Liked Online resources | School Library Association of Victoria (slav.global2.vic.edu.au)

At this time there are many lists appearing that can help you find quality resources to support online learning in your school. We look for institutions that we know produce reliable and authentic information, and have collated some of them here in this post for ease of access.

Bookmarked Tips for preparing student work during school closures – Oz Lit Teacher Narissa Leung (ozlitteacher.com.au)
Narissa Leung discusses the need for reasonable, purposeful and sustainable learning for at home while schools are closed. She suggests planning one week work and reassessing from there. At the end of the first week to decide what to plan for the any subsequent weeks.

Teachers should assess the amount and quality of work completed by their students and use this knowledge to plan for subsequent weeks. You could make contact with students and parents to check in with the learning during the week and at the completion of the week as you see fit. Differentiation is going to be key in these uncertain times. Some students will want and need more academic focus, structure and work from us, others will want and need more emotional focus and support from us- in any way we can give it. (I despair for those kids who look forward to our hugs every day!) This will be the time to get creative and think right outside the well sanitized box!

Associated with this, Leung provides a number of things to consider, such as how you will deliver new content, expectations about your working hours and the need to be mindful that sometimes technology does not work.

Bookmarked Can we still do Project Based Learning at home? Yes we can! (Bianca Hewes)

I’m confident that collaborative learning will be able to continue effectively even if all students are isolated at home due to school closures. Why? Well, if schools are serious about project work, they will have created a culture in our schools where students and teachers value the work as reflecting that which is done in the non-school world (in industry projects, and in our personal lives like planning birthday parties). Despite many businesses already moving to working from home, many projects continue to move forward. I have no doubt that the project work already started at my school will continue when schools are finally closed.

Bianca Hewes explains how even with the disruptions of moving learning online that Project Based Learning can still continue. She provides some strategies that are already in place in her school which will support this:

  1. We have established and will maintain a structured approach to all projects.
  2. Online resources are organised according to our discover, create, share model.
  3. Our students care about the work they are doing, so they’ll keep doing it.
  4. Allocation of individual responsibilities within teams.
  5. Following the learning calendar already established at the beginning of the project.

One of my concerns with moving online is the fear that students will not have meaningful opportunities to engage with each other. I therefore wonder if team based learning is even more important in times of isolation.

In addition to Bianca and Lee’s work, Ross Cooper and Erin Murphy have shared a step-by-step guide to project based learning in a virtual world.

Bookmarked

Claire Amos shares her succinct guidelines for moving learning online.
Replied to Pivot to Online: A Student Guide (Sean Michael Morris)

This is a time to work together. In all of the above suggestions where I’ve recommended that you reach out to teachers, that you insist on certain kinds of accommodations, the key is to be kind. Take me at my word here. I’ve worked directly and indirectly with faculty on six continents, and most of them will respond to kindness. If they know you are trying your best, they will also try their best. (Some of them are reading this right now, too.) Remember that faculty are human beings who have been caught just as much by surprise by this pivot to online as you have… only many of them are not as tech- or web-savvy as you are.

Bookmarked #remotelearning- It’s Happening… (Silvia Tolisano- Langwitches Blog)

I am focusing on two lenses through which to look at learning remotely. [Of course they is so much more to consider for schools, administrators, teachers, parents and students…]

  1. Educators knowing how to teach remotely
  2. Students knowing how to learn remotely

Of course, we can simply assume and aim for our teaching and learning to stay the same as it would in our traditional face to face classrooms, but we would completely ignore the potential remote learning has to amplify learning.

We have an incredible opportunity (among the many tragedies for some and many inconveniences for others due to the virus) to dive into remote learning and jump light years ahead by conducting action research and gaining hands on experiences. Learning how to learn how to get fit for new forms of teaching and learning. It is an incredible opportunity to document these new forms of learning and collaboratively and “crowdsourcedly” (is that a new word?) redefine teaching and learning for the future.

Silvia Rosenthal Tolisano compiles all of her resources to support online / remote learning. She also followed this up with a post for younger learners. This is similar to what Kathleen Morris did with Edublogs. It is all a part of the response to schools forced to close.
Liked The Greatest and Most Flawed Experiment Ever in Online Learning (CogDogBlog)

If I was helping folks, my suggestion an strategy would be… do as little as possible online. Use online for communicating, caring, attending to people’s needs, but not really for being the “course”. Flip that stuff outside.

Liked An Emergency Guide (of sorts) to Getting This Week’s Class Online in About an Hour (or so) (EduGeek Journal)

The first step in going online is to talk with your students about what that would mean before you are forced to make the switch. Talk with them about what it takes to learn online. Have them go through your syllabus and brainstorm ideas for how to transition your objectives to online. Give them the freedom to suggest changes to objectives, or to even think of different activities to meet objectives. Ask them to talk to you privately if they don’t have Internet access at home, of they need other support services. Make sure they all have a way to check in with you (just so you know they are okay), and a back-up method or two in case the main communication method is not working well (or goes down).

Replied to ‘It would be weird to take your stocktaking work home with you.’ (Bianca Hewes)

At parent teacher interviews last week, I was asked what would happen if the school had to close or students had to self-quarantine for two weeks due to COVID-19. It was a reasonable question given…

This is a really interesting point Bianca. This feels like the unspoken aspect of ‘anywhere, anytime‘ learning. Although technology makes things such as collaboration more doable, it also blurs the line about what is expected from the profession. It was interesting reading Edublogs recent post on teaching from home. One of the examples spoke about the efforts of a ‘dedicated’ teachers as if the teachers who do not put hours into constructing video content are not dedicated.

Also on: Read Write Collect

Bookmarked Resources For Teaching Online Due To School Closures (The Edublogger)

Our guide will give you insights into how educators around the world are approaching school closures.

Thousands of teachers worldwide are currently sharing snippets of their experiences via social media or their blogs. We’ve compiled, curated, and built on some common themes and ideas to create this extensive guide.

Click on the links in the menu below to help you navigate the post. 

You’ll get ideas on:

This post also includes a range of useful graphics to help you that you’re free to use and share.

Kathleen Morris provides a number of topics and tools to consider if forced to move learning online. This includes how to structure online learning, what are some options for a learning hub, the different tools available to support learning experiences and some things to consider if moving online. The post provides a great summary of what is possible and often links out to other Edublogger posts on various applications. However, I think the post useful parts are the list of obstacles and school closure checklist at the end.

Although technology provides something of a solution to the problem at hand, I think we need to be mindful of rolling out such changes seemingly overnight. As Audrey Watters reminds, we must not forget the accessibility and privacy implications. I am concerned that once the miasma clears we will look at each other and wonder what informal agreements we have signed, especially with so many offering ’90 days free’ for those impacted by the coronavirus.

Bookmarked Millions of children across the world aren’t going to school. It’s not just their education that could suffer (CNN)

China is battling a deadly coronavirus outbreak that has killed more than 2,700 in the country alone. In a bid to stop the spread of the disease, schools across the country are closed, leaving about 180 million school-aged children in China stuck at home.

Julia Hollingsworth reports on the school closures in China and Italy and the strategies being utilised

Hong Kong-based mental health expert Odile Thiang said the loss of routine and the loss of social activity could have a big impact on children, who were also stuck inside with their parents during an already stressful time. “There’s also that general fear of contamination that people are feeling, so everything is adding up.”

“(The psychological lessons) is yet to be learned, to really see what is going to come out of this major public health experiment that we’re doing here,” she said, adding that children tend to be very resilient.

It will be interesting to see if any long term changes come out of this situation in regards to blended learning. Jennifer Bloomingdale contends that such situations are a great opportunity for remote passion-based learning, while Jennie Magiera explains how Google makes remote learning doable. However, Mike Crowley warns that there is no substitute for the human element and that all such options will only be interim measures:

If we have to, we have a contingency plan to work remotely which is shared below for all of our global colleagues who are generously sharing with us. While our campus may close, our school will not. Learning will continue. It’s a short-term, precautionary measure that we will use if we need to safeguard the wellbeing of our community. We are confident that it will work well in the short-term because of the commitment of our faculty and staff, the support of our local and international communities, and the understanding of our students and families. But we delude ourselves severely if we think we can ever substitute the human elements of learning by attempting to replicate it exclusively online.

I also wonder what impact such a disruption has for data collection? Will this provide some sort of catalyst to break with the year-based learning and move to a mastery model?

Bookmarked Using the Internet to Raise Your Children (Medium)

This isn’t a HOWTO sit your kid down in front of a computer and have them turn into a genius. There is nothing that does that, there is nothing good that doesn’t involve effort from adult caregivers. Education is a conversation between people who care for each other, an energetic passing of culture and skills between generations. It takes our full attention in the moment to do it right, and that’s valuable, even when we don’t have nearly as many moments as we’d like.

Quinn Norton reflects on learning alongside her daughter. Although this learning is ‘work’, it can be fun work, especially when it is focused on interests. She supports this by suggesting a number recommendations to spark learning. My biggest takeaway was Quinn’s point that without pauses and reflection, music, podcasts and videos is merely consumption.

Cruising media without pauses feels like learning, but it’s not. If you don’t follow up the information by interacting with it, it’s in one ear and out the other. Redundancy helps, too. If you’re trying to teach your child about elemental particles, choosing a series of YouTube videos from different sources, with pauses each time to discuss them can be great, but the choosing and the pausing, to write or discuss notes, are what makes it learning instead of passive channel surfing.

Replied to Fit2Learn: Learning How to Learn | Silvia Tolisano- Langwitches Blog (langwitches.org)

This is a potential roadmap (among many others)… a guide to getting fit to learn how to learn in (only a few weeks away from) the third decade of the 21st century and to teach and educate children who will live into the 22nd century!

This is a great provocation Silvia. I have been wondering about what changes when teachers leave the classroom and enter different roles. Clearly there are no longer children, but I think that sometimes the challenge can be to stay ‘Fit2Learn’ as you put it. I particularly like how you break learning down into the different aspects, including mental training, physical training, process, fuel, injury and events. It reminds me of Tom Whitby’s adage: “If we are to better educate our kids, we need first to better educate their educators.”
Replied to INTERTEXTrEVOLUTION by Greg McVerryGreg McVerry (jgregorymcverry.com)

So in my #edu522 we are studying connected learning and aaffinity spaces this week anyone in the #indieweb community want to hop on a quick microcast and let me ask you four questions about learning and leading the community? I need to work on a model for the class.

I am always happy to talk, but am hopeless at locking away times (unless it is for work I guess.) Can answer questions asynchronously if you wish Greg? Must admit that is why I like(d) Voxer.
Liked Don’t fear complexity by Dave White (Digital – Learning – Culture)

At my institution, the University of the Arts London, we see the value in uncertainty. In many of our courses it is important that our students are in a liminal state for much of the time within which they are not quite sure of what they know. This is a key aspect of the process of creativity and it’s also central to my reframing, or extension of, information literacy. Questioning our self, our motivations and methods, for seeking and validating information is our only chance of maintaining our agency within complexity. Not being afraid of being immersed in complexity requires understanding the value of uncertainty. This is all the more important where we receive information as an effect of our interactions. To ask how what we engage with has arrived in front of us and why we are comfortable with it (in the context of our identity and position) has to be central to what it means to critically evaluate.

To maintain the agency of our students (and ourselves) and not fall into the trap of assuming a ‘natural order’ which just so happens to be our current worldview we must reveal, not simplify, complexity. In tandem with this we must provide the critical tools to navigate complexity without denying it.

Bookmarked The webinar must die: a friendly proposal by Bryan Alexander (Bryan Alexander)

Type I webinars are a mistake in 2018, and they need to die. We can leave them behind and take our presentations and conversations to other platforms, either Type II or by flipping the webinar. Or we can re-invent, re-use, and reboot Type I. In a time where discussions are more fraught and also more needed, we should do this now.

Bryan Alexander reflects on webinars comparing the lecture style with the more interactive videoconference. He argues the lecture style must go and is better presented as an asynchronous experience on a platform like YouTube, allowing for engagement through the comments. Another possibility is to flip the lecture presentation therefore allowing the webinar to be a discussion of the various points.
Bookmarked What I would like to see in online learning in 2018: 1: a theory of classroom affordances (tonybates.ca)

Under what conditions and for what purposes is it better to learn in a face-to-face context rather than online? And when and how should they be used to complement each other when both are readily available?

Tony Bates suggests that there is research needed in regards to online learning, as well as a theory of learning. I am reminded of Richard Olsen’s post on link between research and theory. I wonder where this fits with Dron and Anderson’s Teaching Crowds and Ian Guest’s investigation into Twitter.