Innovative Online Learning
5103G Innovative Online Learning
Ontario Tech University - Instructor: Dr Rob Power - Fall 2024
Assignment 5: Reflective Blogging
This page of my website is dedicated to reflective responses on a variety of online learning formats as presented by small groups in this course. This course provides an opportunity to learn about and explore new innovative ways to learn and teach online as well as an opportunity to critically examine the benefits and challenges associated with each topic in digital learning.
Sept 23 Presentation
Online Course Formats and Technologies
Online course formats offer access to personal and professional educational opportunities regardless of geographic location, age, work constraints or family commitments. Although online options have been available, Covid made online learning alternatives main stream for the general population. Four models of course formats were discussed; synchronous, asynchronous, blended and MOOC. Each format can meet specific needs of learners in a unique learning environment.
Online Learning Formats
1. Synchronous, Asynchronous and Hybrid Learning
Synchronous learning happens in real time with an online instructor leading instruction through platforms like Zoom or Google Meet. Asynchronous learning is self directed learning through modules of instruction on an online platform like D2L. While synchronous learning promotes student engagement and community building, asynchronous learning allows for flexibility in time management as students work at their own pace. A Hybrid learning opportunity would combine these two formats. Regardless of your choices, the benefits of access and accessibility can improve the overall level of education and stimulate intellectual curiosity in the population.
2. Blended Learning
Blended Learning integrates online learning with in-person classroom sessions and off campus sites. Scheduling this format can be challenging for educational institutions, however in a professional setting like nursing a blended option is beneficial and facilitate hospital learning opportunities with online modules and classroom instruction.
3. Massive Open Online Courses (MOOCs)
Massive Open Online Courses (MOOCs) provide access to free or pay for certificate educational opportunities. Through distance learning the general public can access online structured learning modules in a variety of areas such as the arts, social sciences, or artificial intelligence at through educational institutions like Ontario Tech University or professional organizations like WHIMIS. Open access can be used by employers to certify their workers, by individuals who have a curiosity for learning or by professionals seeking to extend their career opportunities. MOOCs can respond to needs for social-cultural awareness by offering courses in Indigenous history through Coursera.org or the story of Orange Shirt Day through University of Alberta MOOCs.
The benefits of online learning platforms will continue to build and respond to the social and learning needs of our society. To be effective online learners we will need to continue to develop digital literacy skills. Schools now teach these skills as part of the curriculum and as such students and families will have more exposure to the ways of learning and interacting through online platforms. Limitations for online learning include the cost of equipment such as laptops, webcams and headphones, accessibility to internet service and user-friendly software and technology. Social policies and financial support programs can increase opportunities for all. Pikangikum First Nation has received intervention and support for internet access in this remote community.
Online Learning Formats can provide access to Education for All
Sept 23 Presentation
Online Learning and Pedagogy
Online Learning opportunities should follow sound methods and practice of teaching. As such, the instructional design of in-person learning can also be used to facilitate quality educational experiences for learners online. 5 Pillars of Online Pedagogy as outlined in Archambault et al. (2022) provides framework and strategies for effective online learning.
The 5 Pillars
1. Build Relationships and Community
How can we build communities in online learning formats? There are a variety of tools and engagement methos to support community building in online classrooms. Students can provide emotional check-ins with emojis, establish groups of learners for discussions and assignments, schedule break out rooms for small group discussion, ask ice breaker questions to encourage student interaction
2. Incorporate Active Learning
What Active learning tools can promote engagement in online learning? There are a variety of way instructors can promote student participation. Google slides uses a Pear Deck extension for student responses on a lecture slide deck, quizlet and kahoot offer competitive review of key knowledge, mentimeter is a quick response format to a question, padlet offers individual or group contribution of ideas to a topic of learning, forms or quiz can assess student learning, chat bots offers a conversation format of learning, or an exit ticket can provide a final check in of key understandings in a topic area. Pace active engagement opportunities throughout class time fluctuating between shorter and longer periods of engagement.
3. Leverage Learner Agency
How can we empower students to have control over their online learning? Online learning can offer choice in topics, assessment methods and resources. We can provide visuals, graphics, audio-visual, text formats for learning. We can poll student interest and choose our roles in a group. We can recognize how our learning can be personalized to individual, family and workplace needs. We can provide learner autonomy in time, pace and control of their learning
4. Embrace Mastery Learning
How does online learning embrace Mastery Learning? Online formats can provide modules for learning with a structured approach to the process and completion of learning activities. Formative assessment can help students (and teachers) determine their depth and competency in knowledge, skills and thinking related to learning. Learning should follow the principles of Universal Design for Learning
5. Personalize the Learning Process
How can we personalize the learning process for online students? Instructors need to know their learners, their prior experiences and goals for learning. This can be done through Student Introductions, Get to Know Me forms, student profiles and conversations through open discussions, in text responses or online meetings. Customizing learning to align with students interest promotes engagement and motivation for learning. Also allowing flexibility to share the learning in ways the learner chooses from options provided in the course.
The 5 Pillars offer sound instructional strategies that can be incorporated into online learning formats to enrich the learning experience and engage learners in their own educational journey.
October 7 Presentation
Using Video in Online Classrooms
Videos are a prevalent tool in all learning environments. Videos can be used as an educational resource or for assessment and feedback. Accessibility is an important consideration when using videos. Knowledge of the WCAG Guidelines can help navigate the requirements for video.
Online Video Learning
Digital Learning and Video
There has been an increase in the use of digital learning tools for all ages and a variety of settings including post-secondary, K-12 and the workplace. Videos are the most popular format for online content, especially educational material. Different types of video technology can meet different needs. Video messaging technology can be used for meetings, either 1:1 or team, class meetings which allows individuals from different locations to meet together in an online platform. Video can also be used to record lectures providing learners the flexibility to access information on their own time, at their own pace. On demand instructional videos have been produced to teach anything from life skills to academic theories.
Using video technology
Video technology offers flexibility to reach large numbers of individuals in a variety of settings. Videos can be shared and integrated into different learning environments. Educational videos should be used in conjunction with activity-based learning. Different types of videos and video technology can support individuals at home, in the workplace, or in an academic setting. Screencast technology can assist in the delivery of material to individuals online, on screen. Instructional leads can learn how to create video or can learn how to select and integrate video in the learning environment. Video can be used to explain key concepts, summarize learning goals. Video can be used to provide training in a specific skills or facilitate practice through a tutorial. Video can be used to record lecture or meeting information that individuals can access at any time.
Examples of video technology in online learning
Videomaking - Adobe Express, Canva
Video Hosting/Sharing - Master Class, You Tube, Vimeo, Ted Talks, TedEd
Video Meeting/Conferencing - Zoom, Google Meet, Microsoft Teams
Videos for Assessment and Feedback
Assessment through student videos provides an opportunity for learners to express their learning through oral communication. The majority of communication is verbal, therefore providing an opportunity to share their learning through oral communication may be a more authentic means for assessment. Planning for video production requires higher order thinking skills to synthesize individual learning plus video can be more engaging and facilitate active learning. Videos can be produced at any time, in any location providing flexibility for the student. Also video is self-directed to the student's personal expertise, interests, and skills. The use of student video as an assessment tool builds real world skills in communication and digital literacy.
Teachers can use video to provide feedback to students. Teachers or students can schedule online office hours to meet and discuss questions related to the course or for feedback on student learning. Video can also be used to provide feedback of assignments. Meeting one to one can be challenging with the time constraints for both teachers and students during the school day, therefore teachers can use video and audio to comment directly on student work and support learners through feedback on their practice or assignments.
UDL and Video
Universal Design for Learning is an educational framework that promotes inclusivity and allows for multiple ways for students to engage, represent and express their learning. Video technology and the use of video content can follow a UDL approach. When selecting and creating video consider different interests and perspectives in the learner group. Consider barriers to learning such as disabilities and language when creating or accessing video content. Video can be integrated with other means of learning as a way to interact with and demonstrate learning. Instructional leads can be proactive in their consideration and selection of video content for the group and topic of study.
Accessibility issues in video
Providing video that is accessible to all learners creates an inclusive, equitable learning experience. Here are some considerations for video content selection or production: speaker visibility; readable text; clear audio; closed caption; transcripts; sign language interpretation; pacing; and playback speed. When creating or cataloguing video for use in education, be sure to review the content regularly to ensure information is current and relevant in today's society.
WCAG Guidelines
Web Content Accessibility Guideline (WCAG) is widely recognized as a web accessibility benchmark for accessibility and disability. Although not a law, it is referenced in human rights court cases for accessibility. Learn more by accessing the Guide to WCAG.
Video technology can be engaging and motivating to learners, flexible to student-directed learning, and can facilitate active learning.
October 7 Presentation
Creating Flipped Classrooms
The Flipped Classroom is a movement in education that uses the support of technology to provide a student-centered approach to learning. Students receive the content for learning in a video format prior to class time as independent learners, then bring that knowledge to class for activity-based learning using the content. This approach allows students to engage with material at their own pace in self-directed learning and allows teachers to facilitate active learning and provide individual instructional support in the classroom. The Flipped Classroom is one tool of many tools teachers can access to facilitate student learning.
A Flipped Classroom Approach to Learning.
Why a Flipped Classroom?
With the prevalence of video and social media in today's society, youth are accessing information through technology as a way of knowing and learning about their world. In a flipped classroom, students can use video and media to learn the foundations of knowledge for a topic independently which sets the stage for critical discussion and active learning during class time. Traditional means of lecture in class and practice at home can be both disengaging and frustrating for students. Teachers can facilitate active learning, critical thinking and can respond to individual students needs with a flipped classroom approach. The goal of the flipped classroom is to provide the instructional support in the classroom, increasing the success rates for students
How to Flip a Classroom
1. Teachers need to establish buy-in from students, parents and administration.
2. Teachers collect and organize the resources students need to set the stage for learning.
3. Teachers set guidelines and expectations for learning environment.
4. Provide any technology training required for student success.
5. Assign content for homework.
6. Students work on problems during class time.
7. Students can move through the curriculum at their own pace.
8. Peer tutoring can be used to pair students to discuss content.
Create a Flipped Video Lecture with TEDEd
There are many different formats to use to deliver content to students, however TEDEd provides an easy to follow video for teachers. In a 3-minute Teaching with Tech video, teachers learn how to create deliverable material for students.
Benefits of a Flipped Classroom Approach
In a flipped classroom learning material is readily available for students. Student can pace their learning and access the material at a time that best fits their schedule. Video can be paused and rewatched or accessed at a later date if the student is absent for any reason. The flipped classroom follows a constructivist approach to a) enable the learner to self construct knowledge and direct learning towards their own personal interests b) enable the teacher to act as a more knowledgeable other (MKO) facilitating problem-based learning, social interaction and active learning in the classroom c) allows the teachers to identify and support individual needs of the learner during learning and d) allows the student to access the material for learning throughout the learning process.
Challenges of a Flipped Classroom
Student buy in, motivation and equity are challenges to this approach. Independent learning at home requires students to use personal time, technology and internet outside of the classroom which may not be equitable or accessible for all students. Younger learners would still require the support of parents, therefore this may be more appropriate for older learners who are motivated by their studies and have the digital skills to use the technology. Teacher preparation time is also a challenge as this approach. Recording videos takes time and a level of expertise. Teachers would benefit from training to utilize the tools and methodology effectively as well as construct authentic units of study with this approach.
The Flipped Classroom is one of many tools educators can implement to support student learning.
October 21 Presentation
Game-based learning
Game-based learning is an interactive tool that promotes student engagement and social interactions in the classroom. Games can be a fun, competitive way to drive student learning and provide immediate feedback and rewards for success.
Game-based Learning (GBL)
Some challenges in the classroom today include student engagement in learning, social-emotional regulation, and higher-order thinking. Game-based learning (GBL) may be the tool teachers can use to hook students into learning and provide the means to facilitate social-emotional and cognitive development. Students are exposed to games, both online and offline, at a young age and choose games as a way to spend their leisure time. Games in education can adopt the same principles and make learning fun.
Popular Game-based Learning Tools
Teachers can choose from a variety of game-based learning tools. Here are some of the most popular games in education today. Click on the link to learn how to develop and use these games for the classroom.
1. Kahoot uses competitive quizzes to promote social learning
2. Blooket has a social interactive game that is played between questions.
3. Gimkit uses a game-show platform where students answer questions and receive currency to invest
4. Jeopardy Labs uses the Jeopardy template to build question sets.
When selecting game-based learning for the classroom, teachers need to make critical decisions regarding the value and contribution of games to student learning.
Benefits of Game-based Learning
Games can be integrated into class activity during varying points in the learning process. Games can be ice-breakers or as a launching point into learning. Games can consolidate or assess levels of knowledge by providing review and practice of big ideas in learning. Games can provide problem-based questions and allow for collaboration between teams of students. Games can offer review and practice of learned concepts in preparation for final assessments.
Games are motivating and engaging for students. If used in conjunction with other learning tools and methods of instruction, games can offer a new, rewards-based approach to interact with information.
Games can provide the scenario for social-emotional learning. During cooperative and competitive game play students must communicate with others, demonstrate self-regulation and practice social rules for interaction. Games can also facilitate team-based skills like leadership, social roles, cooperation, collaboration and active listening.
Games can provide a problem-based approach to learning. When games are structured in a way to provide questions that require critical thinking and problem-solving, students use higher order thinking skills in a fun learning environment.
Challenges of Game-based Learning
Games can be over-used and lose their novelty for learners. Teachers need to decide when games can add value to the learning experience or when games can address a social need in the classroom. Teachers should preview question banks or in designing their own banks write higher order thinking questions related to content. Some games require a subscription or payment for use which is not supported by a school budget. Teachers should be aware of age restrictions in digital learning tools. ​
Accessibility in Game-based Learning
Students require access to technology for game-based learning. The technology should support the learning needs of students including adjustable timers, screen readers, audio support and/or closed captioning. ​
Online interactive game technology can facilitate social learning.
October 28 Presentation
Using Social Media in Education
Social media refers to digital platforms that allow users to create, share, and interact with online communities. Examples include Facebook, Instagram, TikTok, Pinterest, and YouTube. Social media is widely used and most recently has been scrutinized regarding time spent online, distractibility, self-regulation, and mental health for users. Is there a place for social media in education and if so, how can these platforms support student learning and engagement?
Social Media in Education
1. Role of social media in education
Social media platforms are highly engaging for students. Students have interest and experience using and working within the platforms. Social media can also be used as a resource for learning content or skills or can be an assessment tool to communicate learning. The three Cs of social media in education are connection, communication, and collaboration. Platforms can be the medium to communicate information and can foster collaboration between peers and experts. Social media platforms can also be used to communicate with parents and families through secure, privacy controls.
2. Considerations when using social media in education
Digital media literacy is important to learn when using social media platforms. Critical thinking skills are essential to evaluate and analyze content. Students can access content outside of a teacher's control which can cause students to become distracted and off-task, access inappropriate information, or lack scrutiny to develop unbiased views or arguments. While students navigate through social media they can be exposed to fake news and clickbait therefore students need to learn about different types of misinformation and how to recognize it during scrolling. While the use of social media is high, awareness of media literacy and application of critical thinking skills lags far behind. Education needs to focus on verifying sources and credentials, identifying bias, being skeptical and fact checking.
3. Critical Issues in safety and security
Law and Policy: Social media has age restrictions for creating and accessing accounts. Anyone 13 years of age can create an account using a personal email. Some platforms have parent controls to allow parent to monitor and view access on platforms. Schools need to respect and follow family rules on the use of social media. In 2024, the Ministry of Education has implemented PPM 128 which restricts access to personal mobile devises and therefore makes the integration of social media in education challenging. Social media platforms have been used in cyber bullying and online harassments making educators weigh the benefits of social media against the rising incidence of harm.
4. Lesson Plans using social media
Use TikTok to create a video on kitchen safety
Use Pinterest to create a vision board
Use YouTube to find demonstrations and resources for a science experiment
Use LinkedIn to explore career options and skills
​
Current policies and procedures regarding the use of mobile devises in the classroom will limit the use of social media for student learning and student engagement in the classroom. As a communication tool to promote school programming and to share information with parents, social media will continue to be used to bridge home and school communication.
Education will need to weigh the pros and cons of social media as a tool for learning.
October 28 Presentation
Leveraging Social Media for Learning
Social media platforms can change how we connect, communicate and access resources to create a dynamic learning environment. Online communities like #BookTok offer a way to connect with others and share similar interests. Managing social media use can be a challenge. Students need to be taught the skills of digital literacy and learn how to think critically about the information they receive. Moderating media use, privacy concerns and knowledge of trauma exposure are some considerations for teachers in the classroom.
Leveraging Social Media for Learning
1. Five Pillars of Online Pedagogy
Building relationships and community: Social media platforms can provide an opportunity to connect with others and build online communities. Individuals build a relationship with online personalities and subscribe or follow the content thus connecting with others having a shared interest in the topic. Using hashtags is a way to control and access posts. Online communities like #BookTok provide an online Book Club where individuals can read and share ideas on literature.
Incorporate active learning: Students can use social media to communicate and share their learning. Selecting and navigating through social media requires thinking and decision-making to guide learners to resources for learning. Students can actively create and share their learning through video content in TikTok or share ideas on vision boards in Pinterest.
Leverage learner agency: Students have the feeling of ownership and control over their learning. Using social media platforms are engaging and authentic to students who already participate as a bystander in online platforms. Creating, contributing and interacting in social media boosts self esteem and confidence in students. Through engagement and interaction in social media students learn to have a voice, a choice in their learning and take responsibility for online behaviour.
Embrace mastery learning: Social media provides the medium for instruction on responsible online learning and social interaction. Considering its popularity and the time spent interacting on social media platforms, learning how it works, how to successfully interact and navigate through platforms, and learning how to think critically about information are all important skills to learn and practice to mastery.
Personalize the learning process: Social media allows students to customize their learning towards their strengths, needs, skills and interests. Social media is an opportunity to differentiate instruction and promote engagement in the learning process. Students generates ideas and questions about their world through exposure to social media, fostering an interest to seek out, clarify and create new knowledge formation. Students can share their learning and thinking from social media platforms.
2. TikTok in Education
TikTok is a frequently downloaded social media app, popular with adolescents and young adults. This user friendly platform generated interest through its unique way of communicating messages through dance and short messages. TikTok has gained credibility through its expansion into various learning communities using experts to create, communicate and share information. TikTok has been used to teach Medicine and Health, English and Language Arts, STEM, Fine Arts, and Cooking. It has also formed online communities in Book Clubs through #BookTok. Educators also share teaching and learning strategies through TikTok. TikTok launched #LearnOnTikTok and partnered with organizations like the Smithsonian and The National Ballet as well as educational institutions to promote itself as a unique, personalized tool for communication and sharing information.
3. Supporting Students' Use of Social Media
Social media users can be exposed to content that is triggering which may cause psychological or physiological distress. Teachers should be aware of the risk of trauma exposure on social media, the signs of trauma and adopt trauma informed practices. Exposure to trauma can cause disengagement and anxiety. Behaviours associated with trauma expose include extreme shyness, difficulty engaging with others, difficulties managing emotions, difficulty focusing, lack of safety awareness, missed deadlines, poor academic performance, apathy, perfectionism and aggression. Tips to support students include lessons of digital literacy, previewing social media platforms, discuss trigger warnings, demonstrate how to report inappropriate content, create hashtags for student work, and recognize the signs of trauma. Having an awareness of how social media platforms work and the algorithms used to direct content as well as privacy laws will help educators support students safe use of social media.
​Educators can play a role in leveraging social media for learning.
November 11 Presentation
Alternative Learning Spaces (ALS)
Alternative learning spaces (ALS) offer access to alternative learning environments either in the physical space or infrastructure in schools or through virtual learning experiences. ALS can be a modified classroom environment like a Learning Studio or an online based experience like a virtual tour. These spaces for learning are designed to be flexible, creative and interactive environments that facilitate student-centered, problem-based learning. Stakeholders in education including teachers, students and parents can benefit from alternative learning spaces.
Alternative Learning Spaces
1. Physical Spaces and Infrastructure
Schools are modernizing their existing learning spaces to foster active learning and collaboration. These spaces are designed by teachers to support a fundamental shift in education towards personalized learning. Libraries and media centers can be adapted into a Learning Commons space where students can experiment, practice, and play using a problem-based approach to learning. Open space and adaptive furniture as well as stages for performance provide a flexible approach to learning. Flex Labs can integrate art, music and science in an adaptable space that can meet the needs of students and teachers in active learning. Learning Studios allow spaces to be combined or divided in unique ways. The Active Learning room can provide an open space for movement and group activity.
Considerations: Adaptations in physical spaces requires that teachers work collaboratively with each other to accommodate the learning needs of different groups of students. Teachers need to know their students to tailor the learning around their interests and needs. The money required to modify spaces and buy adaptive furniture could be a challenge for many schools. Students with exceptionalities may thrive in this environment or may become overstimulated by the noise and activity in learning. Students supports for self regulation and emotional learning may be necessary. Students in high school would benefit from modified Technology spaces for STEM and STEAM opportunities for learning especially with the newly required grade 9 technology course for graduation.
2. Virtual Learning Experiences
Schools can bring learning into the classroom through virtual experiences. Students can travel the world, visit museums, watch demonstrations or participate in learning directed by experts in their field. Virtual learning can bring culture and opportunities that would otherwise be inaccessible. Many UNESCO World Heritage sites and protected language, cultural activities and craftmanship can be experienced through virtual learning environments. Connected North manages the distribution and delivery of experiential learning to northern and remote areas of the province.
Opportunities for Learning
Visit the Canadian Museum of History
Participate in a human anatomy lab
Sign up for virtual learning experiences through Connected North
There are many opportunities for virtual session. Some are accessible at no cost while others require payment for admission.
Supporting Accessibility and Learning in Alternative Learning Spaces
Accessibility to experiential learning can be facilitated through alternative learning spaces. ALS could eliminate regional, social, and economic factors that restrict student access to learning, however school boards will need to determine priorities for budget allocations and weight the benefits of virtual experiences and adaptations to infrastructure for student learning. There would need to be a commitment from teachers to share this approach to learning and work collaboratively with each other to maximize the potential for the space. Economics is also a limitations for alternative spaces. The cost of technology and equipment such as laptops, webcams and monitors, the accessibility to internet service and Board or Ministry approval for infrastructure. There would need to be significant buy-in from all stakeholders and a long term commitment to this model of learning to justify the cost and change in renovated spaces.
Alternative Learning Spaces foster personalized learning through creativity, flexibility and accessibility to learning.
November 18 Presentation
Learning Management Systems (LMS)
Learning Management Systems provide the organizational structure for communication and collaboration in learning. LMS such as Google Classroom, D2L/Brightspace, Blackboard and Canvas are some examples of platforms used in elementary, secondary and post secondary education. The attributes of Learning Management Systems are useful in Business, group management such Sports Teams, Clubs, Coaching Communities or for events like managing a Graduating Class in high school.
Learning Management Systems
1. Purpose of Learning Management Systems
Learning Management Systems (LMS) are a formal online learning space used to facilitate good learning practices and build a community of critical thinkers. An LMS provides an organization structure for learners to access information, collaborate with peers, facilitate communication and critical thinking while receiving feedback from peers and teachers.
Well designed, effective LMS systems follow the framework for Universal Design (Cast, 2024) and the 5 Pillars of Online Learning (Archambault, L., Leary, H., & Rice, K. , 2022). Functions and features of a Learning Management Systems should foster learner agency and provide multiple ways to engage, interact, act and express knowledge. LMS also support active learning, build relationships and classroom community and personalize learning. The functions and features within an LMS can either enhance or inhibit the ability of the learner to thrive in the online learning environment.
2. Examples of Learning Management Systems
The class was polled on their knowledge and experience with different LMS systems. Google Classroom and D2L/Brightspace were widely used platforms. Canvas is the LMS used by Ontario Tech University and the learning environment for this online class in Innovative Online Learning. Blackboard was used in undergraduate programs.
3. Application of LMS
In this presentation, the primary purpose of the LMS was to support an online learning environment in Education. An LMS is also used in business to manage work flow for work teams, web conferencing and communication. Groups, clubs and teams also use the LMS framework to facilitate organization and the distribution of schedules, information and resources to groups of coaches, athletes, parents, or community groups. Events like high school graduation can mage groups of people as they plan and prepare for an event like high school graduation. The potential uses for the LMS are dependent of the needs of the group and the functions and features of the different LMS.
3. LMS and online learning
Learning Managements Systems support the informal learning tools discussed in this course. Tools that support collaboration and expression of learning are incorporated into learning activities uploaded into the LMS by the instructor. The inclusion of video or web conferencing facilitates communication in groups.
3. Supporting Users in the LMS
Teachers need to feel confident using the functions and features of the Learning Management System. Technology support may be available within the educational institution itself or may be supported by the company. Google for Education is a leading resource and support for educators. Google works with teachers, to design the best system and support tools for accessibility and student learning needs. Plus, due to the wide-spread use of Google Classroom, teachers support teachers on different social media platforms in creative ways to use the LMS for student learning.
Google Classroom Resources and Support for Educators: Google for Education (website), Google for Education (YouTube), TikTok #googleclassroom
4. Accessibility in the LMS
Course materials in a Learning Management Systems need to be accessible to all learners including those with learning difficulties or disabilities. Considerations in accessibility for technology include formatting, ALT-text, closed captions, screen readers and contrasting colours. To support learners, features like voice typing, translation, focus support, reading and writing support can make learning accessible to all.
Learning Management Systems can facilitate organization, communication and collaboration in online learning.
November 25 Presentation
Artificial Intelligence
Artificial Intelligence (AI) can support teachers and students in authentic, interactive learning experiences. Teachers can use AI tools to personalizing the learning experience and promoting active learning. Students can use AI tools to support self regulation, language and communication. AI acts as a partner in both teaching and learning in AI examples like Magic School and Magic Student.
Artificial Intelligence
1. What is Artificial Intelligence
Artificial Intelligence (AI) uses advanced computer algorithms and systems that simulate human intelligence to enhance the delivery, personalization, and efficiency of educational experiences. It is rooted in statistics and supported by machine learning to generate human-like experiences called artificial intelligence. As data collection has increased, the functionality and usability of AI has been enhanced prompting the generation of numerous tools using AI technology. Integrating AI systems in education raises ethical concerns including bias, privacy and surveillance-like monitoring of behaviour. Framing the ethics of AI from both the user's and the programmer's perspective can be challenging.
2. The Role of AI in Schools
Teachers, students and administrators have a vested interest in AI and how it is used in the classroom.
Teachers examine how AI can revolutionize teaching, learning, and the transfer of knowledge using sound educational philosophies of Behaviourism, Cognitivism, Constructivism, and Connectivism. AI tools can personalize the learning experience for students and promote active learning. AI can change the daily practices of a classroom teacher by automating repetitive tasks and provide more one on one time with students. AI tools can be used in planning, differentiation, material creation, assessment and collaborative learning.
Students can use AI tools for self regulation, language support and a partner in learning. AI tools can be used to set goals, monitor progress, provide feedback, assist in planning and stimulate interest in learning. Students can also use AI tools to learn a language, improve language skills or support reading and writing skills. Chat Bots provide human-like conversational interaction for students to question, respond and communicate about learning.
Administrators in schools are primarily focused on academic integrity and data mining. Online behaviour of students, self regulation, cheating and the collection of personal data are concerns in AI use in education.
3. Challenges with Adapting AI in Education
Teachers and students require training and knowledge about AI technologies to use AI effectively in instructional practice. Teachers need to stay up to date on emerging technologies while schools should take an active role to improve AI literacy to help students and teachers fully leverage the benefits of AI in Education. Teachers need to be aware of ethical concerns around privacy related to AI including data collection, sense surveillance, and access to personal information. AI systems can exhibit bias as it tracks and responds to personal interaction with the tool.
4. AI Tools in Education
This presentation highlighted some AI tools for education. Chat GPT-4 is ideal for creative writing, data analysis and content creation. Perplexity is ideal for large data processing, analysis and reasoning tasks. Google Gemini supports workflow with Google products. Claude is ideal for legal documents, specific tests, and large data processing. Microsoft Copilot is ideal for seeking up to date information and is integrated with various Microsoft products.
5. Magic School
Magic School is fast becoming your favourite teaching partner in the classroom. With a Canadian focus and Ontario curriculum connections, Magic School can help teachers in all grade levels design lesson plans, modify level of text for students, and even support behaviour intervention. Teachers can also use Magic School as a report card generator. Magic School has recently created an AI tool for students which can support learners in assignments, tutoring, and writing feedback to name a few. Check out Magic Student and see how students can launch tools for interactive and engaging learning.
Artificial Intelligence has become a way of thinking and doing in Education.
November 25 Presentation
Boosting Student Motivation
Online learning tools can boost student motivation and make learning fun. Educators are looking for ways to engage students in active learning, provide collaborative online learning spaces, and personalize the learning environment. The creative use of online tools is one solution to this challenge. There are many different tools on the market to support learners and teachers need to make decisions about the best authentic tool for the learning outcome.
Student Motivation and Learning through Online Tools
1. Empowering Learning through Technology
Online learning tools perform a variety of functions to support learning outcomes. Tools have been designed to facilitate different educational learning theories such as; collaboration, active learning, and critical thinking as well as tools for review and practice, graphic design or gamification. Teachers are tasked with learning about and keeping up to date with all the available tools and assess their functionality in the learning environment. Whether in person or online, tools can be integrated into instruction and practice to enhance active learning and motivate students. However, an overuse of tools or tools that confound learning will frustrate students and take away from learning.
2. Online Learning Tools
There are many tools available for teachers and students to support students in an online learning environment. Slack is a virtual Kahoot and Classcraft incorporate game elements in learning. Duolingo allows students to learn and practice languages. Minecraft Education uses a variety of theme-based designs to bring learners together in a shared learning space. Scratch is an online coding tool. Students practice using coding formulas to design games. It's creative and used problem-based approached to learning. Gamification tools like Kahoot, use game design elements in online tools to engage and motivate learners. These tools use points, challenges, and leaderboards to reinforce engagement and motivation. Personalized Learning in online learning tools means specific learner needs or preferences can be met through features in requires the unique needs, preferences in online learning tools. With the number of different online tools available, how do teachers know which tool is the best for which task? Debbie Morrison (2012) devised a Five Step Strategy for Tech Integration to support teachers through their decision-making about which tools to use to support learning goals. Tools should compliment the learning and make sense in the learning process. Teachers also need to consider the cost of subscriptions, privacy, and age-appropriate tools.
3. Online Learning Community
Collaborative learning and online learning communities can be supported through online tools. Learning management systems like Google Classroom provide the learning space for students to come together to learn, collaborate and share their learning through various tools. Slack is an A.I. work management and productivity tool. A Wiki is a collaborative online learning space to share resources such as the Wiki for graduate students at Ontario Tech. Kumospace is a virtual office space for individuals to meet and discuss in a virtual workspace setting. Selecting the appropriate workspace for your group of learners depends on their age and the assigned learning task. Different tools offer different functionality and it is up to teachers to decide which tool is best.
4. Adaptive Learning
Adaptive Learning is a technology-driven educational approach that tailor's learning experiences to meet the individual needs of the students. Online tools can adjust the content, pace, and difficulty level based on the learner's performance, preferences, and interactions with the platform. Adaptive learning can target learner challenges and access for students with disabilities. The goal of adaptive learning is to personalize the learning experience to maximize student engagement and mastery of material. An example of an adaptive online learning tool is ALEKS (Assessment and LEarning in Knowledge Spaces).
5. Accessibility in Online Learning Tools
Content must be presented in a way that users can perceive the information regardless of learner strengths or limitations. Adaptive displays options, screen readers and keyboard navigation can help all learners. Users must be able to navigate and operate the interface easily. Tools should work across various devices and browsers. Online tools should not increase the cognitive load of leaners. Well chosen online tools tools are easy to use, promote high interest, and support active learning resulting in increased student engagement and motivation for learning.
Student motivation in learning can be improved through the use of online tools.