2010 MVU Online Learning Symposium

Notes from 2010 Michigan Virtual University Online Learning Symposium
November 9, 2010 at Michigan State University

Opening Keynote: Steve Midgley, Deputy Director of Education Technology, US DOE

  • Context
    • National Technology Plan (released just today), Four Components: Mobility, Social Interactions, Digital Content, Print to Online
    • This does not mean that we will have a “teacherless” curriculum, but the online marketplace offers many interesting opportunities
    • How do we find the right content and connect it with the right student with the right teacher at the right time?
    • Challenge from President Obama: “By 2020, America will once again have the highest proportion of college graduates in the world.”
    • The crucial thing about this is that if you graduate every student in the pipeline today, we will still not meet this goal. Stats show that many students are not graduating from high school, so this implies that many people need to get re-engaged. This will only happen with online learning.
  • Content
    • Teaching, Learning, Assessment — Infrastructure — Productivity
    • Assessment the way it is working today is pretty fouled up
    • Using $350 million to develop new, next generation assessment
    • DARPA project to assess Navy ensigns “in the field”
  • Learning
    • Some major points
      • 21st century expertise
      • How people learn
      • Personalized learning
      • Universal design for learning
      • Informal + formal
    • Social search — more people go to YouTube from Facebook than from Google
      • What does it look like in a social context that is professional?
    • New models (Netflix/Blockbuster) — what does this look like in education?
  • Assessment
    • Major points
      • Measure what matters
      • Embedded assessments
      • Real time feedback
      • Persistent learning record
      • Universal design
      • Continuous improvement
    • New models of assessment being developed being developed
    • NOTE: I haven’t read up much about this, but there is information about it being distributed through MDE and other news outlets.
  • Teaching
    • Main points
    • What does “highly effective” really mean in an online environment?
    • Connected
    • Online
    • Informal + formal — we can’t organize in ways offline that we can online — some technologies require connectivity to work at all (e.g., Wikipedia)
    • Inspired
  • Questions and Answers
    • Wikipedia — many schools block it, and then students are expected to use it in college to get started with research — this is crazy
    • What other “spaces” can we create for teachers to share ideas and resources? What is officially sanctioned by the state, and what is not? What is the role of textbook publishers and other research-based work to integrate with teacher knowledge?
    • We can’t test everything that we say we want kids to learn, only certain things, and some kids are learning more at different times and in different ways. So, then the question becomes what happens to kids as they figure out seat time/credit hours?
    • Intellectual property — how do teachers’ ideas get recognized in these online spaces? Creates problems with copyright and fair use. Creative Commons and Open Courseware as one option, but also some states and districts have earned RTTT money and are sharing through other avenues.

Conversation with Michigan Online Teachers of the Year

  • What has surprised you about online learning?
    • The personal connection, the human touch. Part of this is about the evolution of the internet and how we use social networks today. It is very easy to develop the relationships.
    • When you never see students face-to-face, and you are teaching 125 a semester, when someone writes that “you are my favorite teacher” — that is motivating. The additional thing that surprises me is the connections that you make with your mentors and how much of a factor that they play in their students’ lives.
  • What are your major apprehensions?
    • The fact that the technologies continue to change. Need to keep on top of things, for instance with the 21 Things for 21st Century Educators. (NOTE: I am not so sure that I agree with this statement — I think that there are generally principles about online learning and digital literacy that we need to know, but that we get way too caught up with the tools.)
    • If we don’t teach kids how to use their mobile phones properly, how will they learn these life skills? (NOTE: Again, I am a bit concerned about the tone that we take when we assume that we, as educators, have the “right” answer about how, when, and why we use the tools. Not that I disagree with the principle that we invite them to use these devices and applications, but I do worry that once we co-opt the digital tools and spaces that they are familiar with, we are changing the purposes and audiences for which they write and work).
    • Assessment is built in to the system — the fact that student time online is logged.
  • What are the roles that teachers and students play in the process of online learning?
    • If you are just introducing it, you have to give it time. Initially, it depends on the success of the students that are there — highly motivated kids are successful and motivate other kids to continue working, too.
    • This is rewarding for teachers — we enjoy having the opportunity to teach in a more flexible model. Old model was to have AP kids in advanced classes and remedial kids in other courses (kind of a dumping ground, without mentor support). We have now moved to a model where most students who are in our courses actually get to work and achieve a passing grade.
    • We can bait the hook, but students need to bite. People talk about the way that online learning is better because it offers students new opportunities as compared to what they have experienced in school. This is especially true for students in credit recovery. Still, they have to be motivated and self-directed. (NOTE: So, in what ways does online learning really change the paradigm? That is, if students are reluctant to engage in school, for whatever reason, does the flexibility of online learning really overcome the negative feelings that they have towards school?) Can you meet them online through Skype and Adobe Connect or other similar tools?
    • What are your strategies for connecting with online students? It is not about loving your subject, it is about loving your students. Students see it and recognize it, and they reciprocate.

Lunch Keynote: Milton Chen, Senior Fellow and Director Emeritus at George Lucas Educational Foundation — “Education Nation: Six Leading Edges of Innovation in our Schools” and Edutopia

  • Interesting note — Chen was born in Negaunee, and his father was a mining engineer
    • “I am here as an accident of history” — China was an ally, and my father was able to come to the US and learn about mining at Penn State, and my parents were married in 1945, although my mother didn’t arrive until 1949. They didn’t plan to stay in the US, but the stayed and I was born in 1953.
  • Imagine an Education Nation: “A learning society where education of children is teh highest priority, equal to a strong economy, high employment, and national security, which rely on education.”
    • The book is a “curation” of many resources from Edutopia; interesting that the magazine has been discontinued; e-books now outsell print books
    • “I think this is the first decade of the twenty-first century for education.” — we are at the tipping point.
    • Innovation — the key to creating an education nation; it is a “must do” than a “nice to know”
    • Bugscope
    • Google is 12 years old, YouTube is 5 years old, Edutopia YouTube Channel
    • Clay Shirky — we are witnessing the biggest change in human innovation and creativity in history; every media that we have ever known is now on a device in our pocket next to every other media
  • These are old ideas… Dewey
    • “From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school… within the school itself while, on the other hand, he is unable to apply in daily life what he is learning at school.” The School and Society Lecture, University of Chicago, 1899
  • 6 Leading Edges of K-12 Innovation
    • Thinking
    • Curriculum and Assessment
    • Technology
    • Time/Place
    • Co-Teaching
    • Youth
  • The Edge of Our Thinking: Ending the Education Wars
    • From the either/or to both/and hybrids
    • Phonics and whole language
    • Arts and core curriculum (opening minds with the arts)
    • Learning in nature and technology
  • Curriculum Edge: Globalizing the Curriculum
  • Technology Edge
    • We want all students to use technology; weapons of mass instruction (one-to-one is the weapon that we need to employ)
      • We need to reduce the 1:6 student/computer level to a one-to-one (it can be done for $250 or less, per year)
    • iPod, iListen, iRead: EUSD iRead Program
      • Technology is only technology for those who were born before it existed
      • Using the iPod as a device to record students’ own voices reading: the “missing mirror” in literacy instruction
      • This is not about just getting to the standards, this is about having kids learn more, and learn earlier
      • Have students see how other students are learning; what are the different paths that other students take and how can we learn from this public learning process?
  • The Time/Place Edge
    • Getting kids out into the community for place-based learning
  • Co-Teaching
  • The Greatest Edge: Today’s Youth
  • What is your definition of a great school?
    • Make it short, make it measurable — are the kids running into school as fast as they are running out of it; are the kids so excited about their work that they do not want to leave school?

Closing Keynote: Richard Ferdig, Kent State University

  • Building the plane while we are flying it — and that’s OK
  • Is K-12 online learning academically effective? — this is not the right question
    • Example of TV and video games — not good for kids, right?
    • Actually, depending on the TV or game, it is good for you.
    • Asking the right question — when are courses taught “better” online as compared to face-to-face?
    • Quote from USDOE: “On average, online learning students performed better than those receiving face-to-face instruction.”
  • So, the better question is “When is online learning academically effective?” or “Under what conditions is online learning academically effective?”
    • How is online more effective? What are the conditions under which it is more effective?
    • Is “X” technology better for learning? — Sometimes (under certain conditions)
  • So, when is K-12 online learning academically effective?
  • So, what do we look at?
    • Student and Teacher
      • With teachers, we know that a teacher has a significant role in mentoring students through their online experiences
      • Highly qualified teachers matter in virtual schooling as well
      • How can we get highly qualified teachers?
        • Professional development — because not any teacher can teach online, they need particular skill sets for teaching online — engaging parents and mentors, using virtual school resources
        • Teacher education is not the answer — they are not working with K-12 online schools. Do they have virtual internship programs? Most teachers leave colleges of education without any preparation to teach online.
        • Lack of PD opportunities – not all have online experiences, only 21% had a customized experience
        • Does PD work — sometimes. PD only works when teachers take charge of their PD experience.
        • PCK — talk about teacher knowledge for practice, in practice, and of practice
        • Classroom — inquiry — community
        • Suggestions/Recommendations:
          • Record and reflect on exemplary practice
          • Ownership of the PD model, using innovative means and tools
      • Does online learning affect student retention?
        • Retention is a significant problem, and they drop out for different reasons such as their own individual reasons, or institutional reasons. This happens at key transitions points, students are myopic, and there are disconnected understandings about what is happening and why.
      • Solutions
        • Better communication
        • Individualized instruction
        • Additional mentoring
        • Connections to jobs
      • Why did it work?
        • Accepted by peers
        • Accepted by online teachers
        • Learning styles were met
        • Connections to real world
        • More opportunities for expression
        • In short, all the reasons they dropped out of their F2F school is why they succeeded online
  • Understanding Virtual Schools
    • 80/20 — most of what happens across states is common, although there are some unique features depending on the state
      • Partnerships — including school, university, research, and evaluation
      • Exponential growth
      • Retaining both students and teachers
      • The funding dilemma/opportunity
    • Best practices
      • Engage in attention on pedagogy, innovation with technology, etc.
  • What are some ways to get to better practice?

Reflections on the day

Along with all the technology interests that I have had over the years, my formal introduction to online learning began around the turn of the century when I was trained as an online instructor with the Michigan Virtual High School. Because of a variety of reasons, not the least of which was starting grad school, I taught my last online course for them in 2002. Given my continuing interests in online and hybrid models of learning — especially in professional development for teachers — it was good to come to the conference today and get reconnected with the state of online learning.

I do have significant concerns about the commercialization of online learning and how models like MIVU, Blackboard, textbook companies selling products, charter schools and other organizations who are working, in one way or another, for a profit versus the model of open courseware, collaboration, hybridity, and free or opensource web-based tools. This is a significant wedge that continues to grow. For instance, I set my courses up with a wiki, invite students to use free tools for collaboration and bibliography management, and engage with a variety of other tools. contrast this with the subscription that my university pays for to use Blackboard, including all the proprietary tools and content management.

One of the resources that I was reminded of, and I know I need to continue my participation in, is Edutopia. Milton Chen talked about the many ways that educators are innovating, and that the “internet makes learning international.” It’s been one year since I was invited to be a moderator of a group on Multimedia Literacy, and I need to get involved again.

Also, the implications for professional development for online teachers has just as much, if not more, resonance with our needs for traditional professional development. One of the main points that I will take from the final talk by Richard Ferdig is the fact that teachers, like students, need customized, just-in-time learning opportunities to find out more about how to teach and learn in their own context. I hope that we are doing some of that with our work this year in the CRWP/CGRESD partnership, and I look forward to seeing results from that work.

It was an interesting day, especially in the sense that this conference was one that I chose to attend because it was outside of my normal areas of conference-going, yet remained on the border of them and moved my thinking forward in new ways.


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Notes from Lisa Dawley’s “The Evolution of Teacher Education in a Digital Learning Era” at SITe 2010″

The Evolution of Teacher Education in a Digital Learning Era: Transforming Knowledge in the Global Network

Lisa Dawley, Boise State University
  • The Unavoidable Evolution in Teacher Education
    • Travels around the world, others saying that American students are creative; yet, still calls for reform, especially in teacher education, keep happening here in US
    • New US EdTech plan, too
  • Growth in Online Education
    • Over 1 million K-12 kids learn online; 47% increase in the past two years
    • Fall 2007, 20% of college student were enrolled in an online course
    • 45 states offer some kind of state supplemental program online, as well as fully online K-12 programs offered as charter schools
    • Idaho K12 virtual schools — 14,000 students enrolled last year
  • K12 Online Options
    • Moving along a continuum from traditional integrated tech classroom to hybrid course to online tech enhanced schools to full-time virtual schooling
    • Other hybrids exist, including options that are in brick and mortar schools and homeschools
    • iNACOL – The International Association for K-12 Online Learning
  • Effects of online learning report
    • The effectiveness of online learning is tied to learning time, curriculum, pedagogy, and opportunities for collaboration
    • Gives learners control of their interactions with media… move, use, remix, edit, build, chance, click, interact, change…
    • Online learning can be enhanced by prompting learner reflection
    • What doesn’t impact learning
      • Incorporating online quizzes
      • Media combinations don’t matter, but control over them does
    • Henry Jenkins and participatory culture: MIT TV clip
  • Pedagogical Framework from Dawley: Social Network Knowledge Construction
    • Identify
    • Lurk
    • Contribute
    • Create
    • Lead
  • How do we design programs to rethink teacher education?
    • At Boise State, it is only graduate degrees and certificates
    • Fully online for past seven years; students throughout the world
    • Moved from Blackboard to Moodle, integrating web 2.0 tools into portal
    • Integration of videos from YouTube, TeacherTube, WatchKnow
    • Avatar creation through Voki and SitePals
    • Graphic blogs through Glogster
    • 3D learning games such as Conspiracy Code
  • Open source and free content
    • iTunesU
    • 3D virtual worlds: Opensource metaverse, croquet
    • Moodle learning management systen
  • Mobile learning
    • Educational apps
    • Texting
    • LMS access
    • Multimedia
    • GPS-based curriculum
    • In three years, mobile devices will become the main interface used to browse the internet
  • Exergaming
    • State-wide online tournaments for gaming
  • Innovative courses, participatory networks
  • Help lead the teacher education revolution


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Dr. Yong Zhao – Keynote Highlights

Highlights from the keynote address at the St. Clair RESA Symposium on 21st Century Learning

August 13, 2008

Port Huron High School

Yong Zhao, MSU

  • Mistakes with technology and schools
    • Solution seeking problems — we put technology in school,
      but the problems were not there or evident
    • Trusting the wrong agent — Whose machine is it? The
      teachers? The students? What purpose does it serve?
    • Student attention and time — teacher, computer, books,
      other technologies, other students
    • Technology environment — we talk about
      student-to-computer ratio, but we should be talking about the entire
      school ecosystem
    • Lack of systems thinking — The jet engine on the horse
      wagon: Seymour Papert wondered if we would even turn on the engine or
      if it would destroy the wagon?
    • Didn’t anticipate major transformation — bringing one
      car to the road, then hundreds, thousands, and millions

      • Virtual marriage — the effects of socializing
        virtually (iapartment)
      • Second Life — buying real estate, products, engaging
        in educational practices
      • Gold farming — kids playing virtual games in China in
        “gaming factories”
  • What can we do?
    • In schools, we have not thought about how to realign the
      human/machine relationship

      • Personal response systems
      • New Era Interactive English, Tsinghua University Press
      • Online Chinese Language Courses
    • We always need to anticipate the long term changes, not
      just the short term effects

      • Start with problems, re-imagining education
      • Develop enabling conditions
      • Reconfigure traditional institutions
      • Virtual schools and tutoring
      • Working with “digital natives”
    • “We shape our buildings; therefore they shape us.” —
      Winston Churchill
    • From Dictatorship to democracy: personal learning
      environments

      • Personalized goals, curriculum, learning approaches,
        pace, and instruction

“It’s Not About the Technology…” (Usually)

So, a few things have happened in the last week that have me thinking about my belief that “it’s not about the technology, it’s about the literacy practices the technology enables.” As much as I do believe that, there is a certain point at which the technology has to be functional in order for the literacy practice to take its place front and center. Three cases from the past week…

First, Lansing Schools are (as they should) celebrating a new school opening this week. The interesting move that I think all of the school officials and board members are making is framing this as a move to “compete” for schools of choice students that have left the district. The articles and news reports have been celebrating many things about the school, especially the fact that it has four computer labs (as compared to the previous school’s one) and LCD projectors in each room. Again, something to celebrate.

However, what I am concerned about are the other schools in Lansing — many of which my RCWP colleagues teach in — that do not have the technology that the new Pattengill has. Here is a case where we now have disparity not only between districts, but within a district, too. As we think about digital literacy, and the quality and quantity of access that students get at school, I think that we can’t underestimate how important this part of the discussion is as an equity issue. What happens when middle school students from different locations converge in the district’s high school, some working in highly networked environments and others not? This is certainly something that we need to consider, let alone the disparities between school districts.

The second case was from when Aram and I delivered a workshop on digital storytelling, the first one that either he or I participated in as a facilitator. While I want to say that digital storytelling is about the story, not the technology, I do have to say that we had a heck of a time trying to get Photostory and Windows Movie Maker to do what we know iMovie can do on its own (adding narration to a full time line in Photostory, for instance). Then, there was Jumpcut (and, I am sure a number of other online video editors that I haven’t even found yet), and we considered jumping to it mid-day, but decided to ride the storm out.

Again, this is another issue that we need to consider as we try to integrate digital literacies into schools. We had some resilient teachers and two facilitators working to make this all happen, and we did have twelve success stories by the end of the day. However, I can see–and would likely agree with–a teacher who felt that there were too many hoops to jump through in order to bring a digital story to fruition using these two programs, programs that I am sure most schools are dealing with since they are Windows-based (and, Photostory still needs to be installed separately, assuming you even have XP). Once the technical issues outweigh the benefits of the literacy learning, then it seems as though the project could turn into a “how to” lesson and not a writing one.

Finally, and this is my last gripe for tonight, I joined in the ACE Second Life meet-up the other day. Again, nothing really new there, as people like Rob, Sarah, and others have been writing about Second Life and the implications for English instruction for months and I am just getting on board with it. However, what I found interesting was the fact that of all the things to do in SL, the one thing that you can’t really do is compose and share text beyond simply chatting.

Now, you would expect the digital literacy guy to think that it was cool that you could take screen shots and videos and create multimodal compositions. And, I do. That’s cool that people are composing in a multimodal manner.
Yet, I still wanted to see something in SL where people could actually share their writing with one another in a quick and easy way. Sarah talked about this on EdTechLive a month ago: the idea that people could look at an internet browser live in SL. Perhaps they could look at a Google Doc or wiki page and work on it together, in SL. Who knows? Perhaps now that SL has gone open source, something like that might happen. (Also, I won’t even go into the equipment and bandwidth requirements that SL needs in relation to digital writing…)
Well, enough said for tonight. I guess that I needed to just think through my “it’s not the technology” argument a little bit more. Thanks for listening…