Virtual School Meanderings

March 30, 2018

SITE 2018 – Designing Online Courses: Does the Job Description Match the Supervisor’s Expectations?

The twenty-fourth and final session focused on K-12, distance, online, and/or blended learning that I am blogging from the 2018 Society for Information Technology and Teacher Education conference is:

Designing Online Courses: Does the Job Description Match the Supervisor’s Expectations?

ID: 51793Type: Roundtable
  1. Laura Gray, St. Leo University, United States
  2. Melissa Crane, Snap, Inc., United States

Friday, March 30 11:30 AM-12:30 PM Location: Edison Ballroom D

A recent study was undertaken to determine if there was a congruency between what instructional designers (more specifically, those who design online courses for K-12 and university education) did on the job and their supervisors’ views of what they were supposed to do The literature suggests that supervisors’ views of the design process and designers’ duties and designers’ perceptions of their duties can be vastly different This presentation seeks to differentiate between what design supervisors feel is the role of their employees and what instructional designers, especially those who have just finished their degree programs, feel they should be doing in order to develop suitable online courses It has been theorized that perhaps some of the instructional design curricula in current master’s and doctoral programs does not match with the typical job descriptions posted for instructional designers In our discussion, we will explore various curricula, job descriptions of designers who design K-12 and university online courses, and supervisors’ perceptions of the duties of the designer

Topics

I was a little late coming into this roundtable, as I was meeting with a soon to be new doc.  The research questions included:

  1. Which courses did you take that you feel prepared you the most?
  2. Did the job descriptions match the duties they actually performed?
  3. Did the managers expectations match the job descriptions?

On the first question, two of the 12 reported that the Foundations of Instructional Design (which focused solely on ADDIE) was the only course that they found relevant, while four of the 12 reported that there were two courses that were relevant (one of which was always the Foundations of Instructional Design).  Three of the 12 said three courses and the final three indicated more than three courses.

Of the eight instructional designers not working in higher education, six had never received a job description.  Seven of the eight reported that – to their knowledge – their supervisors had no training or education in instructional technology or instructional design.  Six of these individuals indicated that what they did on the job was “wildly” different than what they expected they would be doing.

Of the four instructional designers working in higher education, all four reported that they received a job description.  All four reported that what they did was consistent with what they expected.  Finally, three of the four indicated that their supervisors were trained in instructional design (and the fourth was trained in curriculum development).

While these authors indicated in their submission selection – and in their abstract – that this session had K-12 content, the term was not mentioned at all during the session.

March 29, 2018

SITE 2018 – Typography to Improve Attentive E-Learning

The twenty-third and final session focused on K-12, distance, online, and/or blended learning on day three that I am blogging from the 2018 Society for Information Technology and Teacher Education conference is:

Typography to Improve Attentive E-Learning

ID: 52496Type: Best Practices
  1. Erik Bean, American Public University, United States

Thursday, March 29 11:45 AM-12:00 PM Location: Edison F

Many of life’s greatest experiences seem to go better when pairs complement one another. For example, great marriages, company mergers, and tasty food like peanut butter and jelly. The same can be said for what helps make E-Learning more engaging: E-Learning and active faculty, E-Learning and the software modality, E-Learning and interactive activities. One type of pairing that appears to receive little accolades is E-Learning and topography. Join this session to learn about best practices in typography use to help elicit more attentive online students.

Topics

As I mentioned in the previous entry, I had to meet with a colleague that I am collaborating on a research project during this slot, so I was unable to attend this session.  Anyone that was able, I would encourage you to post your notes in the comments below.

SITE 2018 – Preparing and Supporting K-12 Online Teachers

The twenty-second and first session focused on K-12, distance, online, and/or blended learning on day three that I am blogging from the 2018 Society for Information Technology and Teacher Education conference is:

Preparing and Supporting K-12 Online Teachers

ID: 51746Type: Roundtable
  1. Jayme Linton, Lenoir-Rhyne University, United States

Thursday, March 29 11:30 AM-12:30 PM Location: Edison Ballroom D

This roundtable discussion will provide participants with the opportunity to discuss obstacles and opportunities related to preparing and supporting K-12 online teachers The presenter will share findings from her research exploring ways that K-12 online teachers are prepared and supported Participants will brainstorm ways that teacher education programs can best meet the needs of K-12 online teachers and discuss future research possibilities

Topic

I had to meet with a colleague that I am collaborating on a research project during this slot, so I was unable to attend this session.  Anyone that was able, I would encourage you to post your notes in the comments below.

 

March 28, 2018

SITE 2018 – Instructional Design and Evaluation of Science Education to Improve Collaborative Problem Solving Skills

The twentieth session focused on K-12, distance, online, and/or blended learning that I am blogging from the 2018 Society for Information Technology and Teacher Education conference is:

Instructional Design and Evaluation of Science Education to Improve Collaborative Problem Solving Skills

ID: 52368Type: Brief Paper
  1. Li Chen, Kyushu University, Japan
  2. Hirokazu Uemura, Fukuoka Prefectural Itoshima High School, Japan
  3. Yoshiko Goda, Kumamoto University, Japan
  4. Fumiya Okubo, Yuta Taniguchi, Misato Oi, and Shin’ichi Konomi, Kyushu University, Japan
  5. Hiroaki Ogata, Kyoto University, Japan
  6. Masanori Yamada, Kyushu University, Japan

Wednesday, March 28 3:20-3:40 PM Location: Edison G

Collaborative Problem Solving (CPS) skills are essential in education and in the 21st century workforce. CPS involves two main domains: the social domain (e.g., communication or cooperation) and the cognitive domain (e.g., domain-specific problem-solving strategies). As well as scientific knowledge, communication skills, problem-solving creativity, and motivation for learning and inquiry are also required in science education. In this article, a science lesson was designed and integrated with ICT for development of students’ CPS skills. We assessed changes in students’ CPS awareness, and acquisition of related knowledge, before and after the lesson. Results showed CPS awareness on the cognitive domain and acquisition of knowledge were significantly improved. We also examined correlations between students’ CPS awareness, knowledge acquisition, and learning motivation. The results showed significant correlation between students’ awareness of CPS and their acquisition of related knowledge.

Topics

The session was presented by Li Chen, who is a Master’s student at Kyushu University.  She began by focusing on the importance of science education within the Japanese education system and the role of Collaborative Problem Solving within the science curriculum.  The study itself was to evaluate the effectiveness of CPS within a senior high science class.

There were 36 students in this twelfth grade class.  Surveys and testing data (both utilizing a pre-course and post-course model) was collected from 27 students.  The research questions focused upon three areas: knowledge acquisition, awareness of the CPS model, and the relationship between the two.

The way the curriculum was structure integrated with what Li referred to at ICT, but with the use of Moodle as a learning management system what they were discussing was really an example of blended learning (see the below instructional model).


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In terms of the results, when it came to the knowledge acquisition, I captured the following slide:

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In terms of the awareness of the CPS model, I captured the following slides:

 
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Click on the image for a larger version
(apologies for the blurriness)

Finally, with respect to the relationship between the two I captured the following slides:


Click on the image for a larger version
(apologies for the blurriness)


Click on the image for a larger version

The bottom line was that this instance of blended learning, using this CPS model, increased student knowledge and increased their awareness of the CPS model.  Finally, there was a statistically significant correlation between students’ improvement of CPS awareness and improved knowledge acquisition.

SITE 2018 – Field Experience in a K-12 Virtual School

The twenty-first and final session focused on K-12, distance, online, and/or blended learning on day two that I am blogging from the 2018 Society for Information Technology and Teacher Education conference is:

Field Experience in a K-12 Virtual School

ID: 51757Type: Roundtable
  1. Elizabeth Downs, Georgia Southern University, United States

Wednesday, March 28 3:00 PM-4:00 PM Location: Edison Ballroom D

This presentation will describe the experiences of 16 graduate students in an instructional technology online teaching and learning endorsement who completed a virtual field placement in a K-12 virtual school The graduate students in the course were certified teachers currently teaching in face-to-face K-12 classrooms The field experience is the final course in a three-course sequence for the online teaching and learning endorsement Prior to taking the field-placement course, students completed two three-hour courses focusing on the design and development of online courses The online field placement was a 15-week experience in a fully online high school classes Each of the interning graduate students was paired with an experienced mentor teacher in the virtual school K-12 school

Topics

Unfortunately, they have two relevant sessions scheduled against one another in this time slot, so I am in another room.  However, I would encourage anyone attending this session to please post any notes you may have below.

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