Virtual School Meanderings

January 26, 2021

Congratulations Michael, you achieved top stats last week

Filed under: virtual school — Michael K. Barbour @ 7:02 am
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An item from one of my open scholarship networks.

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With 754 new reads, your contributions were the most read contributions from your institution

January 25, 2021

COHERE-CIDER Session January 2021

Note this up-coming webinar.

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Dear CIDER Member,

We invite you to our fourth session in the 2020-21 COHERE-CIDER Sessions series on Wednesday, January 27, 2021. This free, online session will feature a study on the perspectives and experiences of heutagogical learning practice across three Canadian universities.

Title: Bridging Connections between Heutagogy, Blended and Online Learning, and Lifelong Learning: What have We Learned?

What is the relationship between self-determined learning (heutagogy) and lifelong learning that can be developed in blended and online learning environments? This question has guided a systematic literature review and a Delphi Study in three Canadian universities. Seven experts in online and blended learning shared their perspectives and experience in exploring the proposed conceptual relationship. From our two part research, it was evident that heutagogy is a new concept, yet one that has great potential in thinking differently in terms designing learning that fosters attributes of lifelong learning. From the study, we will share key concepts of heutagogical practice as tenets of lifelong learning, and some of the success and challenges when purpsosefully integrating a heutagogical approach in technology-enabled learning environments in course and program designs.

Dr. Jennifer Lock is a Professor and Vice Dean in the Werklund School of Education, University of Calgary.

Dr. Sawsen Lakhal is Professor and Chair of the research center CRIFPE-UdeS in the Faculty of Education, Université de Sherbrooke.

Dr. Martha Cleveland-Innes is Professor and Program Director, Master of Education Program, Athabasca University and Visiting Professor of Pedagogy at Mid-Sweden University.

Paula Arancibia‑Erazo is an Educational Sciences M.A. student and research assistant at the University of Sherbrooke.

Debra Dell, M.Ed, MACP, is a doctoral candidate in the Athabasca University Distance Education program.

Noeleen De Silva is a graduate of the Werklund School of Education, Master of Education, Educational Research, concentration in Adult Learning.

When: Wednesday, January 27, 2021 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:
https://athabascau.adobeconnect.com/cider

Registration is not required; all are welcome. The COHERE-CIDER Sessions are recorded and archived for later viewing through the CIDER website:
http://cider.athabascau.ca/sessions

About the 2020-21 COHERE-CIDER Sessions Series

The 2020-21 COHERE-CIDER Sessions Series features presentations by leading researchers in distance, distributed, and online learning.

As many educational institutions have turned to alternate delivery modes for their programs, in response to the current Covid-19 pandemic, COHERE, Canada’s Collaboration for Online Higher Education Research, has decided to move the 2020 Annual Conference into an alternative format.

For this 2020-21 season, COHERE is partnering with the Canadian Institute of Distance Education Research (CIDER) to offer an ongoing series of current research and evidence-informed practice webinars focused on online and blended learning, in Canadian higher education. Each month a presenter or a panel of presenters will share research findings and facilitate discussion focused on a relevant topic or issue. The webinar series is designed to showcase current Canadian research on online and blended learning and how it is informing practice. This series of synchronous virtual sessions provides an opportunity for knowledge dissemination among researchers, practitioners, instructional designers, and educational developers.

Call for Proposals: If you wish to present your research in this webinar series, please visit the COHERE website for the latest information, presentation dates, and proposal form:
http://cohere.ca

About CIDER

CIDER is supported by the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Faculty of Humanities and Social Sciences, Athabasca University: Canada’s Open University and leader in professional online education.
http://cider.athabascau.ca

The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.

Our mailing address is:

Athabasca University

Canadian Initiative for Distance Education Research
1200, 10011 – 109 Street

Edmonton, AB T5J 3S8

Canada

LearnTechLib Search Alert: New papers added – Jan 24, 2021 (K-12 online learning)

Filed under: virtual school — Michael K. Barbour @ 12:09 pm
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A third and final alert from one of my open scholarship networks.

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 22 papers have been added, the first 5 displayed below:

Chung, M. & Yeh, H. (2020). Educational Technology Trend Through the Analysis of Past SITE Presentations in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1712-1715).

Miri Chung; Hsin-Te Yeh

Research usually leads to curriculum development and modification. The educational technology curriculum should reflect the current technology trends. To help understand the trend, researchers decided to analyze the presentations at SITE conferences because SITE is one of the largest conferences in educational technology. The purpose of the study was to 1) understand the popularity of topics presented at SITE conferences, 2) find the trend of educational technology, 3) identify the relevance of the trend regarding teaching/learning in K-12 classroom, and 4) discuss the potential curriculum modification for the educational technology course required for pre-service teachers…

https://www.learntechlib.org/p/215946/

Green, T., Trust, T. & Carpenter, J. (2020). How and Why Educators use HyperDocs: What Teacher Educators Should Know in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 690-692).

Tim Green; Torrey Trust; Jeff Carpenter

HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. Currently, published, peer-reviewed research on HyperDocs does not exist. To explore educators’ (N=261) uses of and perceptions regarding HyperDocs, we used an online survey. Data indicated a wide range of definitions of HyperDocs. Diverse purposes for and approaches to HyperDoc use were evident. Engaging students or providing student choice were two influential reasons participants used HyperDocs. Changes to student learning processes or outcomes were the most noted positive results of HyperDoc use. We discuss these findings in relationship to the work of educators and the future of research on HyperDocs and other crowdsourced teaching and learning initiatives.

https://www.learntechlib.org/p/215811/

Archambault, L. & Dalal, M. (2020). Exploring Blended Learning Perceptions Among International Secondary Educators in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 680-685).

Leanna Archambault; Medha Dalal

This study examined the perceptions and readiness of international secondary school teachers regarding blended teaching. Situated in the context of a teacher exchange initiative under the Fulbright Distinguished Awards for International Teachers (FDAI) program, we qualitatively investigated a range of teacher perceptions when it comes to blended learning. Interview data indicated that while teachers shared a value for blended learning, technology access including reliable access to the Internet was a major concern. Additional barriers included the need for teacher professional development, issues with class time and scheduling, a feeling of overwhelming expectations on the part of teachers, and the need for classroom management as it pertains to blended learning.

https://www.learntechlib.org/p/215809/

Hathaway, D. & Mehdi, T. (2020). Exploring Teachers’ Perceptions of Quality K-12 Blended and Online Learning in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 693-700).

Dawn Hathaway; Tareque Mehdi

As K-12 blended and online learning grow, concerns about quality prevail. Ongoing is the discussion of what constitutes quality and the proliferation of national standards that represent the view of a variety of stakeholders with the exception of K-12 teachers who are challenged to design for and teach in these environments. With a perspective that “one must be able to define quality in order to assess it” (Schwirzke et al., 2018, p. 103), the researchers qualitatively analyzed 42 K-12 teachers’ perceptions about quality. Findings indicated that teachers’ perceptions aligned with some national standards and competencies related to K-12 blended and online courses and teaching, but also revealed unique characterizations…

https://www.learntechlib.org/p/215812/

Bergantz, L. & Gale, M. (2020). Culturally Responsive Teaching Toolbox in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 686-689).

Letitia Bergantz; Mark Gale

21st Century teachers face challenges across disciplines in the acquisition of communication and technology skills. Teachers are tasked with added roles: resource provider, instructional specialist, learning facilitator, mentor, school leader, and lifelong learner (U.S. Department of Education, 2017). Equipping teachers with new trends and emerging technologies is paramount, and colleges must emphasize training to ensure teachers can analyze, synthesize, and apply learning concepts. Research indicates that the best way to increase student achievement is to have qualified teachers with specialized skills (Sparks & Killion, 2007; Gay, 2013). This text describes the growth of teacher education and emphasizes engagement practices…

https://www.learntechlib.org/p/215810/

Please visit https://www.learntechlib.org/search/?q=%22K%2D12%20online%20learning%22&added_after=2021-01-17 for all papers matching the search “K-12 online learning”


This mailing is sent when new papers are available that match Search Terms you selected.

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 24, 2021 (cyber school)

Filed under: virtual school — Michael K. Barbour @ 10:04 am
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A second alert from one of my open scholarship networks.

Dear Michael Barbour,

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

The following paper has been added:

Eden, E., Latorre, A. & Chen, W. (2020). Microlearning in E-Learning: Best Practices and Future Trends in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 734-739).

Emily Eden; Anthony Latorre; Wei-Fan Chen

This virtual presentation considers microlearning in the context of e-learning as a tool for use across various settings in which furthering education is a desired goal. The best application of microlearning and its related limitations are conceptualized and explored, expanding upon some commonly established positive and negative associations of microlearning. Further considerations are made with respect to existing research regarding the aspects of microlearning that capitalize on these ideas and in the identification of those most likely to receive benefit from microlearning modules.

https://www.learntechlib.org/p/215818/


This mailing is sent when new papers are available that match Search Terms you selected.

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 24, 2021 (virtual school)

Filed under: virtual school — Michael K. Barbour @ 8:07 am
Tags: , , , , ,

An alert from one of my open scholarship networks.

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:

Rice, K. & Hung, A. (2020). Supporting student success through predictive analytics: Preparing to intervene in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 709-713).

Kerry Rice; Andy Hung

Researchers will present findings from a series of three data mining studies designed to test the accuracy and power of differing Educational Data Mining, Machine, and Deep Learning methods. The design of an intervention study in the spring of 2020 will also be discussed along with any preliminary findings.

https://www.learntechlib.org/p/215814/


This mailing is sent when new papers are available that match Search Terms you selected.

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

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