Edsurge LA Summit

Tech 4 SchoolsThis post will encapsulate everything I saw and experienced at EdSurge’s LA Summit on Saturday, April 25, 2015. So glad I attended. Good food, good people, and some amazing products. The event was held at the Magic Box at The Reef just south of downtown LA. My first impression of goformative was is this a tool that could go with getkahoot? I saw another data visualization tool that looked pretty impressive called venngage. I wonder if I could use it to present all of the data from my summer MOOC Improving Historical Reading & Writing?

After a nice breakfast, a keynote was delivered by an USC education psychologist on student motivation. There were speed dating style presentations from a plethora of ed tech startups. Teachers were given in-person product demos for two hours before lunch. I have made the a link out of the product name. My notes attempt to explain the product, be sure to follow the links to learn more.

Edivate – the new PD 360 – one million+ community of educators featuring 4,000 PD videos approximately 10 min each, adding 10 per month.

MrElmer – School Culture System – Doug McKay

Otus – 1:1 made easy – Chris still a social studies teacher. Yay! LMS free for teachers.

Team(you) Cynthia Harrington – school culture management tool. Positive Behavior Support
Incentivize student engagement and change their world

TeachBoost – Jill – supercharge professional growth. Tightens feedback cycle in observation and Evaluation. Cultivate talent that is already in your district.

MangaHigh K-10 ends at Geometry. Game-based math curriculum. Adaptive quizzes aligned with games. Help students learn new concepts. Gradebook aligned with common core. Students compete with students from other schools. Web-based. $4.00 per student per year.

MotionMath – Brandon K-6. Founded from Stanford 3.5 million downloads. All games are included in one app. Free pilots of MotionMath free through June.

SokiKom – Katie Stevens – 3rd grade teacher. Funded by US Dept of Ed. Variety of detailed reports for providing feedback to students.

Solvy – High School Math Homework.

Todo Math – Helping all children succeed with math. 7 languages. Pilot program with 1,400 classrooms. Online teacher dashboard that allows T to set preferences for entire class.

123D Circuits – Free online tool used for designing three dimensional circuits.

TinkerCAD – Andy Taylor. Design made simple. Online browser-based free 3D modeling tool. Make 3D modeling fun. Simple CAD, coding, import TinkerCAD models into Minecraft.

Nepris – Christina – connecting industry professionals to your classroom in a virtual learning platform. Sounds like Educurious.

Nureva Troove – Digital portfolio software Tabitha Tatum. Used with 6 year olds. Student Centered. Students take ownership of their work. 1,000 Teachers. 3,000 parents.

Pearltrees – Organize all your interests. Visual library. Save, organize and share your knowledge. Social network. Follow and share other collections that interest you. Launching an ambassador program.

BrainRush – Adam. 6,000 NGSS and Common Core aligned games. Co-founded with founder of Atari. Mastery-based. Teacher tools to monitor students. Teachers can modified or create their own games and add to system.

Cashtivity – Rosa. Teaches business and entrepreneurship. Financial independence increases choice in life. Financial Literacy Tool.

GlassLabGames – Commercial quality games. 8 games on website. Adding 8 games per year. Adam taught at Franklin for 8 years. 60 day free trial. Middle to lower High School.

Gonoodle – Taylor. Focus, engage and motivate your classroom. Free website. 100 games and videos to get kids moving throughout the day. Make your classroom ready to learn.

GradeSlam – Your personal genius 24/7. Philip Cutler. Private online tutors around the clock for K12. Tutors are screened and undergo a background check. On Demand marketplace of tutors. Offering free hour of tutoring.

Redbird Advanced Learning – Joe Brownfield – Stanford digital education. K-7 highly adaptive algebra curriculum. STEM based project at the end of every unit. 100 games delivered at point of instruction.

Choosito – Scholarly search engine for education. Personalized resources at each student’s reading level in real time searches. 1 Trillion pages on the web. 100 million pages added every day.

Edulastic – Jordan Taylor. Formative assessment platform. Create share and customize effective math and ELA assessments. Debut July 2014.

Nextlesson – Bonnie – Connect Learning to the Real World. K-12 Performance tasks that emphasize problem solving. 5,000 resources, 50K teachers, 250K resources downloaded.

ThemeSpark – David Hunter, former middle school teacher. Curriculum design tools for teachers. Helps teachers improve instruction. Resource for Chris Hitchcock?

Zeal – Ashley McDonald 4th grade teacher in SF. Free web-based assessment app. Grades K-8. Hot te – xt, multiple part, fill in the blank questions.

Actively Learn – Reading app. Stop skimming, start learning. Let students find joy and purpose in reading. Ask students to collaborate inside text. Teachers can collaborate to curate instructional resources.

Books That Grow – Daniel. Meets students at their level. Helpful for ELL students. Like rewordify. Text that can be read at multiple levels of complexity. All students can read together and have a common discussion about the text. Meant to be used in day-to-day instruction.

Curriculet – Thomas – leveled readings with the capability for embedded questions.

Ponder – Alex. A scaffold for inquiry. Checks students’ critical thinking skills with microresponses. Comprehension, analytical, emotional heatmap.

Scrible – Victor – Supports critical reading, research & evidence-based writing. Annotate, cite, save, and share online articles. Close reading. Curate articles. Tools to support the research process. Analytics allow visibility into student workflow and progress.

ThinkCERCA – Spencer – Online literacy platform Grades 4-12. Making a claim, supporting claim with evidence. ELA, Social Studies and Science. Argument builder and peer collaboration. Writing platform works well in blended model. Teacher tool.

Feel free to listen to the podcast Edsurge made during the event. I look forward to attending again next year. Meanwhile, I look forward to testing these products over the summer.

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Virtual Schools Perform Poorly

For some time, I have been wrestling with the problems occurring in virtual schools throughout our country. As  a tech enthusiast, I believe educational technology has the potential to transform public education. However, the wrong students are being recruited into virtual schools and because almost all virtual schools are charter schools being run by for-profit Educational Management Organizations (EMOs) they are trying to maximize their dollars instead of improve their educational delivery model. Researcher Michael Barbour ( )thinks competition and market forces in the education system have created a separate, but equal education systems. While Adam Smith championed  free markets in the private sector, we have seen that public school closures devastate and devalue communities (Hello Chicago!). Thus, this post is a collection of tweets that will be sent to California legislators who oversee K12, Inc’s California Virtual Academies (CAVA) virtual schools. In the hopes that they remember their responsibility is to California school children, not out of state corporations. Feel free to blog, reblog, tweet, retweet, and rock on in the search for truth, justice, and the American way.

Computer Dimploma

California Virtual Academies #CAVA is the largest provider of virtual public education in CA. CAVA uses eleven locations to employ 766 teachers who work from home and educate students online. Darling-Hammond, et al (2014) found that the promise of ed tech has failed to meet the high expectations policymakers have heaped on the sector, however, there have been many successes that reveal promising approaches for technology implementation. Pollock et al, (2014) maintains that high-quality teacher assistance “seems to be mandatory for the online learning of underprivileged students.”

In 2011-12, the most recent data available, CAVA paid teachers an enrollment-weighted, system-wide average of $36,000 a year, while teachers at CAVA’s authorizing districts made an average of $60,000 a year. Because they only pay a fraction of what corresponding districts pay, CAVA teachers report high rates of teacher turnover. In 2012-13, CAVA received $95M in public funding, $47M went to K12 HQ in Virginia. In the last four years, CAVA’s overall graduation rate was 36%, compared to 78% for the state of CA. In 2012-13, 57% of schools with similar student populations performed better than CAVA and 71% of all schools in the state performed better than CAVA. CAVA’s statewide rank was a 2.9 out of 10. Some teachers spend 65 hours per week just completing administrative tasks. In 2012, K12 spent $1 million on Nickelodeon and Cartoon Network advertisements, and $600,000 on teen social media sites. That year the company’s ad spending topped $20 million.

Using the California Department of Education’s definition of “continuous enrollment,” CAVA was found to have a 2012-13 student turnover rate of 24%, compared to 7% in California. CAVA’s model of virtual education negatively impacts CA kids. Virtual Schools should not look like this.

CAVA’s head of school has issued this response: Response to In The Public Interest Report from California Virtual Academies, by Katrina Abston.

Sources

https://edpolicy.stanford.edu/sites/default/files/scope-pub-using-technology-report.pdf 

Pollock, M., et al. (2014). Innovating toward equity with online courses: Testing the optimal blend of in-person human supports with low-income you and teachers in California. The Center for Research on Educational Equity. University of California San Diego. La Jolla, CA. Accessed at http://create.ucsd.edu/research/CREATE%20Equity%20RR_1Mar2014.pdf

http://www.inthepublicinterest.org/article/virtual-public-education-california-study-student-performance-management-practices-and-overs

http://nepc.colorado.edu/publication/virtual-schools-annual-2015

www.labornotes.org/2015/01/virtual-teaching-real-organizing

If you feel inclined to contact your California Legislators about this issue, I am providing their Twitter handles below:

Senate Education Committee

@SenatorCarolLiu

@bobhuff99

@MartyBlock39

@SenatorLeyva

@MrTonyMendoza

@DrPanMD

@SenAndyVidak

Assembly Committee on Education

Legislative Office Building, 1020 N Street, Room 159 Sacramento, California 95814 Phone number (916) 319-2087.

Committee members Twitter handles are:

@ODonnellUpdate

@AsmRocky

@YKAssembly

@KMcCartyAD7

@TonyThurmond

@AsmShirleyWeber

Entering the Online School Marketplace

Recently, I sat across the table from a man who runs a $160M per year Charter Management Organization. He asked me I would do if I had a blank check to start a new virtual school. The challenge was electrifying. New research shows that at-risk students benefit the most from ed tech. As a traditional classroom teacher and administrator serving the at-risk population, I have long been fascinated with blended and online learning. As a 1:1 teacher, I experienced firsthand how blended learning cut my course failure rate by 50%. This could be the chance for me to put my money where my mouth is and make a commitment to online teaching.

Virtual School

Online or virtual schooling is rapidly increasing in US K-12 education. In 2012-13, thirty states had multi-district, fully online schools with enrollments of about 310,000 students, and twenty-six states have state virtual schools with over 740,000 course enrollments. Online course enrollments have doubled in four years. According to California Learning Resource Network’s eLearning Census of 1,810 districts and charters, 53% reported having students participate in virtual or blended learning and 21% stated they were planning to implement online or blended learning (Watson et al, 2014).

The CLRN census counted 174,632 virtual and blended students in 2013-2014, a 39% one-year increase. The virtual student population has not grown significantly since 2012, but the number of blended students has skyrocketed, increasing 49% since 2013 and 74% since 2012. The adoption of blended and online learning is expanding in both traditional public and charter schools and the number of students participating in eLearning at each type of school is rising steadily. The 2014 census found that 60% of charter schools embraced virtual and/or blended learning as compared with 48% of traditional districts. Traditional public school districts account for the majority (67%) of California’s blended learning population, while charter schools make up 82% of the virtual population. The blended learning population grew 49% this year and most of that growth happened in charters. Since 2012, blended learning has grown 43% in traditional districts while charters have experienced a 287% increase. An encouraging talking point is that 58% of districts and charters feel their virtual and blended programs have resulted in greater student engagement and increased course completion rates.

So, if I had a blank check and a boss willing to enter a competitive marketplace, the first thing I would do would be retain United Talent Agency’s Brand Studio to develop a brand and strategy. Larry Vincent is an old friend from Disney and has written two great books on brand management. He is a rock star in this area.

Next, I would engage John Watson & the Evergreen Education Group to identify curricular products and delivery systems that would enable a new online school to compete with Connections Learning, K12 Inc., and FLVS Global. Being a good educational leader is recognizing where to get help when you aren’t an expert. I am not an army of one. John’s group produces the Keeping Pace in Digital Education series and is the premier research group reporting on blended and online learning. I would give their advice some serious reflection before starting on this journey.

Online Enroll by Sub

Lastly, Florida Virtual School (FLVS) is considered the gold standard in online schools nationally. They started in 1997 with seven staff members and 77 students, then increased to 477 students the next year, and had 2,500 students by their third year. Currently, they have 411K part time students and over 50K full time students. The entire K-12 online education market consists of 740,000 online course enrollments (Chingos & Schwerdt, 2014). FLVS would be the first place I would start recruiting employees to carve out a niche in this market.

If you had a blank check how would you build and staff your dream online school? What blended or online learning models would you incorporate into your program? How could you do a better job than the dominant players in the market?

Panel Examines MOOCs as Teacher PD

LEVERAGING AND SCALING MOOCS AS ASSETS IN BLENDED/ONLINE
TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS

Light Bulb

Accepted for the Research on Professional Development for Online/Blended Teaching panel at the 2015 Society for Information Technology and Teacher Education (SITE) conference in Las Vegas, NV, March 2-6, 2015.

Abstract

Killeen, Monk, and Plecki (2002) reported that school districts spend the equivalent of $200 per pupil on professional development (PD). Unfortunately, teachers often view professional development as ineffectual. Worse, most PDs do not provide ongoing support for implementing new strategies or tools (Barnett, 2002). MOOCs offer a scalable way to train staff anytime, anywhere and in very large groups. This cost-effective approach produces robust data sets that illustrate which learning activities are effective. This data can be analyzed to fine-tune the myriad of trainings essential for rolling out costly 1:1 implementations and blended learning initiatives.

Dede et al (2005) reviewed 400 articles about online, face-to-face, and hybrid teacher PD programs and found 40 represented high quality empirical research. They developed five areas for examining best practices (a) Design, (b) Effectiveness, (c) Technology, (d) Communication, and (e) Methods. These focus areas may provide a framework for evaluating MOOCs as Blended/Online Teacher Professional Development assets.

This panel discussion will present data and lessons learned from two Teacher Professional Development MOOCs (Improving Teacher-Student Relationships and Helping History Teachers Become Writing Teachers) conducted on the Canvas Network. The purpose will be to develop a subsequent study, modeled on Dede’s framework, which will measure the satisfaction and efficacy of teachers participating in MOOCs as professional development.

RT to Help At-Risk Students

Linda Darling-Hammond, Molly B. Zielezinski, and Shelley Goldman just published Using Technology to Support At-Risk Students’ Learning. This thoughtful review of more than seventy recent studies found that educators using technology to improve student learning have had mixed results. Often, the promise of ed tech has failed to meet the high expectations policymakers have heaped on the sector, however, there have been many successes and the authors sought to reveal promising approaches for technology implementation.

SCOPE

In one study, several 9th-grade English classrooms were given technology to practice skills and create new content. Those classrooms outperformed advanced placement sections that studied the same material without technology. The teacher reported that technology allowed for more active instruction that could be differentiated to meet the needs of individuals and that students wanted to be a part of that personalized and active environment.

The following bullets may be retweeted without crediting me. Feel free to hashtag them #SCOPE, or #AtRisk. They came from a Twitter barrage that summarized and highlighted the sections of the report that resonated with me as an ed tech enthusiast, who has worked with large numbers of at-risk students over the last 11 years. These students deserve access to effective education technology. Getting these tips out to policymakers and education thought leaders is one way to make that happen.

  1. 16M Students live below the poverty line. 8M get free lunch. Children in poverty are 50% of US students.
  2. Many schools serve 100s, or 1,000s of users with the same bandwidth as a single home user.
  3. 30% of households don’t have high-speed broadband. Slow connection rates are in nonwhite and low-income households
  4. Research shows that if at-risk students gain access to technology, they can make substantial gains in learning
  5. Drill and practice activities in low SES schools tend to be ineffective.
  6. Uses of tech are disproportionate in high-SES schools where they achieve positive results.
  7. A benefit of well-designed interactive programs is they allow students to see concepts from multiple perspectives.
  8. Students learn more when they use technology to create new content themselves rather than receiving of content designed by others.
  9. Researchers found that 1:1 availability is important for lower-income students’ ability to gain fluency.
  10. Teacher assistance seems to be mandatory for the online learning of underprivileged students.
  11. Reports of the flipped classroom are generally positive overall. Students prefer interactive classroom activities
  12. College students in flipped classrooms are more likely to watch video lectures than to complete readings
  13. Tech policy should aim for 1:1. At-risk students benefit from opportunities to learn that include 1:1 access to devices.
  14. Technology access policies should ensure that speedy internet connections are available.
  15. At-risk students benefit from technology that promotes high levels of interactivity with data & info in multiple forms
  16. Coupled with PBL & support for teachers, digital learning can shift school culture & strengthen 21st century skills
  17. Plan for blended learning environments to have high levels of teacher support & interaction between students
  18. Instructional plans should enable at-risk students to use technology to create content as well as learn material.

This report complements the findings of Pollock et al (2014) who characterized the types of support teachers should provide in hybrid classrooms. The SCOPE report reiterates that replacing teachers with technology will not be a successful formula and that teacher assistance “seems to be mandatory for the online learning of underprivileged students.” This report was released by the Alliance for Excellent Education and Stanford Center for Opportunity Policy in Education (SCOPE). A copy of the full report is available here: https://edpolicy.stanford.edu/sites/default/files/scope-pub-using-technology-report.pdf

20 Qs for BL Networks

Joe Ableidinger recently authored an interesting thought paper that provides snapshots of blended learning networks. Building blended learning networks may help implementation in traditional school models. Educators could pilot test instructional models and collaborate on solutions to scaling up problems. Networks may constructively critique each other’s ideas and foster connections that will help grow programs.

The paper created five categories for 20 key questions: (a) Desired outcomes. What will the network ideally do or create? (b) Recruitment, screening, and selection. Who should be in the network? (c) Training and support. What will the network provide to its members? (d) External partners. Which outside experts should be involved, and in what ways? (e) The pioneering cohort. How should the network get started?

BL Models

Creators of blended learning networks will need to answer the questions below. The answers to these will shape the character of the network and the ultimate effects of the network over time. Research has not given us the correct answers. The “correct” answers to these questions will depend on the willingness of education leaders to meaningfully implement blended learning.

  1. What are you attempting to introduce that does not already exist, and what impact do you hope to achieve?
  2. What are the metrics by which you will judge your success in creating a strong blended learning network?
  3. Of what value to the city’s schools, teachers, and students is having a vibrant education technology ecosystem?
  4. Do you want to develop or network creators or users of education technology (or both)? What are the metrics by which your success in creating a strong education technology ecosystem will be judged?
  5. Will your network aim to connect creators with users?
  6. Will you bring together innovators or innovative ideas?
  7. Do potential participants self-select into the applicant pool, or is the pool pre-selected by network organizers or created through a nomination process?
  8. What criteria should you use to vet prospective network participants? What questions should you ask as part of the application or selection process?
  9. If you are planning to create a network of innovators, should you focus on individuals or teams?
  10. To create a network of proponents of innovative ideas, what stage of development should you target?
  11. Should the network focus on blended learning at the whole-school level, at the classroom level?
  12. Should the network be limited to particular grades and/or subjects?
  13. Should the network be limited to certain geographies?
  14. Should the network be limited to educators, or open to innovators?
  15. What types of training and support should the network provide?
  16. Should network activities be loose, or prescriptive?
  17. What are the best roles for external experts to play in supporting the network?
  18. What structure do you want to create for mentoring relationships in your blended learning network?
  19. Should you gather the best available candidates to pilot the network, or work with a preselected group?
  20. How much should the first cohort be about “getting it right,” versus serving as a test case for future iterations?

Unfortunately, most brick and mortar schools have not leveraged blended learning techniques that may turn students’ online time into increased instructional time. Ableidinger’s thoughtful work may provide those tasked with bringing blended learning to the masses a framework to consider before setting up field tests.

Blended-Learning-Logo

Improving Teacher-Student Relationships

Many schools and districts are examining MOOCs as a method for “flipping” professional development for their teachers. Improving Teacher and Student Relationships is one of more than 30 Canvas Network courses that start this month. Canvas has hosted over 300 MOOCs from 125 organizations. The breadth of these offerings provide districts with methods to meet the intrinsic motivation needs of technology-dependent staff members, differentiate instruction for their non-tech using staff, and allow teachers a greater amount of choice in their professional learning overall.

Sylvain Labeste_2009

Reichert & Hawley (2014) found that the teacher-student connection does not merely contribute to or enhance teaching and learning; this relationship is the very medium through which successful teaching and learning is carried out. Research indicates that the factors described in successful teacher student relationships can be developed. Teachers who effectively establish positive relationships with their students are characterized by: reaching out, often beyond standard classroom protocols, to locate and meet particular student needs; locating and responding to students’ individual interests and talents; sharing common interests and talents; sharing common characteristics, such as ethnicity, faith, and learning approaches; being willing, when appropriate, to disclose personal experiences; being willing to accommodate a measure of opposition; and being willing to reveal some degree of personal vulnerability.

Canvas Badge

Researchers are still defining what barriers teachers perceive in improving relationships with their students and how online and traditional teachers differ in building teacher student relationships. The goal of this course is to help teachers develop growth mindsets about improving their relationships with students. Playlists of video lectures, readings, and discussion board activities will allow teachers to thinkaloud and practice with relationship-building tools within a caring instructional community. This course will review contemporary research and pedagogical programs that you can implement in your classroom to enhance teaching and learning. Enroll here.

Live from EdmodoCon

What does Edmodo do? Simply put, it brings teachers and students together. Using social media to connect with students, or using tech to improve relationships between teachers and students were major themes in this year’s EdmodoCon14. To follow the backchannel go to #EdmodoCon on Twitter.

For me the highlights of EdmodoCon were:

Middle School ELA teacher Nathan Garvin took the crowd through methods to use Edmodo to improve student writing practices. He suggested awarding student badges for thesis statements, intro paragraphs, and other steps in the writing process. A big fan of mashups, Nathan made me realize that teachers are professional mashup artists, we stealing from the best and truly believe there is no pride in authorship, or as our students say “sharing is caring.”

Floridian Robert Miller has created Edmodo profiles of historical figures and had them join student history groups on Edmodo. He also took the conventioneers through a series of very creative formative assessments.

Sheryl Place spoke about using technology to connect with students. She opened her heart about the miracles of improved relationships between teacher and student and how online conversations have transformed her teaching. One great tip was using Edmodo to automate birthday messages for students. What a great way to personalize and let students know you care. Another recurring theme was that rules without relationships equal rebellion. While, Edmodo builds relationships and trust. Many other educators chimed in noting they love the relationships they have developed with students via Edmodo. Now the quiet ones in class are not so quiet online.

Valerie Knauer talked about her experiences asking students to write about personal topics.  Several of her examples brought tears to my eyes. Valerie reminded me that great teachers are haunted by the students that they tried to reach, but didn’t. I still remember a 10th grader whose mom was in prison for life, a top-notch debate student who had to quit the team because her father would be too drunk to pick her up after 6:00 pm, and a student who had transferred into my school after a humiliating YouTube bullying act of cruelty. It is important to remember the ones whose lives you do touch and change. One of my 7th grade student’s father was killed in a fight during the school year, which put that young man into a tailspin of depression. Thanks to social media, I kept in touch with that young man over the years and I am happy to report that he just finished his BA at a Cal State U. Valerie’s presentation demonstrated how teachers save lives one kid at a time.

EdModo Viewing

The dog wouldn’t join our viewing party and really only Daddy had a great time. This session reaffirmed that my 3 desert island apps would be Edmodo, Quizlet, Kahoot. I used TweetChat throughout the conference and was dismayed when I went back to write this post, many of my Tweets were never sent.  I wonder if other Twitterers have had that same experience? Thanks EdmodoCon14. Now, I need to go check out Storylines, Curriculet, and HaikuDeck.

 

Online Learning Lessons

Is quality elusive in online education? Anya Kamenetz, NPR’s lead education blogger, wrote an interesting story lamenting the frequently futile search for “quality” in online education. She reported that last year more than 7 million students, slightly over one-third of all U.S. college students, took at least one course online for credit. As a traditional brick and mortar teacher who has eyed online teaching with great interest, I can’t help but be disappointed in the results of virtual instruction. See my previous posts here and here.

NPR

My feeling is that a great deal of large publishing houses decided that digitizing their textbooks and offering “online” education would be an additional revenue stream. The big players jumped into the market and an arms race ensued. Major players spent dollars fast and furious developing virtual programs. Virtual/online curriculum proliferated in college programs (see graphic below), and spread to K12 school districts, as online charter schools took off. Fast-forward a decade and the outcomes of online learning start coming out in the research. The picture is not pretty. Major corporate interests have invested millions only to find out that online education doesn’t work. Minority students aren’t well served. At-risk students aren’t well served. Credit-deficient students aren’t well served. The only significant group thriving with online education is the GATE/gifted population and it turns out they don’t need much to thrive anyhow. Now these publishing houses have found out that their content and programs are not compelling, so they are rebranding distance/online/virtual education into “blended learning.”

Online EnrollmentMost online courses contain brief video lectures, readings, self-correcting multiple-choice quizzes, and discussion board forums. Basically, educational publishers have copied the traditional classroom read-lecture-write-discuss format in the online realm. Audrey Watters questions whether we should frame teaching and learning in the language we use to talk about the Web and media. Can high quality education be reduced to mere content delivery? Will effective teaching ever be as easy as putting resources online? Kamenetz suggests we need to define and measure “quality” in online education. Admittedly this will be difficult, as four hundred years of education research has not yet yielded any consensus on a definition for quality in face-to-face education.

Adaptive learning shows promise in online education, especially in the area of reaching remedial students. A central feature of adaptive learning is that it varies the presentation of content according to the user’s responses. If you get questions wrong, the machine adjusts and gives you easier questions and if you get questions right, the machine starts giving you harder questions. This is hard for a teacher to do in front of a live audience of 35-40 students, but a computer can do it easily. I suspect that the survivors in online education will be the institutions that have a deep stable of dynamic teachers capable of forging positive relationships with their students and facile enough with computers to personalize engaging lessons with adaptive technology.

Younger and at-risk students may benefit from gamification strategies, however, middle class, college-ready students may not need these bells and whistles. Deep down, they already know that education is a lot like life – you get out what you put in. And as it turns out, delayed gratification is a lesson that is extremely difficult to teach online.

References

http://www.npr.org/blogs/ed/2014/06/27/323329818/chasing-the-elusive-quality-in-online-education

http://www.onlinelearningsurvey.com/reports/gradechange.pdf

Two Surveys on MOOCs

MOOC Coffee

Two recent surveys offer some insight on the status of MOOCs in higher education. The first, conducted by Smart Brief, a content distributer for ASCD, asked the following question: Which statement best represents your views about online learning through massive online open courses in higher education?

  • Online learning through MOOCs may be a viable option for all students (53.91%)
  • Online learning through MOOCs is a good option for non-degree-seeking students only (21.74%)
  • Online learning through MOOCs is poised to disrupt the higher education model as a whole (16.52%)
  • Online learning through MOOCs is a passing fad (7.83%)

The answers suggest that the majority of educators are open to using MOOCs with their students. In a previous post, I have suggested another play; educational leaders should use MOOCs to engage teachers.

The second survey was one that was made by Coursera students called: MOOCs are not enough – How to use the full power of online education? Alert readers will notice that I repurposed their lead image. This survey has had more than 200 responses and has generated some ideas for improving online education. Three observations resonated with me.

  1. MOOCs offer a scalable method to learn anytime, anywhere and in very large and diverse groups.
  1. MOOCs need to invest in the trend toward personalizing education.
  1. Practical projects created during MOOCs are collaborative, peer reviewed, and often demonstrate deep and relevant learning.

New MOOC Model

The author sums up his recommendations with an informative graphic that illustrates how MOOCs should be more focused on student goals, move toward fully personalized learning, and remain free and flexible. The emphasis on free and flexible is not lost on me as a MOOC advocate for teacher professional development. Teachers are starving for high quality professional development. As a History-Social Studies teacher, I know that under the Common Core, all subject teachers need to be writing teachers. Unfortunately many History/Social Studies teachers have not had significant instruction and/or practice in historical writing. Worse, very few teacher professional development seminars focus on this topic. Further, the educational publishing market has compounded this problem by concentrating most Common Core curriculum development solely in the subjects of English and Math. Perhaps MOOCs could be used to train teachers interested in making their students college ready writers?

Sadly, I suspect most districts will wait until the new subject-matter assessments are created and then train teachers on how to help their students master the new standards. Kind of reminds me of this old New Yorker cartoon. I believe MOOCs could showcase inspirational teaching and make teacher PD uplifting. Anyone with me?

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References

http://wojciechdudziak.eu/post/93123480762/moocs-are-not-enough-how-to-use-the-full-potential-of