Virtual School Meanderings

February 12, 2019

Book Your Planet Hollywood Stay Today!

A reminder of this up-coming deadline for the SITE conference.

EARLY REGISTRATION & HOTEL RESERVATIONS DUE:
FEBRUARY 23, 2019
Planet Hollywood Las Vegas Resort
will serve as our conference venue and home away from home for the week!
Enjoy newly remodeled ultra-hip rooms, massive suites with dazzling center-Strip views and colorful, contemporary accommodations right in the middle of all the action.
Special Hotel Rates: SITE participants will be offered discounted room rates at the conference hotel. To receive this special rate, hotel reservations must be made by: February 23, 2019, 5:00 PM EST.
First time in Vegas? We’ve compiled some of our best travel tips, top attractions, and favorite places to grab a meal HERE.
Be sure you also check out the exciting Social Events we’ve planned exclusively for our SITE 2019 attendees!
Accepted papers will be published in the Conference Proceedings & internationally distributed by
AACE | P.O. Box 719828-246-9558info@aace.org,
Waynesville, NC 28786

February 11, 2019

Register Early & SAVE!

Note that this conference has a K-12 Online Learning SIG in it.

Save Up to 15% on your registration
when you complete paid registration
BEFORE February 23rd!
NOTE: Authors must register by this date to confirm accepted presentations.
Accepted papers will be published in the Conference Proceedings & internationally distributed by
AACE | P.O. Box 719828-246-9558info@aace.org,
Waynesville, NC 28786

February 5, 2019

SITE Workshops Announced!

A notice from this up-coming conference.

REGISTER TODAY
& Reserve Your Seat at These
Exciting
Sessions!
All workshops will be held Monday, March 18, 2019 • 1:30-5:00 PM.
Workshops require a separate $15 registration fee.
Workshop 1: The Virtual Village: Six Ways to Create a Supportive Learning Community Where Students Communicate, Collaborate, and Co-create
Presenters: Kellie Alston, North Carolina Central University Human Sciences Department Early Childhood Education
Workshop 2: From the Screen to Real Life 3D Printing for the Classroom
Presenters: Leon Wilde, The Adelson Educational Campus
Workshop 3: Use Playful Strategies that Foster Creative Thinking in Online and Blended Learning
Presenters: Rebecca Zambrano & Sharon Besser, Edgewood College
Workshop 4: Creating a Virtual and AugmentED Learning Experience
Presenters: Julie Howell, Tarleton State University
Workshop 5: Integrating 3D Design and Printing with Mechanical Trash Grabber Design Challenge within the Context of the Next Generation Science Standards
Presenters: Hasan Deniz, Ezgi Yesilyurt, and Erdogan Kaya, University of Nevada, Las Vegas
Workshop 6: Stop, Collaborate, and Listen: Facilitating Community, Connection, and Communication in the Online Classroom
Presenters: Susie Gronseth and Jingyuan Fu, University of Houston
Workshop 7: Deepening Natural Curiosity: The Future of PBL Design
Presenters: Dayna Laur and Timothy Kubik, Project ARC, LLC
Workshop 8: Using Instagram and Snapchat in Education – Student Engagement, Instruction and Assessment
Presenters: Cassandra Drake and Alison Sternal, San Diego State University
*If you’ve already registered, you can still add a Workshop by contacting business@aace.org.
You can also sign up once you arrive, but spaces may be limited.
Accepted papers will be published in the Conference Proceedings & internationally distributed by
AACE | P.O. Box 719info@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/

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