Virtual School Meanderings

January 15, 2019

Deadline Is Coming…

Note this up-coming deadline for AACE’s ED-Media.

Proposals Due: January 31, 2019
EdMedia + Innovate Learning is an international conference welcoming researchers and educators
from 70+ countries around the world!
All are invited to submit proposals to present! EdMedia +Innovate Learning is designed to engage:
  • Educators in ALL disciplines
  • Researchers
  • Educational administrators
  • Teachers
  • Curriculum developers
  • Technology & education companies
  • Anyone with an interest in educational media
  • and technology
LearnTechLib and AACE have partnered to offer all faculty and students of institutions subscribing to LearnTechLib FREE AACE Membership
including conference registration discounts!
The Conference Review Policy requires that each proposal be peer-reviewed by 3 reviewers for inclusion in the conference program and proceedings available at LearnTechLib–The Learning and Technology Library.
AACE | P.O. Box 719828-246-9558info@aace.org,
Waynesville, NC 28786

January 4, 2019

Where will YOU be in 2019?

From yesterday’s inbox…

2019 is here and it is jam packed with new AACE adventures you do not want to miss! Now is the perfect time to start or renew your AACE Membership to ensure you receive the best discounts & updates on the latest research & innovations in education technology!
Join our growing community here: membership.aace.org
We sincerely thank you for a great year and look forward to seeing you at our upcoming AACE/SITE conferences in Las Vegas, Amsterdam, and New Orleans!
Let’s continue working together to positively impact learning through technology around the globe!
Best Wishes,
Your AACE Family
AACE | P.O. Box 719828-246-9558info@aace.org,
Waynesville, NC 28786

January 3, 2019

Article Notice – A Lesson Structure and an Instructional Design Model for Project-Based Online Learning

Today I’m posting the article notices from the JOLR Special Issue – Instructional Design In K-12 Online And Blended Learning Environments.

A Lesson Structure and an Instructional Design Model for Project-Based Online Learning

Anissa Lokey-VegaJo Williamson, Kennesaw State University, United States ; Kimberly Bondeson, Gwinnett Online Campus, United States

Journal of Online Learning Research Volume 4Number 3 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Research-based best practices that employ learning theories such as Project-Based Learning (PBL) have not been thoroughly developed for the constraints of the K-12 online setting, nor have they been tested in this unique context. K-12 online teacher-developers face many constraints during the process of instructional design and require additional supports to translate these learning theories into their lessons. The researchers of this study employed a design and development research method to co-develop two instructional design models for creating project-based online learning (PBOL): the PBOL Lesson Structure, which maps an order of content presentation to offer to learners, and the PBOL Instructional Design Model, which maps a step-by-step process for teacher-developers to follow in designing project-based online
lessons for K-12 learners.

Citation

Lokey-Vega, A., Williamson, J. & Bondeson, K. (2018). A Lesson Structure and an Instructional Design Model for Project-Based Online Learning. Journal of Online Learning Research, 4(3), 327-345. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 1, 2019 from https://www.learntechlib.org/primary/p/182994/

Article Notice – Designing K-12 Student-Centered Blended Learning Environments

Today I’m posting the article notices from the JOLR Special Issue – Instructional Design In K-12 Online And Blended Learning Environments.

Journal of Online Learning Research Volume 4Number 3 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Student-centered learning environments (SCLE) enable students to direct their own learning as they engage in authentic problem-solving. SCLEs may be designed using blended learning infrastructure present in many schools today. Using a qualitative single case study design, the researcher examined an alleged student-centered learning environment, with a focus on the environment’s core design values; and design components and methods. The context was a grade seven science classroom situated in a high-performing, resource-rich suburban school district in the southeastern United States. Sources of data included classroom observations; semi-structured interviews with eight teachers, staff, and administrators; classroom, school, and district documents; and classroom online learning spaces and resources. Data were analyzed using thematic analysis. The findings suggest that though designers value student-centered learning environments, and while the blended environment may technically fulfill the role of SCLE, designers are using the blended learning environment to support predominantly teacher-centered instruction. Implications for research, policy, and practice are discussed in relation to designing K-12 blended learning environments as SCLEs.

Citation

Huett, K. (2018). Designing K-12 Student-centered Blended Learning Environments. Journal of Online Learning Research, 4(3), 295-326. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 2, 2019 from https://www.learntechlib.org/primary/p/181357/

Article Notice – Integrating Online Instruction And Hands-On Laboratory Activities For Summer Learning For Students of Color: A Design Case In Forensic Science

Today I’m posting the article notices from the JOLR Special Issue – Instructional Design In K-12 Online And Blended Learning Environments.

Journal of Online Learning Research Volume 4Number 3 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The popularity of TV shows such as Crime Scene Investigation (CSI) has generated high school students’ interest in forensics. Yet, forensic science is not commonly accessible to students, and especially students of color who often attend under-resourced high schools. This article presents the design, development, and evaluation of an online forensics course created for high school students of color who were a part of an informal science, technology, engineering, and mathematics (STEM) educational development program. Two essential elements guided the course design: the target learners (high school students of color) and integrating online instruction and hands-on laboratory activities involving real-world forensic analyses. The design of the online course provided a STEM content-rich, self-directed, informal learning environment that effectively engaged high school students of color in meaningful forensics learning during the summer.

Citation

Elrick, D., Yu, J. & Hargrave, C. (2018). Integrating Online Instruction and Hands-on Laboratory Activities for Summer Learning for Students of Color: A Design Case in Forensic Science. Journal of Online Learning Research, 4(3), 263-294. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 1, 2019 from https://www.learntechlib.org/primary/p/183592/

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