So What Now?

Where do I go from here? I know how to design web-based learning sites but what will I do with this knowledge? I understand multiple intelligence theory, learning styles and the changing world of teachers but how will this help me?



These points stick in my head at the conclusion of this course:

1. Web-based learning must include choice. Learners will have more passion in a project where they have more choice and they can gear the assignment to accommodate their learning styles and strengths.
2. Teaching and learning is changing and we have to embrace it. Technology can't be ignored as it is a daily part of all our lives. As educators we need to try new things, such as blogs, to enhance the learning experiences for both learner and teacher.
3. We should include more constructive learning opportunities in our classrooms. The chance to build knowledge from one's own research and ideas is paramount to life-long learning. Webquests and I-Searches are ideal vehicles to meaningful learning.

The next step is to apply what I have learned into my teaching, to continue my informal action research and to improve as an educator until I retire (only about 20 more years!).

Effective Online Teaching & Moderation

With the explosion of online courses available in many areas and the integration of technology into public schools, teachers need to learn how to be effective moderators. As much as we would like to sit back and let the technology do its thing, we know that teachers are required to facilitate and actively become part of the experience. As noted by the University of Illinois,

"This requires changes in pedagogy, with instructors taking the role of facilitators of information while guiding students toward solutions. In order for online learning to be successful, teachers as well as learners must take on new roles in the teaching-learning relationship, and faculty must be willing to release control of learning to the students." (2008)

An ideal teacher moderators would:

• clearly define their role initially so students would know what to expect and what the moderator would and would not be doing.
  
• guide students when they need it so they do not stray too far off topic
  
• allow peers to have a chance to discuss topics and answer questions before jumping in so that it is more of a learner controlled environment
  
• set the pace for learning so students don't get too far behind
  

Students would need to know what is expected and when assignments are due. The expectations could be in a rubric or in point form but they should be clear and concise but not overly restrictive. The assignment deadlines should be in an easily accessible area and the details of the assignments should be easy to understand and give as much information as possible.
Learners can become frustrated by moderators who do not check in regularly and are not prompt to answer questions. They should be ready to jump into discussions that are not constructive. They should also offer constructive criticism and guidance on a regular basis.

No moderator will be ideal but teachers should take the above suggestions into consideration and work toward the goal of improving online teaching through experience. Try, observe, revise, try again.

Our Environmental I-Search Webpage

We have chosen freewebs.com to host our site. It does contain some advertising but it is simple, clean, has many options and best of all - it's free. As I discussed previously-we chose to do an I-Search learning resource involving local environmental concerns. Our site is located here www.freewebs.com/isearchenvironmental.

The process of building this site was time consuming but we have developed a learning resource that we can now apply in our classrooms. We wanted a resource that all of us could use - even though we teach different grades. The site was designed mainly for high school students but it could easily be modified for middle or elementary school. Our site provides several resource links and help pages to the students. They have many options in this assignment so they may work to their strengths and create a presentation that they are proud of. The assessment rubrics are displayed so they know what is expected.

I'm sure our resource is not perfect. As in most teaching situations, it must be tried, observed and revised to best fit the needs of the students. As teachers, we must be flexible to this type of change and realize that learning activities are not only for students but opportunities for teachers to grow as effective educators.

My First Classroom Blog Experience

Last Fall I forayed into the classroom blogging experience with my lower level environmental science class, you can find it here sshsenvscience.blogspot.com. I was doing a study to see if blogging had an effect on literacy. I really didn't know what to expect and some results were surprising. The students preferred blogging to pen and paper but their writing only improved marginally over the five required entries.
The assignment involved reading about an environmental issue online and developing an opinion to be published on a blog. They then commented on a couple of their peers blogs. I chimed in a few times in my blog and commented on several on the student's blogs.
The main conclusions I drew from the study were as follows:

• the short time frame was not enough to show conclusive evidence of improved verbal literacy
  
• the students learned how to blog effectively and increased their digital literacy


• students preferred blogging to traditional assignments


• the global posting of their entries caused them to put more effort into the assignments as they knew others would be reading it


• they did not enjoy commenting on others' blogs


• they did not like the research aspect of the assignment


• they would have preferred more choice in the topics


• they became more aware of environmental issues

In short, they had to read and write quite a bit and that can't hurt their verbal literacy. They were actively involved in researching and publishing a creative work using technology- constructivist principles galore! They learned content from the experience through online research and discussion. This graph shows their attitudes toward blogging:

And their perceptions on their learning:

Next time I will allow more choice in the assignments. I think the students will write with more passion with more choice. I inherently improved my blogging skills and will apply my learning the next time I try it.

Blogging is a worthwhile educational exercise and a medium that will grow quickly in the field.

The Freedom of Choice

As technology creeps into schools, many students are more aware of its newest functions than teachers are. Multiple intelligence theory upholds much of what most of us already know - we all have strengths and weaknesses in the ways we learn. Knowing this, we should be sure to give students more choice in how they complete and present projects and assignments.
Does a persuasive essay require it to be written? Why not a video, podcast or blog? Science labs could be done on PowerPoint and show more visual detail. The apparatus could be a digitally labeled picture and the procedure could actually be recorded. It would definitely be easier to repeat an experiment using the applications above then it would be if done on paper.
In order to allow more choice, teachers must be clear in the way they will assess the project. It is important that the process is assessed on an ongoing basis as well as the final product. Students need to be aware of the assessment categories - this can be done easily using rubrics (see here for a free rubric building site).
In my opinion, more choice leads to increased student motivation and, in the end, projects that are more meaningful to the student.

The Winds of Change

As I read Tom Branch's article, I found myself wondering if and how I have changed as an educator. I am not that old (37), but I do remember getting color overheads for my chemistry class and being utterly thrilled! Technology advances faster than ever, so how do we keep up?

We can't count on the education system to keep up. The levels of bureaucracy that changes must go through make it next to impossible to make any major changes quickly. We will likely always be behind as far as resources are concerned. Does that mean we should just forget it then? Absolutely not.

We can use what we have to promote higher-order thinking skills and deeper, more meaningful learning. I have tried many technology-based lessons such as webquests, blogs, PowerPoint presentations, etc. Admittedly, some fail desperately but those that are successful are empowering to the students and me.

I don't think that the teaching profession should be completely overhauled and converted to a classroom where all students have a computer and learn independently. Sometimes they need a teacher, whether it is for a demonstration or a better way of explaining things. Good teachers know how to get through to learners. Technology should be used to enhance learning but traditional teaching methods still have their place - as they have for millennia.

Developing our Webpage

The arduous task of developing our site has started. We discussed why we need a website and what to include. We want the site to be a "home base" for students on their I-Search journey to provide guidance and support when needed.



We mapped out the essential of the site.

• a home page briefly describing the contents


• a page to describe what an I-Search is and where it came from


• a blog for students to chart their progress


• resources to aid in their presentation (PowerPoint, podcasting, concept mapping, etc.)


• a rubric that will be used to assess their project


• a reference section

We used some tips from How to Build a Website and selected the freewebs online site to host our page. Next, we have to figure out what to put in each section.