Wendy M. MainNorthcentral University
EL7010-11
A Plea for Online Learning at the K – 12 Level
ACPS Board BeliefsWe believe that an outstanding school system... Respects the dignity and worth of
every individual. Provides programs and service
based on needs, characteristics, interests, and capabilities of each student.
Offers a challenging, ethically diverse, multi-cultural curriculum.
Provides equal opportunity and encouragement for every student.
Values diversity. http://boe.allconet.org/spage.php?PageID=78
Why Online Learning for
Evening High School and Alternative
Education Programs in
the ACPS System?
Current Statistics (as of 1/19/2012) 175 students enrolled in
alternative education programs Includes Eckhart Alternative
School, District Court House Day and Evening Programs, Evening High School, YMCA Program, Community Based Programs, KIDS Program, and Home and Hospital (long-term emotional displacement)
Approximately 100 students participating in the edOptions online curriculum at $450.00 per pupil
Outside of standard classes in four content areas, curriculum is not standardized and often presented by an uncertified instructor
Why Online Learning for
Evening High School and Alternative
Education Programs in
the ACPS System?
We believe that an outstanding school system...
• Provides programs and service based on needs, characteristics, interests, and capabilities of each student.
• Provides equal opportunity and encouragement for every student.
http://boe.allconet.org/spage.php?PageID=78; Morris (2002)
Online Learning is Financially sound Available Motivating and Engaging Convenient for learners and
educators in the sense of anytime, anywhere, and anyplace
A critical aspect for the development of responsible digital citizens
Grounded and supported by timeless learning theories
Why Online Learning for
Evening High School and Alternative
Education Programs in
the ACPS System?
Situated Learning Theorists Learning requires authentic, real-life
settings Active student participation in
realistic, collaborative activities result in viable solutions to real problems
Virtual simulations align with the situated learning theory and the use of multimedia, online learning applications
Lave & Wenger, 1991
Constructivism Theorists Student centered, self- directed
learning experiences emphasized Collaborative and social tasks
results in meaningful learning Problem-based, authentic
instructional activities optimize student engagement, ownership, and co-construction of knowledge
Chai, Woo, & Wang, 2010; Grabe & Grabe, 2007; Herrington, Reeves, Oliver, & Woo, 2004; Jonassen, 1999
Why Online Learning for
Evening High School and Alternative
Education Programs in
the ACPS System?
Cognitive Learning Theorist Learning results when memory is
strengthened and thought processes are activated
Problem solving tasks promote learning Learning is the result of information
transformation from sensory input to long-term memory
This perspective most successfully used when task knowledge is moderate
Mayer, 2002; Sherry, 1998; Wild, 1996
Behaviorist Theorists Learning occurs in response to
reinforcement Learning requires motivation Learning requires feedback This perspective most
successfully used when task knowledge is limited
Sherry, 1998; Wild, 1996
Why Online Learning for
Evening High School and Alternative
Education Programs in
the ACPS System?
Dual-coding Learning Theorists Learning occurs when information
is presented to individuals via multiple inputs (namely visually and verbally) resulting in two memory codes and leading to higher retention and increased learning
Grabe & Grabe, 2007
Theory of Multiple Intelligences Individuals learn differently and
more effectively via their prominent intellectual domain or channel
Learning occurs when information is presented in a variety of modalities
Gardner, 1983
Why Online Learning for
Evening High School and Alternative
Education Programs in
the ACPS System?
The use of online, virtual instruction is based and supported by several sound learning theories.
More importantly, the advantages of using current, virtual multimedia strategies in online instruction are simple –
• increased student achievement • Increased learner engagement with classmates,
materials, and activities.
Let’s PilotFoundations of Technology
(FOT)ACPS Tech 871
35 students are enrolled in Tech 871 in alternative education programs
Instructors are in-place to facilitate the implementation of an online FOT course Development team will provide technical,
instructional, and on-site support Funding for development team has been
secured through the ACPS Professional Development Office
A team, represented by all stakeholders, is in place and working in the course delivery and development
The online FOT course is based on State Curriculum standards as well as the National Model for Standards-Based Programs curriculum
Why Online Learning for
Evening High School and Alternative
Education Programs in
the ACPS System?
The virtual Foundations of Technology course has been developed using a variety of web 2.0 applications to encourage student engagement, communication, collaboration, interaction, and production of original educational content as well as the mastery of curriculum standards.
In addition, FOT learners must use critical thinking and problem-solving skills, show research and information fluency capabilities, and apply digital citizenship competencies.
Chai, Woo, & Wang, 2010; Schilling, 2009
The Virtual FOT Course
ACPS Tech v871
The platform used to host the online FOT course is a digital, electronic portfolio- based virtual space known as a wiki.
Wikispaces encourage student communication
through asynchronous and synchronous applications,
encourage self-reflection and peer critique,
encourage student collaboration in editing, storing, and publishing content to show mastery of course objectives and achievement and growth over time, and
encourage safe digital interaction and community building in an educationally sound environment.Basken, 2008 ; Bolliger & Shepherd, 2011; Grabe & Grabe, 2007;
Wang, 2009
The Virtual FOT Course
ACPS Tech v871
e-portolioswww.wikispaces.com
ACPS FOT v871 – wiki Home Pagehttp://ehsvirtualfoundationsoftechnology.wikispaces.com/
The Virtual FOT Course
ACPS Tech v871
The virtual FOT course was designed with the use of a variety of authentic, multi-media, internet based activities that increase the instructor’s ability to
address many different learning styles, build cohesiveness within a diverse group of learners, and encourage meaningful collaboration and communication
optimize student engagement, critical thinking and problem solving skills for intentional, meaningful learning
support and clarify content, encourage student involvement in complex social issues, expose learners to realistic experiences, meet individual learning styles and needs, and provide motivating activities for learner engagement
Chai, Woo, & Wang, 2010; Grabe & Grabe, 2007; Herrington, Reeves, & Oliver, 2006; Herrington, Reeves, Oliver, & Woo, 2004; Schilling,
2009
http://www.glogster.com/psychoticchocolatebar/foundations-of-technology/g-6m1s3dkgs4ffvu62ob1ena0
Glogster is an interactive drag-and-drop interface program, used to create glogs (or online posters).
Glogster allows the user to incorporate many media elements including text, audio, video, images, graphics, drawings, and data and offers several different ways to publish content for peer-to-peer collaboration and lesson objective mastery.
The Virtual FOT Course
ACPS Tech v871
Internet, Multimedia,
Authentic Activitieswww.glogster.com
http://www.voki.com/pickup.php?scid=5166844&height=400&width=300
A voki is a virtual, video based interface that allows students to create a talking , digital avatar version of a oneself or a historical person.
A voki motivates students to participate, improves comprehension, introduces technology into course content, and can be utilized as an effective language tool.
The Virtual FOT Course
ACPS Tech v871
Internet, Multimedia Activities
www.voki.com
Internet safety education and knowledge is an imperative tool for all students to become competent and responsible digital citizens both inside and outside the classroom setting.
In an effort to provide the safest virtual experience possible and protect student’s rights, the virtual FOT course will Require all participants to sign the
ACPS Acceptable Use Policy, Provide guidance and supervision via
the course facilitator, Whenever possible, use educationally-
sound web 2.0 applications designed specifically for students and classrooms, and
Provide education and collaborative guidelines for internet safety and acceptable netiquette during instructional tasks
Miller, Thompson, & Frantz, 2009; Worthen, 2007
The Virtual FOT Course
ACPS Tech v871
Safety Guidelines
References
Basken, P. (2008). Electronic portfolios may answer calls for more accountability. The Chronicle of Higher Education, 54(32), A.30-A31. Retrieved from http://search.proquest.com/docview/214654367?accountid=28180
Bolliger, D.U., & Shepherd, C.E. (2011). Student perceptions of ePortfolio integration in online
courses. Distance Education (31)3, 295-314. doi:10.1080/01587919.2010.513955 Chai, C.S., Woo, H.L., & Wang, Q. (2010). Designing Web 2.0 based constructivist-oriented e-
learning units. Campus - Wide Information Systems, 27(2), 68-78. doi:10.1108/10650741011033044
Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic
Books. Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning. Houghton
Mifflin. ISBN 978-0618637010 Herrington, J., Reeves, T., & Oliver, R. (2006). Authentic tasks online: A synergy among
learner, task, and technology. Distance Education 27(2), 233-247. Retrieved from http://search.proquest.com/docview/217795524?accountid=28180
Herrington, J., Reeves, T., Oliver, R., & Woo, Y. (2004). Designing authentic activities in web-
based courses. Journal of Computing in Higher Education 16(1), 3 – 29. Retrieved from http://search.proquest.com/docview/217795524?accountid=28180
Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.).
Instructional Theories and Models, Volume 2, p. 215-239). Retrieved from http://www.etc.edu.cn/%E8%AE%BA%E8%91%97%E9%80%89%E6%91%98/David%20Jonassen/Designing%20Constructivist%20Learning%20Environments.htm
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge, MA: Cambridge University Press.
References
Mayer, R.E. (2002). Cognitive theory and the design of multimedia instruction: An example of the two-way street between cognition and instruction. New Directions for Teaching and Learning 89, 55-71.
Miller, N.C., Thompson, N.L., & Franz, D.P. (2009). Proactive strategies to safeguard young
adolescents in the cyberage. Middle School Journal, 41(1), 28-34. Retrieved from http://search.proquest.com/docview/217433511?accountid=28180
Morris, S. (2002). Teaching and learning online: A step-by-step guide for designing an online k-
12 school program. Lanham, Maryland: The Scarecrow Press, Inc. Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle
school teachers developing online courses for a virtual school. Distance Education 31(1), p. 55-77. doi:10.1080/01587911003725022
Schilling, K. (2009). The impact of multimedia course enhancements on student learning
outcomes. Journal of Education for Library and Information Science 50(4), 214-225. Retrieved from http://search.proquest.com/docview/203224127?accountid=28180
Sherry, A. C. (1998). Evaluation of multimedia authoring instruction based in a behaviorist-
cognitive-constructivist continuum. International Journal of Instructional Media, 25(2), 201-201. Retrieved from http://search.proquest.com/docview/204260594?accountid=28180
Wang, C.X. (2009). Comprehensive assessment of student collaboration in electronic portfolio
construction: An evaluation research. TechTrends, 53(1), 58-66. Retrieved from http://search.proquest.com/docview/223119048?accountid=28180
Wild, M. (1996). Perspectives on the Place of Educational Theory in Multimedia. Selected paper
from EdTech ’96 Biennial Conference of the Australian Society for Education Technology. Melbourne, Australia.
Worthen, M. R. (2007). Education policy implications from the expert panel on electronic media and youth violence. Journal of Adolescent Health, 41, 61-63. doi:10.1016/j.jadohealth.2007.09.009