Virtual School Meanderings

July 25, 2018

Call For Paper Topics in: Teacher Education

Note this call for proposals and remember that SITE has a K-12 Online and Blended Learning SIG.

Las Vegas, Nevada • March 18-22
Call For Teacher Education Proposals
Due: September 15, 2018
The SITE Information Technology Council comprises of Special Interest Groups that focus on the application of technologies across multiple curriculum areas.
Submit now to join the Teacher Education Council under the SIGs that have emerged in response to changes in technology or emerging issues!
Teacher Education Special Interest Groups
See you in Las Vegas!
Special discounted hotel rates have been secured for SITE participants at the conference hotel, Planet Hollywood Resort & Casino.
For this rate, hotel reservations must be made by: February 20, 2019.
While in Las Vegas, join your fellow SITE attendees for the Newcomer Welcome, daily FREE lunches, SIG Meetings, poster sessions, our welcome party & more!
Accepted papers will be published in the Conference Proceedings & internationally distributed by
AACE | P.O. Box 719828-246-9558info@aace.org,
Waynesville, NC 28786

July 16, 2018

Call For Papers In Information Technology

A reminder that SITE has a K-12 Online Learning SIG.

Las Vegas, Nevada • March 18-22
Call For Information Technology Proposals
Due: September 15, 2018
The SITE Information Technology Council comprises of Special Interest Groups that focus on the application of technologies across multiple curriculum areas.
Submit now to join the Information Technology Council under the SIGs that have emerged in response to changes in technology or emerging issues!
Information Technology Special Interest Groups
See you in Las Vegas!
Special discounted hotel rates have been secured for SITE participants at the conference hotel, Planet Hollywood Resort & Casino.
For this rate, hotel reservations must be made by: February 20, 2019.
While in Las Vegas, join your fellow SITE attendees for the Newcomer Welcome, daily FREE lunches, SIG Meetings, poster sessions, our welcome party & more!
Accepted papers will be published in the Conference Proceedings & internationally distributed by
AACE | P.O. Box 719828-246-9558info@aace.org,
Waynesville, NC 28786

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.

 

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