McBride.Cue.Presentation

McBride.Cue.Presentation

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  FROM BEAN COUNTERSTO SOCIAL BUTTERFLIES: FACILITATING ONLINE K12 LEARNER INTERACTIONS DR. LISA S. MCBRIDE
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  Research, Trends, andStatistics International Association iNacol of K12 Online Learning ● „ The PreK-12 Academic ● 38 states have state virtual segment of the online learning schools or state-led online industry is growing faster than initiatives, and Alaska is planning any other segment, with a 16.8% to open a statewide online annual growth rate. learning network in 2011. ● 27 states, as well as ● „ 75% of school districts had Washington, DC, have statewide one or more students enrolled in full-time online schools. an online or blended learning course.
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  Lesley University AdvancedProfessional Certificate in Online Teaching: Online Program
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  Top 10 Reasonsfor Online Learning 10. I can work around a busy schedule 9. I can keep up with my work when my family travels 8. My courses are more challenging 7. My parents can see my work and grades 6. I know how I'm doing, my grades are right on the screen 5. I can do all my math for the week on one day if I want to 4. My teachers are just as excited about online learning as I am 3. I get personalized support when I need it 2. I get nearly instant responses from my teachers 1. I can work ahead if I'm able to http://www.huffingtonpost.com/tom-vander-ark/utah- poised-to-lead-in-on_b_822298.html
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  Interactions: What Does the ResearchSay? “Learning occurs socially within communities of practice.” (Swan, 2003) The community of Inquiry model. Copyright 2007 R. Garrison, T. Anderson, W. Archer and L. Rourke et al., University of Calgary.
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  Why Collaboration? Research Experience  Rourke  Anderson  Moore  Haythornthwaite  Gunawardena  Swan
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  How to makecollaboration work Promote an information Provide means for faster sharing culture. feedback. Model group norms. Build community capacity by providing Model good communication means for students to behaviors. socialize. Establish social and/or Provide both public and technical means for private means of synchronous communication. communication. Haythornthwaite (2002).
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  Building a Communityof Online Learners
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  Extending the Communityto Stakeholders Administration Parents  Access  Learning Support  Communication Agreements (LSA)  Student Expectations  Acceptable Use Policies  Instructor Expectations  Expectations  Infractions  Parent Guides  CyberBullying Issues  Readiness  Concerns  Access  Communication
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  The Facilitator Voice Ambrose Blignaut & Trollip
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  Less-Than-Positive Interactions  CyberBullying  Underachievers  ARCS  STOP!  Attention  BLOCK!  Relevancy  TELL!  Confidence  Satisfaction  Build Community of Online  StopCyberBullying.org Learners  National Crime Prevention  Meaningful Engaged Council Learning  BrainPop Cyberbullying  Emergent Leader Issues  Peer Evaluations
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  The Effective CollaboratorRubric for Group Project Evaluation Name of Student Being Evaluated Evaluation Date Total Score Evaluator’s Name 0–4 5 – 10 11 – 15 16 – 25 Points Points Points Points Contribution to Group’s Tasks Chooses not to participate Participates inconsistently in group Participates in group most of the time Participates actively Shows no concern for goals Shows sporadic concern for goals Shows concern for goals most of the time Models caring about goals Impedes goal setting process Participates sporadically in goal setting Participates in goal setting most of the time Helps direct the group in setting goals Completion of Personal Tasks Impedes group from meeting goals Participates sometimes in meeting goals Participates in meeting goals most of the time Helps direct group in meeting goals Does not complete assigned tasks Completes assigned tasks Completes assigned tasks the majority of the time Thoroughly completes assigned tasks Discussion Skills Discourages sharing Shares ideas occasionally when encouraged Shares ideas most of the time Shares many ideas related to the goals Does not participate in group discussions Allows sharing by most group members Sometimes encourages groups Encourages all group members to share their ideas Does not listen to others Listens to others sometimes Active Listening Listens and takes other’s feelings into Listens attentively to others Not considerate of others’ feelings and Considers other people’s feelings and ideas consideration most of the time Empathetic to other people’s feelings and ideas ideas sometimes Contribution to Group’s Evaluation Discourages evaluation of how well the Encourages group to evaluate how well they are Participates marginally in group evaluation Encourages group evaluation group is working working together as well as self evaluation Offers suggestions occasionally to solve problems Problem-solving Chooses not to participate in problem- Offers suggestions to solve problems and Demonstrates effort sometimes to help the group Involves the whole group in problem-solving solving sometimes encourages group participation work together Demonstrates effort to help the group work Actively participates in helping the group work Cohesion Promotes fragmentation of group Does not impede group’s efforts together a majority of the time together better Adapted from Central Piedmont Community College (author unknown)
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  Success Stories  FloridaVirtual High School  Open High School of Utah  Commonwealth Connections Academy  Global Schoolnet International Schools CyberFair
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  Questions, Surveys, and Giveaway! 2 steps: • Navigate to the session(s) you attended and click the ‘Evaluation’ link to begin. • Answer the questions on the evaluation and hit submit! That’s it!