What suggestions do you have to make the lesson clearer and easier to understand?
tag:nabble.aealearningonline.org,2006:post-8686Re: Topic #4: Narrative Voice2017-07-20T08:26:48Z2017-07-20T08:26:48ZMarcia Klimes
It’s hard to determine what children ought to learn, because we can’t really tell until after they’ve grown up and we see what they’ve missed. A good way to find out then might be to look at successful people and determine what they learned. Of course, that involves how we measure success. Some think of success as advancement in a career; some, as gaining respect of colleagues; some, as making lots of money. There are many other examples, but for me it is measured by a willingness to take responsibility for one’s actions, being helpful and kind to mankind, being grateful, and supporting oneself with some type of work.
<br/><br/>My husband and I have four children. They are all married, and each have children for a total of six grandchildren. We strove to make sure that children were learning basic skills in school like math, English, etc., but also regularly challenged them with problem solving techniques. Identifying a need or a problem is followed by researching what to do about it. Next, finding the materials or skills needed to fix or develop. Most often, implementing includes making mistakes. We rejoice in those!! Learning from mistakes is a basic tenet of problem solving, and there are many steps to a final, successful project.
<br/><br/>Our sons both work in the computer science industry for large companies where they solve problems daily to help customers and colleagues. Aside from his work space, one takes apart and repairs cpu’s, montitors, and other computer parts sometimes as a volunteer and sometimes for pay. The other enjoys building and designing wood projects with a specific, unique purpose for their home, such as a specifically sized type of ladder/stool for his 3-year old daughter to use by the kitchen counter in order to “help”.
<br/><br/>Our daughters both teach, which of course, involves daily problem solving people skills, but also, like-long learning as exemplars to students. Units and lessons do not remain static from year to year, and in fact, they are ever changing. Both of them have begun to play the game of bridge where their problem-solving skills shine.
<br/><br/>In the first paragraph, I referenced my measure of success. All of our children measure up to those standards, and with those qualities have become exceptional doers, movers, and shakers in their work environment, community, and family. Most of all, we can see stunning outcomes in our grandchildren. They are grateful children. They do not show signs of feeling entitled. They are concerned about other’s needs and willing to step up and help without being asked. They make mistakes, and learn from them. They’ve learned there are consequences to their actions, and sometimes they’ve even changed their behavior as a result! Much of what children ought to learn comes from parents and their home environment, but as teachers, we can demand skill-learning while reaching for application of skills leading to problem-solving.
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tag:nabble.aealearningonline.org,2006:post-8684Re: Topic #3: Needs/Benefits, Empathy Statements2017-07-20T07:39:05Z2017-07-20T07:39:05ZMarcia Klimes
Negative statement: Don’t type French words without the proper accented letters in place.
<br/><br/>Needs/benefit: Find the best way to type French accents on your computer. You might try Alt codes or adding the US International keyboard. I can help you set that up!
<br/><br/>Complaint: I don’t want to speak aloud in French. I can’t speak the language well and I’m afraid that I will make mistakes and sound silly.
<br/><br/>Empathy: I totally get that! I would like you to think of speaking aloud as only practicing the language. Try not to judge yourself; you are not being tested. I’m here to help and when I hear that a sound or word isn’t quite right, I’ll tell you and give you lots more chances to do it again.
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tag:nabble.aealearningonline.org,2006:post-8639Re: Topic #5: Share Your Work2017-07-15T13:50:16Z2017-07-15T13:50:16ZKim Knapp
Google Classroom:
<br/><br/><a href="https://classroom.google.com/c/Njk2MTI5NTEzOVpa" target="_top" rel="nofollow" link="external">https://classroom.google.com/c/Njk2MTI5NTEzOVpa</a>
<br/><br/>Join Code is: 3yf1uvu
<br/><br/>Target Audience: 5th Grade Literacy
<br/><br/>Objectives: Students will create simple sentences. Students will create compound sentences. Students will use adjectives and adverbs to make their writing better.
<br/><br/>Question: What would be a fun way for students to edit/revise each other's writing?
tag:nabble.aealearningonline.org,2006:post-8638Re: Topic #5: Share Your Work2017-07-15T13:42:03Z2017-07-15T13:42:03ZKim Knapp
This would be fun to use in a literacy classroom. In my 5th grade classroom we do a unit on poetry. In one of the lessons we create "color poems" and write them on paint swatches. This unit could be incorporated to help create different poems.
tag:nabble.aealearningonline.org,2006:post-8619Re: Topic #2: Student Help2017-07-13T12:48:10Z2017-07-13T12:48:10ZMarcia Klimes
#1
<br/>I would first commend her for coming directly to me about the problem. I would then point out that the records show that she had indeed accessed the computer after hours late at night, and politely ask her to explain which computer she used at that time. If possible, I would suggest that she continue to use that computer; if not, I would suggest using a public computer at a library instead since they typically are open beyond school hours. I would grant her the extension and develop a specific time frame and schedule using a calendar tool or spreadsheet to lay out specific dates and times to complete the work. The caveat for the extension would be that she will need to follow the schedule. I would be sure to get affirmation from her that she can make it work and will do it. I would also give a copy of the schedule to her parents so that they are aware of the expectations.
<br/>It sounds like I would be making lots of suggestions, but my method typically is to ask questions of the student such as: “Can you think of another computer that might be available to you?” “Have you considered using a computer at a public place like the library?” “Are you willing to let me help you make out a schedule of dates and times for you to post and do your homework for this class?” “Is this schedule workable, do you think?” “Will you commit to it?”
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tag:nabble.aealearningonline.org,2006:post-8618Re: Topic #1: Introduction to the Online Learner2017-07-13T11:13:50Z2017-07-13T11:13:50ZMarcia Klimes
I teach 7-12 French, Music, and Digital Arts at Alpha Omega Academy, an online Christian school. We use Ignitia as our learning management system, and much of our curriculum has been developed and written by a section of our company called Odysseyware. Our 2400-count student body is international and varied. We serve students from individual families, students in boarding-type schools, and students from brick-and-mortar public and private schools. AOA is accredited and graduates @ 200 seniors each year.
<br/><br/>In our courses, there are 5 units (or chapters) in each semester, each containing learning lessons, quizzes, a unit exam, and projects. The program is designed so that students read, study, and complete 1-2 learning lessons each day. Each lesson has a set of questions for students to complete before moving on, and they must score at least 80% before they can move on to the next lesson. Following 4-6 lessons, they take a quiz, and at the end of the unit, they complete a comprehensive unit test. As teachers here, we are allowed and encouraged to customize our courses. One way we do that is by creating projects. I really love that part of my job! Based on the problems my students have encountered doing their work or the need for more practice with certain skills, I tweak and sometimes rewrite my projects each year.
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<br/>One of the biggest challenges we have faced as a faculty is maintaining a connection with our students. We hold online 30-minute classes using gotomeeting or gototraining. It’s a good place for students to interact with other students since they are connected with audio, and oftentimes, we use activities such as Jeopardy lab games to practice skills. Additionally, we daily have online office hours in a gotomeeting where students can come for help or complete conversation projects. However, our school runs year-round and students start their classes at varying times, so it is impossible to assign group projects.
<br/><br/>Much of my instruction to students is one-to-one on the phone. In French, we practice pronunciation and grammar constructions which eventually leads to conversations. In Music Appreciation, Music Theory, and Digital Arts, my communications with students involve answering specific questions they may have about music notation software, listening project requirements, and photography.
<br/><br/>Since we have the capability of writing lessons and projects as well as assessments such as quizzes and tests, I am very interested in the possibility of adding my own screencasts or videos to both lessons and projects.
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tag:nabble.aealearningonline.org,2006:post-8471Re: Topic #5: Share Your Work2017-06-29T10:05:56Z2017-06-29T10:05:56ZDan Leete
SoftChalk Lesson - Color Unit
<br/><a href="https://www.softchalkcloud.com/lesson/BPcOm7hqSXrb9o" target="_top" rel="nofollow" link="external">https://www.softchalkcloud.com/lesson/BPcOm7hqSXrb9o</a>
tag:nabble.aealearningonline.org,2006:post-8470Re: Topic #5: Share Your Work2017-06-29T09:51:46Z2017-06-29T09:51:46ZDan Leete
Question #3 How could I use this in other disciplines?
<br/>As an art teacher I think many students develop an idea of what a character looks like in their head. I think it might be possible to have the students do detailed drawing about a character to share with the rest of the class.
tag:nabble.aealearningonline.org,2006:post-8421Re: Topic #5: Share Your Work2017-06-27T13:09:10Z2017-06-27T13:09:10ZDanLeete
AI chose to create a lesson in SoftChalk based on Color, an element of art. The lesson is about the color wheel and how it is used to create works of art in oil pastels. The lesson is geared towards 5th grade students. It is a blended lesson that would be used after in class instruction and practice using oil pastels as a medium.
<br/>I am a high school art teacher at Sumner-Fredericksburg and I chose to create a lesson for upper elementary/lower middle school for two reasons. First, I would like to create 6 more SoftChalk lessons so that I would have 1 lesson for each of the 7 elements of art. I would then like to share these with the other art teacher in the district to develop a more cohesive K-12 art curriculum in our district. Secondly, I would like to start this database of lessons so if I ever have to teach elementary of middle school art I would have some resources.
<br/>I thought SoftChalk was very easy to use to develop lessons that covered the main objectives we focused on in the class. I like the visuals and the different types of activities you can add to enhance the lesson.
<br/>I did encounter a hang-up at the end with trying to save my lesson to the SoftChalkCloud but after some digging it finally went through.
<br/>One question that I think is important to keep in mind when creating an online digital lesson is "Is the lesson informative and interesting for the student?" I think that this is important for the creator of the lesson to keep in mind when developing his/her lessons. I also think that it is important to keep the lesson "to the point" when presenting the information to the student.
<br/>I believe the lesson can be seen in my SoftCloud account.
tag:nabble.aealearningonline.org,2006:post-8373Re: Topic #4: Narrative Voice2017-06-25T12:18:31Z2017-06-25T12:18:31ZKim Knapp
Does technology create more problems than it solves? Yeah, sometimes maybe. But, being a teacher in the 21 Century we have to create an atmosphere in our classrooms that is pro technology. Teachers must overcome the negativity of technology in the classroom and get with the times. Teachers must learn the ins and outs of technology themselves in order to have success in a technological classroom. How do we stay one step ahead of our students who have been born into a technology based world? This is a scary predicament for teachers. Especially when many of our students are more tech savvy than we are.
<br/><br/>Educate ourselves!! That's how we do it! Technology in classrooms is not a problem, if we as teachers, embrace it. There are many classes offered through our own districts, AEA's, and state/private colleges that we can learn from. The key is to start small. Begin with one class and try implementing the ideas we have learned into our own classrooms. Once we start, there is no turning back. Technology is not going away and we have to be able to understand it, teach it, and be the support system for our students as they use it.
<br/><br/>Why not learn from our students? Classroom chemistry is huge in a good learning environment. We, as teachers, can definitely learn from our kiddos. When we are stuck on something that involves technology, ask students for help!! Many times they will know the answer and when a student can help out a teacher, how awesome is that? So many great things can happen when we are able to work together.
<br/><br/>Educate our students!! Even though our kids have been born into technology, many do not know how to use technology properly. They have winged it and self taught themselves their entire lives. Many do not know how to use Word or PowerPoint. Many have not been taught the proper size, font, and spacing to type essays. This is something teachers take for granted. We think students already know these things.
<br/> When teachers assume that students already know these things and create a lesson around it, it causes some major headaches. The preteaching needs to be done ahead of time in order to find out what our students already know and don't know. Remember, too, there are going to be a few students that have not had much experience with technology and their learning curve is going to be much higher.
<br/><br/>Honestly, technology can be a huge problem if you teach in a district that isn't prepared for it. Having enough computers for every student in your classroom is a must. It's very hard to build a 21st Century classroom without the computers to do so. Proper internet connection and bandwith is also critical. Teaching with technology will be very frustrating for you and your students if your district is poorly equipped for the change.
<br/><br/>All in all, technology being a problem in the classroom is up to us as educators. If we educate ourselves and our students properly technology could end up being the best thing we can do for our students. Technology is the real world and our job, as teachers, is to prepare our kids for the real world.
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tag:nabble.aealearningonline.org,2006:post-8372Re: Topic #3: Needs/Benefits, Empathy Statements2017-06-25T11:14:44Z2017-06-25T11:14:44ZKim Knapp
1. Why are you not posting to our discussion forum? I cannot move you onto the next lesson if you do not post.
<br/><br/>2. I would love to read your comments in our discussion forum. I am excited to read what you have to say. Once you have commented I will be able to move you on to our next lesson. You are going to love it.
<br/><br/>3. I have finished all of the regular lessons and want to do some enrichment lessons. I cannot get any of the enrichment lessons to open and I really want to get them done today.
<br/><br/>4. Wow! Good for you, Jason! I wasn't expecting anyone to get through the regular lessons so quickly. I am so sorry I didn't have the enrichment lessons uploaded and ready to go. I know that is was probably very frustrating for you since you are so responsible about getting your work finished. I now have the enrichment lessons ready to go for you. I take full responsibility for not having them ready for you to use. I will be sure I do a better job of keeping track of how far ahead you are next time. I appreciate the email. Keep up the good work and thanks for keeping me on my toes:)
tag:nabble.aealearningonline.org,2006:post-8347Re: Topic #2: Student Help2017-06-22T14:32:59Z2017-06-22T14:32:59ZKim Knapp
Angie sounds very much like a few fifth graders I have had in years past. First, I would have a conversation with Angie to see if things are going okay at home. Many times when a student begins to fall behind in their work there is an underlying worry or problem that is going on. Next, I would also check on the availability of a computer and wifi at her house. It could be that she is not allowed to use the computer during the evening if a parent needs it for work or schooling. Maybe the only opportunity she has to use it would be late at night after the parent is done with it. If this is the case, then Angie is not going to give the quality work she needs due to being tired and having to work so late at night. If there is not a computer available for her to use, I would work out a set time with Angie to work after school 2-3 days a week. I would set this up so that it doesn't seem like a punishment for her. I would offer her an after school snack and drink to help entice her to stay. This would allow her to complete her work at a decent time of the day and hopefully, allow her to turn in better quality work. I would also be around to help her if she had any questions about her assignments. Another option would be to give Angie the schedule to the local library. This way she could pick and choose the times she would be available for and she could head to the library on her own time. Basically, keeping the lines of communication open with Angie is the key. She needs to understand the importance of being honest and being responsible with her work. She can't let the excuse of not having access to a computer keep her from doing her work. I feel that if I would show her some empathy, then give her some options, that she will come through.
tag:nabble.aealearningonline.org,2006:post-8329Re: Topic #4: Narrative Voice2017-06-20T12:29:39Z2017-06-20T12:29:39ZDan Leete
What Students Ought to Learn
<br/><br/>In terms of technology, the question of "what students ought to learn" is constantly evolving. Technology is ever changing as is the world our students live in. Educational technology has changed greatly since I started teaching 17 years ago and even more from when I was a K-12 student. I believe what a student "ought to learn" is how to choose and use technology safely and effectively. Teachers need to be able to differentiate between numerous technological initiatives and applications. They need to choose what works best for their subject matter, their unit or lesson and their students. An educator must then be able to teach their students the best platform for sharing and conveying their learnings.
<br/>More is not better in most cases in education. The old saying of "an inch deep and a mile wide" in terms of educational practices seems to be very true with most educational initiatives. I believe that the human element of an educator is important in selecting technology that enhances our classrooms and subject area. It should fit the subject, the lesson and the students. When it comes down to those three elements who know more then the teacher? In my area technology a total online class is probably very unrealistic. Many of my classes are very hands on and what I would call studio oriented. That does not mean that there can not be a very effective use of the blended classroom to enhance student success outside of the art class room. It is my responsibility to search and implement effective as well as efficient technology to enhance studio art.
<br/>I don't believe that technology can replace the hands on creative process that art classes offer our students. Just as visiting Freedom Rock can not be replaced with playing Oregon Trail on an old Apple to learn about the westward movement. However, technology can greatly enhance the design process in terms of sharing ideas with others when they spring up in our imaginations. Many times I have had an "a-ha" moment of inspiration for a project outside the school day. I find it unrealistic that I hold my students accountable to come up with their best inspirations for their projects in the hour class time we have together. Technology allows my students to log on, share and communicate their ideas outside the class hour or school day. Sharing and asking advise should be open 24 hours a day in terms of student project development. The ability to work on project outside the school day should also be promoted. If a student enjoys working on their project and shows a passion for art, I should foster that interest by giving every possible material, supply or platform to share the students success I have access to. Art supplies are always allowed to be checked out. Now I see the importance of giving the student an opportunity to communicate ideas and document the design process electronically.
<br/>I believe that the students know more about today's technology and how to use it. In many cases they teach me how to use the newest technological advancements. The thing I need to teach them is how to use technology safely and the importance of knowing the importance of the digital footprint they leave behind. My previous AEAPD Online classes I have completed on Digital Citizenship helped me gain a greater understanding of how to communicate the importance of digital citizenship and online safety that my students might not truly understand.
tag:nabble.aealearningonline.org,2006:post-8321Re: Topic #3: Needs/Benefits, Empathy Statements2017-06-20T07:32:21Z2017-06-20T07:32:21ZDan Leete
Negative Teacher Statement
<br/>You have not uploaded progress pics of your art project. Your grade is a 0.
<br/><br/>Changed Needs Statement
<br/>I see that you e-portfolio is missing progress photos of your drawing. I am interested in seeing the progress of you drawing.
<br/><br/>Student Complaint
<br/>I am more of a "go with the flow" person when I draw. I forget to take progress photos.
<br/><br/>Teacher Empathy Statement
<br/>I understand that sometimes as an artist we get into a flow during the creative process. I am the same way when I work on a drawing, painting or piece of pottery. However, when I finish a project I always like to look back at the original design drawing of a project and how the project developed and changed as I completed it. I find that if I take a photograph before every work session and at the end, I can see the progress I made that day. Take the little bit of time to take the progress photos - you will be amazed at the changes throughout the creative process of the project.
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tag:nabble.aealearningonline.org,2006:post-8317Re: Topic #2: Student Help2017-06-19T13:31:31Z2017-06-19T13:31:31ZDan Leete
Scenario #1
<br/>I would first send Angie a response about the late assignments, her inability to access the internet at home, and other issues via an email. This would give me documentation that, I as an instructor, followed up in a timely matter with student work and issues. I would also call her in to discuss the issue(s) face to face. I would suggest that while online work is convenient and useful in education, students need to be responsible for following deadlines and completing work on time.
<br/>I would then suggest that she works on the assignments during our daily homebase time. Homebase is a daily meeting of our homeroom at Sumner-Fredericksburg. The students report to homeroom for 28 minutes everyday. This time can be used for meetings, as a study hall or time to meet one-on-one with a teacher. I would suggest that the internet issue should now be a non issue if she uses her time wisely during homebase. I see time and self discipline of use of time as a major issue for high school to budge time wisely and following deadlines.
tag:nabble.aealearningonline.org,2006:post-8311Re: Topic #4: Narrative Voice2017-06-19T09:23:47Z2017-06-19T09:23:47ZMichaela Tinnes
"Technology creates more problems than it solves," is something you may hear from old-school grumps that refuse to jump on the technology band wagon. I am not ashamed to say I've been one of these old-school grumps, and until recently I refused to welcome the advances of technology, especially within the classroom. As a substitute all I could see at first was problems. The biggest was monitoring the vast world wide web that was immediately at the fingertips of the students. All I could see was the distractions and temptations to get off task. All the gaming sites, Pinterest, Netflix, TV shows, chats, etc. In my position, this was all very overwhelming. But then I walked into my first "flipped classroom," like described in our modules in this course. Immediately I could see the benefits of this class. The students were so excited to watch the lessons the teacher had previously recorded and participate at their own pace. They could rewind if they needed slower pace for notes, they could go back if they missed something, they could record their questions to ask later in class, the possibilities really were endless.
<br/><br/>That was my light bulb moment. I went from an old-school grump saying "Technology just creates more problems than it solves," to "Maybe technology really does open the door to endless learning opportunities." This led me to a thought that I found very challenging, "was it really technology causing all the problems, or was it the operators?" What I mean by this is that prior to the positive experience that I had with the flipped classroom, all I had witnessed was students turned loose on their computers with hopes that they may make the right choice and do their lesson. There was no guidance, no direction, no oversight, no encouragement, etc. I realized then that there was a right way, and a wrong way to implement technology in a classroom, and many of the "problems" were largely preventable when the technology was used in an appropriate manner. This challenged me because by refusing to learn about technology and the opportunities, I had become part of the problem with technology that I was so against in the first place. I didn't have the knowledge, or the skill set as an educator needed to help the students use the technology appropriately.
<br/><br/>The fact of the matter is that technology is seemingly here to stay, so I challenge you readers with this, "In regards to technology, are you part of the problem, or the solution?"
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tag:nabble.aealearningonline.org,2006:post-8309Re: Topic #1: Introduction to the Online Learner2017-06-19T08:21:14Z2017-06-19T08:21:14ZDan Leete
I teach high school art at Sumner-Fredericksburg High School in Sumner, Iowa. While many of my classes are hands-on classes such as drawing, painting, pottery and sculpture, we do offer classes that are computer bases in the field of Graphic Arts. We offer Computer Graphic Arts I and Computer Graphic Arts II. These classes are based on the graphic arts field and are held in a fairly modern computer lab setting.
<br/><br/>Sumner-Fredericksburg has been a 1:1 school for 4 years. Currently we are a Mac iPad school with all students 9-12 are in possession of a school owned iPad. The iPads were very helpful in the classroom with the many Apps that are available. The pitfalls that many teachers saw were too many non educational apps (games) and it was hard for word processing.
<br/><br/>This fall we are switching to Chromebooks. I feel that as an art teacher the iPads are great for use of project development, sketching, searching and collecting reference photos and making digital portfolios of the students work. As a whole school setting I believe that the Chromebooks will be a better overall fit for our students. We will still have some iPads for students and teachers to use. These will be available on iPad Carts that will be checked out through our technology department.
<br/><br/>I feel that the blended learning would be beneficial to my students as a way to work on projects individually and share their thoughts and projects more freely with the instructor and other students.
<br/>One issue we face at Sumner-Fredericksburg is time for students to take elective classes like art. We are on a Trimester schedule with our day consisting of 6 period days. This makes it extremely difficult for students to find an open class period that allows them to take elective classes. I believe that the online/blended class offerings may be an excellent way to help these students to still experience those elective classes that I feel are very important in their high school education. It also allows students that take ICN classes that chance to take a class on their off days and stay up to date with the rest of the class.
<br/><br/>I feel that largest challenge would be the willingness of teachers and students to see the possibilities of the blended classroom. I think a successful teacher is one that can adapt with the times and challenges that come along throughout their teaching career. The ability to adapt and create a schedule that works and benefits students is a great thing. I feel that an open communication line between the counselor who schedules classes and the teacher that would incorporate some blended learning opportunities is the greatest aspect of making blended learning in an art room setting.
<br/><br/>I believe the statement that technology is no longer a supplement in the classroom is very true. We use the iPads daily as a tool to document the design process and project progress in a digital portfolio. We also use technology to share ideas about their project with eachother.
tag:nabble.aealearningonline.org,2006:post-8297Re: Topic #3: Needs/Benefits, Empathy Statements2017-06-17T11:13:14Z2017-06-17T11:13:14ZMichaela Tinnes
Negative teacher statement:
<br/>If you don't start posting responses in the discussions, you are going to fall behind in this course.
<br/><br/>Positive:
<br/>Please remember that you should be posting responses for the discussions. This is important because it will help to keep you on track for the course. Please let me know if you have any questions/concerns about posting.
<br/><br/>Complaint:
<br/>I can't open the documents you have posted.
<br/><br/>Empathy statement:
<br/>Thank you for contacting me with the problems you are having opening the documents. I'm sorry to hear that you are having trouble and I hope we can get it resolved. I have a hard time personally with opening documents sometimes too depending on the software compatibility, so I can relate to the frustration. If we aren't able to resolve this with just my help, I'd be happy to help you contact technical support to resolve the issue. But let's see what we can resolve on our own first. What programs are you using to open the documents?
tag:nabble.aealearningonline.org,2006:post-8296Re: Topic #2: Student Help2017-06-16T08:26:01Z2017-06-16T08:26:01ZMichaela Tinnes
In response to situation regarding Sarah and Ben and the group project, I think the obvious first step would be to pull them both aside together to help facilitate a little deeper discussion into what the issues may be within their group and how they could best be resolved. Once they were pulled aside, I would ask questions to help encourage them to resolve the situation. For example, I would ask them each to respectfully state what they were struggling with in terms of the group project. I would ask Sarah to maybe consider how motivated she would be to participate if no one wanted to give merit to her ideas. I would also ask Ben, on the flip side of that, how difficult it may be for the group if he is refusing to participate, whatever the reason may be. I may ask him to consider why his ideas had been turned down, and maybe if there were other ways that he could get involved.
<br/>I would also make some points regarding the purpose of group projects. I would talk about how it is important to communicate within the group, but also to make sure everyone is heard and has a purpose. The grade will reflect how well they can work together despite conflicting opinions and ideas, and that it is important to find common ground to move forward. I would also explain the fact that as they move on to jobs in the future, these same issues will arise as they learn to work with co-workers. I would then explain that while grades of course are important, the lessons that they learn about working in a group are also very valuable and shouldn't take a bake seat, so to speak, to just earning a grade for the group project.
tag:nabble.aealearningonline.org,2006:post-8290Re: Topic #1: Introduction to the Online Learner2017-06-15T14:02:05Z2017-06-15T14:02:05ZMichaela Tinnes
I should start by stating that I am a substitute teacher. I have been working in the elementary, but mostly the middle school and high school for the last three years. The school where I have been working is what I would consider very blended in terms of online learning. In 2009, our school obtained a grant that has eventually supplied a MacBook computer for each student for grades 5-12. The younger grades have traveling labtop carts that they can access as the teachers find necessary. Even in the few years since the grant has been obtained, I have witnessed a heavy acceptance from the teachers of the blended learning styles. Almost every class has done away with paper and textbooks almost entirely, and all of the learning is typically accessed through the computers. Their projects usually involve some form of paper, slideshow, video, prezi, etc. All the documents that they need for these projects are usually also found on their computers, and then they will go through things as a class, but it's available even to those that can't join the classroom for whatever reason.
<br/> When asked to describe an area within the school program where I believe the online/blended learning offers the most promise, I would have to answer the alternative program. We have a program for students, that if they cannot keep up or stay in a regular classroom for various reasons, they can complete their high school credits for that class through an online program. I have seen a lot of kids in the few years that I have been substitute teaching, that probably would have dropped out, or failed if not for this opportunity. Many that are in this program seem to really prefer the online learning style, and seem to excel at working at their own pace with the guidance of one overall instructor.
<br/> I think one of the major challenges our schools have seen for implementation of blended/online learning is the motivation and distractions that come with online learning. Just like what was discussed in this learning module, the motivation for online learning is completely different than learning in a typical classroom. It has been difficult to encourage students to get their work done and stay on task with so many different avenues at their fingertips. I feel that it would be widely helpful and successful if they could implement a program that would allow the teach to see what each student was doing from her computer screen. I think this lack of monitoring has definitely created some difficulties, and made it more difficult for students to find the motivation required to keep up with their online learning class.
<br/> One recurring item within the introduction to the online learner module that has stood out to me as the most important, is the demand for online learning seems to be constant. In other words it's not going anywhere. It has changed drastically, and already looks a lot different than it did when it first arrived on the scene in Iowa. Who knows what it will look like even a few years from now, but one thing for sure is that it seems to be here to stay.
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tag:nabble.aealearningonline.org,2006:post-8144Re: Topic #1: Introduction to the Online Learner2017-06-06T11:45:31Z2017-06-06T11:45:31ZKimberly Knapp
I teach 5th grade literacy at Vernon Middle School in Marion, IA. Currently, I am not aware of any blended learning going on in our school, but a few teachers are beginning to move that way. Our district hired substitute teachers for a day and allowed us to visit a classroom, in another district, that implements blended learning. It was great to see blended learning in action and truly got me thinking about how to plan and teach differently.
<br/><br/>Each classroom at Vernon has 16 Chromebooks for use. This makes it a bit difficult to create a full classroom plan, but usually, we are able to snag Chromebooks from another classroom in order to make sure each student has a computer to use. I feel like the literacy classroom has some great advantages for using a blended classroom structure. With the difference in learners and learning styles a blended learning classroom can be structured at a slower pace for the struggling learner and create more challenges for the more gifted learners. Not to mention the average learners would be able to push themselves, too. I like the fact that while blended learning is going on I could pull kids and work with them in small groups on any concepts they are struggling with.
<br/><br/>Some challenges I could see with implementing blended learning is not having a one to one Chromebook ratio for students. Having only 16 computers in the classrooms has taught us to be very creative when we are planning lessons. At times, also, our internet is interrupted and this causes some major issues. I also worry about some students knowledge of computers. You would think in this day and age all of our students are able to operate a computer. But, there are still a few who struggle. It's a learning curve that we need to be aware of while using blended learning.
<br/><br/>One item that stood out to me in the introduction is how important blended learning is for our students. The 21st Century skills learned from a blended learning classroom will be with our students into their adulthood. Blended learning will impact their learning, communication skills, and help students to be more well rounded. It will be important to plan lessons well to better prepare my students for their future.