Virtual School Meanderings

January 14, 2020

K-12 Online Learning Final Call January 24

Note this up-coming conference deadline.

Society for Information Technology & Teacher Education

Dear Michael Barbour,

As a reminder, the final call for papers is January 24, 2020. Please consider submitting to the K-12 Online Learning SIG. http://site.aace.org/conf/call/

The early registration deadline is March 16, 2020. We look forward to seeing you April 6-10 in New Orleans.

Sincerely,
K-12 Online Learning Chairs
Cecil R Short and Jacqueline Zweig

January 4, 2020

LearnTechLib Search Alert: New papers added – Jan 2, 2020 (“K-12 online learning”)

Another item from one of my scholarship alerts.

LearnTechLib
Search Alert for “K-12 online learning”

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “K-12 online learning”

A total of 4 papers have been added:

Lokey-Vega, A. & Stephens, S. (2019). Blended and Online Practices for Personalized Learning. Journal Of Online Learning Research, 5(3) 227-228.

Anissa Lokey-Vega; Stephanee Stephens

The 2017 National Educational Technology Plan asserted that personalized learning and blended learning are key strategies to technology’s transformation of all schools across the country (US Dept. of Education, 2017). While blended learning has been well conceptualized and communicated, personalized learning has been leaving educators feeling confused in concept and action. To help facilitate a common language and understanding for K-12 practitioners and researchers, this special issue dives into the connections between personalized learning and K-12 blended and online learning from conceptualization, to teacher preparation, and into teacher actions…

https://www.learntechlib.org/p/213787/

Arnesen, K.T., Graham, C.R., Short, C.R. & Archibald, D. (2019). Experiences with Personalized Learning in a Blended Teaching Course for Preservice Teachers. Journal Of Online Learning Research, 5(3) 275-310.

Karen T. Arnesen; Charles R. Graham; Cecil R. Short; Douglas Archibald

Abstract: In this study, we explored the experiences of preservice teachers as they learned about and experienced personalized learning in a one-credit hour class designed to introduce students to four core competencies of K-12 blended contexts: online integration, data practices, personalization, and online interactions. The course included online synchronous, online asynchronous, and in-person class meetings. Using both quantitative and qualitative methods, we examined students’ pre and post readiness surveys, activity data, and reflections on their experiences in the course…

https://www.learntechlib.org/p/210637/

Lokey-Vega, A. & Stephens, S. (2019). A Batch of One: A Conceptual Framework for the Personalized Learning Movement. Journal Of Online Learning Research, 5(3) 311-330.

Anissa Lokey-Vega; Stephanee Stephens

Variation in definitions and models of personalized learning has created confusion and disagreement among practitioners and scholars. However, personalized learning continues to be broadly promoted and funded within schools. This paper offers an inclusive definition of what is happening within the personalized learning movement and aims to be inclusive of diverse epistemologies and cultures. To do this, we revisit the seminal metaphor of the factory model of schooling and follow contemporary changes seen in manufacturing to highlight similar trajectories seen in both fields and justify this new definition, which states that personalized learning is the mass customization of learning through a unique combination of automated and student-centered pedagogies…

https://www.learntechlib.org/p/210639/

Amro, F. & Borup, J. (2019). Exploring Blended Teacher Roles and Obstacles to Success When Using Personalized Learning Software. Journal Of Online Learning Research, 5(3) 229-250.

Falah Amro; Jered Borup

Schools are increasingly adopting adaptive learning software to better customize instruction to students’ personal needs. While personalized software is not designed to replace the teacher, it does change teachers’ roles and responsibilities. However, research is lacking that examines how teachers implement the software and use the provided data and resources to adapt their instruction to students’ needs. In this case study, 11 teachers of English Language Learners (ELLs) participated in a 45-minute interview to better understand their perceived responsibilities when implementing adaptive learning software and their obstacles to success…

https://www.learntechlib.org/p/210642/

Please visit https://www.learntechlib.org/search/?q=%22K%2D12%20online%20learning%22&added_after=2019-12-26 for all papers matching the search “K-12 online learning”


Are you or your library subscribed to the Learning & Technology Library (a non-profit organization)?

For subscription information, see: http://www.learntechlib.org/subscribe

From: Your LearnTechLib Team E-mail: info@LearnTechLib.org

LearnTechLib Search Alert: New papers added – Jan 2, 2020 (“virtual school”)

An item from one of my scholarship alerts.

LearnTechLib
Search Alert for “virtual school”

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “virtual school”

The following paper has been added:

Amro, F. & Borup, J. (2019). Exploring Blended Teacher Roles and Obstacles to Success When Using Personalized Learning Software. Journal Of Online Learning Research, 5(3) 229-250.

Falah Amro; Jered Borup

Schools are increasingly adopting adaptive learning software to better customize instruction to students’ personal needs. While personalized software is not designed to replace the teacher, it does change teachers’ roles and responsibilities. However, research is lacking that examines how teachers implement the software and use the provided data and resources to adapt their instruction to students’ needs. In this case study, 11 teachers of English Language Learners (ELLs) participated in a 45-minute interview to better understand their perceived responsibilities when implementing adaptive learning software and their obstacles to success…

https://www.learntechlib.org/p/210642/


Are you or your library subscribed to the Learning & Technology Library (a non-profit organization)?

For subscription information, see: http://www.learntechlib.org/subscribe

From: Your LearnTechLib Team E-mail: info@LearnTechLib.org

January 3, 2020

Article Notice – A Batch of One: A Theoretical Framework for the Personalized Learning Movement

In yesterday’s entry, Journal Of Online Learning Research – December 2019: Volume 5, Number 3, I mentioned that I would post notices of each of the individual articles.  Here is the final one…

JOLR / Volume 5, Issue 3


A Batch of One: A Theoretical Framework for the Personalized Learning Movement

Anissa Lokey-Vega, Stephanee Stephens, Kennesaw State University, United States

Journal of Online Learning Research Volume 5Number 3 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Variation in definitions and models of personalized learning has created confusion and disagreement among practitioners and scholars. However, personalized learning continues to be broadly promoted and funded within schools. This paper offers an inclusive definition of what is happening within the personalized learning movement, and aims to be inclusive of diverse epistemologies and cultures. To do this, we revisit the seminal metaphor of the factory model of schooling and follow contemporary changes seen in manufacturing to highlight similar trajectories seen in both fields and justify this new definition, which states that personalized learning is the mass customization of learning through a unique combination of automated and student-centered pedagogies. We then propose the Personalized Learning Continuum Framework (PLCF) as a theoretical framework for this movement to help practitioners and researchers describe the relationships between various models as a function of Academic Learning Time, pedagogical methods founded on contrasting philosophical traditions, and the distribution of power in learning.

Citation

Lokey-Vega, A. & Stephens, S. (2019). A Batch of One: A Theoretical Framework for the Personalized Learning Movement. Journal of Online Learning Research, 5(3), 311-330. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 31, 2019 from https://www.learntechlib.org/primary/p/210639/.

Article Notice – Experiences With Personalized Learning In A Blended Teaching Course For Preservice Teachers

In yesterday’s entry, Journal Of Online Learning Research – December 2019: Volume 5, Number 3, I mentioned that I would post notices of each of the individual articles.  Here is the first…

 

JOLR / Volume 5, Issue 3

Experiences with Personalized Learning in a Blended Teaching Course for Preservice Teachers

Karen T. Arnesen, Charles R. Graham, Cecil R. Short, Douglas Archibald, Brigham Young University, United States

Journal of Online Learning Research Volume 5Number 3 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Abstract: In this study, we explored the experiences of preservice teachers as they learned about and experienced personalized learning in a one-credit hour class designed to introduce students to four core competencies of K-12 blended contexts: online integration, data practices, personalization, and online interactions. The course included online synchronous, online asynchronous, and in-person class meetings. Using both quantitative and qualitative methods, we examined students’ pre and post readiness surveys, activity data, and reflections on their experiences in the course. We found that through course readings; creation of an online module based on blended learning pedagogies, which included personalized learning experiences; and participating in parts of the course that were personalized, preservice teachers felt more prepared to engage in personalized learning at the end of the course than they did at the beginning. Their attitudes generally became more positive and confident as they learned about and experienced personalized learning in the course. They felt they had tools they could use in personalizing their future classrooms and had learned to value the role personalization could play in student growth and motivation.

Citation

Arnesen, K.T., Graham, C.R., Short, C.R. & Archibald, D. (2019). Experiences with Personalized Learning in a Blended Teaching Course for Preservice Teachers. Journal of Online Learning Research, 5(3), 275-310. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 1, 2020 from https://www.learntechlib.org/primary/p/210637/.

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