{"id":27,"date":"2020-07-12T13:57:54","date_gmt":"2020-07-12T20:57:54","guid":{"rendered":"https:\/\/edtechuvic.ca\/vroberts\/?p=27"},"modified":"2020-07-14T15:52:38","modified_gmt":"2020-07-14T22:52:38","slug":"webinar-topic-2-historical-theoretical-context-of-k-12-online-open-learning-in-canada-how-to-design-for-k-12-online-learning-pre-and-post-covid","status":"publish","type":"post","link":"https:\/\/edtechuvic.ca\/vroberts\/2020\/07\/12\/webinar-topic-2-historical-theoretical-context-of-k-12-online-open-learning-in-canada-how-to-design-for-k-12-online-learning-pre-and-post-covid\/","title":{"rendered":"Reflective Post for-> Webinar Topic 2: Historical & Theoretical Context of K-12 Online & Open learning in Canada – How to Design for K-12 Online Learning Pre and During Covid …"},"content":{"rendered":"\n

This Tuesday, July 14, 2020 from 2-3 pm PDT, Dr. Rancy LaBonte, Dr. Michael Barbour and Dr. Verena Roberts will share their perspectives of the historical and theoretical contexts of K-12 online and open learning in Canada.<\/a> In the topic 2 readings this week, #EDCI339 students<\/a> will have read readings from all three of these authors that were included in the Handbook of Research in K-12 Online and Blended Learning (2ndEdition)<\/a>. <\/p>\n\n\n\n

Dr LaBonte and Dr. Barbour have amplified the potential for K-12 online and blended learning through their deviation and creation of  CANeLearn<\/a> (Canadian eLearning Network). For example, they were active contributors to clarifying concerns about mandated online learning in Ontario high schools<\/a> before Covid. All three speakers are international contributors to the update of the National Standards for Quality Online K-12 Courses<\/a> and all three have been internationally recognized for their passion and expertise in K-12 online learning. <\/p>\n\n\n\n

In the webinar, I was hoping we could use a recent blog post from one of the other topic 2 content authors, Dr. Tony Bates <\/a>as a provocation for our conversation. This week, Tony posted a blog called, \u201c What have we learned from Covid-19 about the limitations of online learning – and the implication for the fall?\u201d <\/a><\/p>\n\n\n\n

Bates’ post begins with an overview of some of the things we have learned about online learning practices as a result of our Covid learning experiences. He then concludes with some suggestions to consider in K-12 contexts. Some of my initial responses are below, I look forward to chatting with Randy and Michael about their perspectives on Tuesday during our webinar. <\/p>\n\n\n\n

  1. At the beginning of the post, Bates uses the term online learning to contextualize the Covid experience from March -June 2020. Trying to define K-12 online learning before Covid was always an interesting discussion. Similarly, using online learning definitions (pre-Covid) to try and describe what happened during Covid- may not be the most effective way to consider the potential of K-12 online learning. <\/li><\/ol>\n\n\n\n

    The \u201ctype\u201d of learning that was practiced during the time of Covid was not the online learning<\/a>  of \u201cpre\u201d covid times. The type of eLearning was actually \u201cRemote Access Emergency Learning\u201d <\/a>(or other variations) because was not intentionally designed for and because teachers did not have the time to prepare or develop the digital literacies in order to fully engage students in online learning affordances.  In addition, it was during a pandemic and many teachers were teaching \u201cRemote access emergency learning\u201d while also teaching their own children at home, caring for others and trying to be successful in their multiple roles. Furthermore, there were not a \u201cfew\u201d students in online programs- all K-12 students were learning from home (in Alberta at least). Previously as an online teacher,  I could send home a sheet requiring students to ensure they had the right hardware and wifi access in order to prepare for online learning. In this case, the lack of accessibility was amplified as we as a society realized the inequities in which students can access wifi, hardware and software but most importantly the TIME to learn. Suddenly, the fact that some students do not have the same access to resources OR the digital literacies to learn online was amplified – not that it was any different before the Covid crisis, it was just not prioritized. With 5 people trying to access wifi in my privileged household, we soon learned that not all of us could make the mandated synchronous  \u201czoom sessions\u201d and we had to consider our own digital priorities. So access and equity issues are not just something to be considered for those without any access to the Internet or mobile devices. Access and equity issues when everyone is expected to be online have far bigger infrastructure based implications than ever before. Infrastructure issues<\/a> have also been described and promoted, but not always prioritized by all.  Finally, the first practice used by teachers (and HEd faculty) new to digital learning teachers was to substitute<\/a> what they were doing in their bricks and mortar classroom – into online settings. While many edtech educators tried to suggest #Learning2Pivot<\/a> and the potential of seamless online learning in multiple different contexts, most teachers were too overwhelmed with digital tools and content being firehosed at them at an astonishing rate to even think – let alone design for online learning.  As such, to compare and contrast what happened during Covid to previous online learning, is like comparing competitive swimming to swimming in a paddle pool – they are both talking about water and the action of swimming. However,  you could feel like you were drowning rather than swimming if you were in the wrong pool. <\/p>\n\n\n\n

    2. Since my first online teacher position was as a k-3 teacher, I have some major concerns about Bates assertion that online learning is not for younger children. Remote access Emergency learning may not have been design for younger learners, but there is a lot of potential in asynchronous online contexts and ePortfolios. Traditional, self-directed online learning where children are literally placed in front of a screen for hours on end is not a great learning environment for ANY learner. There were many arguments against \u201cAI mis-guided personalized learning\u201d<\/a> before Covid occurred – this is not new<\/a>.  From personal experience before covid, online learning with k-3 students was a community-based model where the parent, teacher and students worked collaboratively to support learning pathways for their students. The parents had intentionally chosen this online learning program for their children and had the time to support them in their learning journey. <\/p>\n\n\n\n

    During Covid, what emerged was what I refer to as \u201cdependent and independent remote access emergency learners\u201d remote access learners. There were those students who could learn independently based on the content and emails sent to them from their teachers and then there were the students who could not. As described in point 1, there were multiple reasons that students had or did not have access to their teachers. However, as a parent of a very \u201cdependent remote access emergency-learner\u201d I soon learned that there was no way I could keep up with the weekly expectations from my son\u2019s teacher, I craved interdisciplinary personalized authentic and meaningful learning opportunities for my son. I could see that he needed to connect his interests to his learning – and he needed to connect with his peers, especially in online spaces like gaming<\/a>, backchanneling<\/a> and video conferencing<\/a>. <\/p>\n\n\n\n

    I do not believe that intentionally designed online learning is not for k-3 students. What does need to be considered is how online learning is integrated, how social interactions are promoted and encouraged, what mediums and modalities are considered (for example, MinecraftEDU<\/a> and other online mediums) and the time students spend on screen and off screen. The off screen learning which includes discovering and learning with real people, real things and through play is just as essential as integrating some basic online activities and how we balance them is essential. <\/p>\n\n\n\n

    1. I do agree that there are things that should not be taught online (unless you have to).   For example, the time my son spent building a treehouse and what he learned as a result of the experience could not have happened in the same way online. However, as a teacher I had him document his learning in his newly created blog (language arts), I had him connect his learning to his online units on perimeter\/ area (math), how we use our land (social studies) and wheels and levers (science). As a result, I was able to connect his authentic, relevant and personalized learning experiences – with his curriculum<\/a>. Consequently, we should not be saying that \u201cthings should not be taught online\u201d. Instead, we should be thinking about ways to connect real life experiences with documenting and reflecting upon our learning in online spaces.<\/a> The documentation and evidence of reflection (Making Thinking Visible) <\/a>requires a teacher (or parent ) but a person to help facilitate, especially for \u201cdependant – remote learners\u201d. This is a call for ePortfolios<\/a> and an emphasis on formative assessment which promotes evidence of learning over a period of time and encourages us to reexamine our assessment practices. <\/a><\/li><\/ol>\n\n\n\n

      At the end of his post, Bates includes some implications for the fall semester that I agree with as we consider how to design for \u201cpre-covid\u201d online learning in September.<\/p>\n\n\n\n

      Implication 1. Ensuring equitable access to online learning. I have expanded on the concept of \u201cequitable\u201d access above.<\/p>\n\n\n\n

      Implication 2. Focus \u201cat school learning\u201d on those areas that are difficult or impossible to teach online.  I agree – teachers should provide activities that are self-directed and independent when students are at home and expand upon the opportunities to connect personally relevant learning to curriculum – as noted above. This is where software and automated personalized software (like IXL) could be integrated. Similarly, ensure that students are provided with activities that encourage interactions and collaborations during at school time (if possible) OR design for online asynchronous collaborative and interactive activities. Considering what “can be taught online” and what “cannot be taught online” and why is a good way to stretch our mindsets, habits and expectations of our learners. <\/p>\n\n\n\n

      Implication 3 and 4. Focus on what online learning can best do for younger children and Rethink the curriculum I agree and disagree- while online learning can provide basic self-directed foundational knowledge in screen time, it can also provide a way for students to develop their media literacy skills and digital literacy skills by connecting their \u201cat home personalized an authentic learning\u201d to \u201cformal learning\u201d through ePortfolios and other modes of making learning visible. <\/p>\n\n\n\n

      Implication 5. Partner with parents. Beyond partnering, you need to communicate specifically how to support their children in learning – but they are not the teachers. A parent\u2019s role can be supporting in helping their children demonstrate evidence of their learning. However, parents do not have the time (or motivation or access) to be a teacher and parent to their children. Consider how to design for learning activities that depend upon community supporting beyond parents and provide the bridges to support those barriers. <\/p>\n\n\n\n

      Implication 6. Improve teacher education to include online learning and the development of digital literacies<\/a> (Absolutely 100% agree)<\/p>\n\n\n\n

      However – I want to amplify one important aspect that was missed in this blog post. The need to change our mindset and preconceived notions about online learning. As Bates suggested in his post, \u201c…online learning requires a higher degree of self-discipline than attending school on a regular basis\u201d. Yes, we have long known every online learner needs to make time and space for their learning. However, we need to move beyond the idea that learners are passive recipients of learning and design for learning that integrates learners as active participants of the learning process – especially in online learning environments. <\/p>\n\n\n\n

      As such, what kinds of models will work best when ALL students are based on online learning contexts? Post-covid, all online learning needs to be human-centered<\/a> by prioritizing being responsive to student needs and pulling away from self-directed models of online learning and towards interactive, constructivist models to support all learners.<\/a> I have taught consecutive online courses from January to July 2020, in different disciplines, age levels and contexts – but the one piece woven throughout the \u201cCovid-learning\u201d experience was the need to integrate social interaction. <\/p>\n\n\n\n

      As I  read through the arguments to bring K-12 students\u201d back to Bricks and mortar schools, I encourage all K-12 teachers to consider how to design for human-centered, emphatic and responsive online learning.  I believe the primary way to do design for \u201cpost covid\u201d is what I am describing as \u201cseamless learning\u201d which is founded on  learning and designing for learning- collaboratively. We have long known #ittakesavillage<\/a> to learn, so how can be design for a learning ecosystem approach where every learner (and person) has an active role in the learning system rather than online courses or software that delivers content \u201cto\u201d learners?  Designing for social interaction means creating social peer pods\/ cohorts that support each other throughout the learning experiences. These social pods do not always have to complete projects together (but they can). Instead, their role is to provide the feedback, interaction and human connection that we all need in order to learn. <\/p>\n\n\n\n

      First, we have to start by supporting everyone in developing their digital literacies<\/a> by offering professional learning opportunities for all.<\/a>  For example, what if teachers (of different digital literacy and learning experiences) <\/a>collaborated to teach their courses together ? While each teacher would still be responsible for their individual learners, how would the collaboration support the  students and the teachers? <\/p>\n\n\n\n

      What if all online learners followed a cohort based on weeks. Using a Flipped learning<\/a> model idea, the independent self-directed learning time could be devoted to contextualize the learning and support the development of individual skills and would be the basis of the online learning at home (or asynchronous learning) while the group activities and collaboration could be done in synchronous ways (at school or online).  <\/p>\n\n\n\n

      What if we connected formal and informal learning environments by bridging connections with outside the classroom mentors as educational facilitators (like community-based child care workers, educational specialists from field trip locations like the zoo or museum ?)  How could we connect (in a safe way) community members that are willing to help our children learn? <\/p>\n\n\n\n

       I am looking forward to my chat with Dr. LaBonte and Dr. Barbour in order to learn more.<\/p>\n\n\n\n

      Basically, I think we need to rethink our online learning mindset and amplify socio-constructivist activities in order to support all learners. There is huge potential to use intentionally designed online learning to lead the future of learning – how can we do this together? <\/p>\n","protected":false},"excerpt":{"rendered":"

      This Tuesday, July 14, 2020 from 2-3 pm PDT, Dr. Rancy LaBonte, Dr. Michael Barbour and Dr. Verena Roberts will share their perspectives of the historical and theoretical contexts of K-12 online and open learning in Canada. In the topic 2 readings this week, #EDCI339 students will have read readings from all three of these … Continue reading “Reflective Post for-> Webinar Topic 2: Historical & Theoretical Context of K-12 Online & Open learning in Canada – How to Design for K-12 Online Learning Pre and During Covid …”<\/span><\/a><\/p>\n","protected":false},"author":13,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":["post-27","post","type-post","status-publish","format-standard","hentry","category-edci339"],"_links":{"self":[{"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/posts\/27","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/comments?post=27"}],"version-history":[{"count":10,"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/posts\/27\/revisions"}],"predecessor-version":[{"id":41,"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/posts\/27\/revisions\/41"}],"wp:attachment":[{"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/media?parent=27"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/categories?post=27"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/edtechuvic.ca\/vroberts\/wp-json\/wp\/v2\/tags?post=27"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}