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I believe that it will be a joint effort between students, parents and teachers to ensure students are engaged with their work. I think creating a learning environment that is relevant and ensuring that you have a connection with your students will also help achieve engagement.
- Clara

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Q: What are some of the educational technologies that you have researched or used? How do they support distributed and open learning? 

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Q: What are some of the educational technologies that you have researched or used? How do they support distributed and open learning? 

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- Clara

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Q: How can we encourage building connections with students in an open and distributed learning context? 

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Q: How can we encourage building connections with students in an open and distributed learning context? 

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- Clara

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Q: How do think that COVID19 has "fast-tracked" open and distributed online learning? How were we underprepared?

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Q: How do think that COVID19 has "fast-tracked" open and distributed online learning? How were we underprepared?

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-Teya

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Experiences during remote learning inspire a teacher to reconsider-and refresh-her curriculum for the fall.

Brian Stauffer / The iSpot

Our last day of the school year, three months and a week after we went virtual, brought a strange sadness. After the whirlwind and stress of the last few months, the end felt like a slow exhale instead of a bang-or, as a student said, one of those balloons that float to the ceiling outside your grasp and then slowly deflate on their own. At the end of class, we waved goodbye and said, "Thanks," and then one by one, my high school students clicked off, leaving me staring at my own face on the screen.

Things moved so quickly since mid-March that it's been hard to stop and let everything sink in. When I got the results of my first Covid test back negative, it was a poignant reminder that other people in my community-people I know-have not been as lucky. Some have died. As I write this, for the first quiet moment in a while, I have time to feel deeply sad for them.

I imagine it will take a while for teachers, staff, and students to have enough quiet moments to come to terms with all we have experienced (if we ever do), as Covid-19 spikes and virtual learning stretches on. But at the same time, many of us have also found new ways to be flexible, connect, and grapple with the world around us that we might have avoided or skipped over before. Some of these changes or insights I hope to take with me into this coming school year, whatever that may look like.

Creating Time for Civic Engagement

While we were learning from home, we were also alert to events outside our school that prompted students and teachers to engage in a deeper way than the previous flow of the school day provided. The large (masked) gatherings to protest the death of George Floyd and centuries of institutionalized racism were the first time many of us left our homes in New Jersey.

While students and teachers discuss race and equity openly at school, having regular discussions for the entire school had been challenging before, due to our bell schedule, which has no common lunches, along with students' extracurricular commitments to clubs and teams. Now, we all had time, and our school's Diversity Alliance club (of which I am a co-advisor) held three open discussions, initiated and led by students. Many students started their own online fundraisers for Covid-19 first responders, and others launched online actions to support Black Lives Matter.

After these experiences, I'm left wondering in what ways the "normal" school day prevents civic engagement and deeper contemplation that help students connect school learning with real life rather than conduct simulations of it in model congresses.

Raising Self-Awareness

A project unique to this time was a "Covid Journal," in which students tracked the news and their responses to it in an electronic or paper journal. About a month into the project, students asked if they could stop responding to the news and just write, and their entries became more personal.

Reflecting on their journals at the end of the trimester, students said that they noticed a shift in themselves from the initial shock and uncertainty to feelings of resignation or acceptance of their quarantined lives. As the months passed, their journals also became less tethered to the outside world and showed that time had taken on an elastic quality, stretching endlessly in some days or hours, contracting quickly in others. By the end of the project, many noted how their mental well-being coincided with their attention to breaking news, which seemed like a lesson they would take with them.

In recent years, journaling and writing about feelings as a classroom writing strategy has fallen out of favor in the schools I've taught in, with focus instead on close reading of challenging texts. But journaling coupled with reflection-especially during times of historic crisis-showed me that this activity can support complexity and has a long tradition for good reason. I plan to continue it next year.

Refresh Your Teaching

After debate among our staff about the merits of synchronous versus asynchronous instruction, I turned the question to my classes in a Google Form, asking about what they preferred. They said they liked synchronous online nonvideo instruction, such as simultaneously chatting and answering broad questions in small-group Google Docs, but were most engaged during video discussions. I ended up balancing both of these every week.

Teaching remotely also made me look at my own content with fresh eyes. After contemplating whether or not to read One Flew Over the Cuckoo's Nest with my freshmen this year, I decided to stick with the book and instead change how I taught it. I recorded myself giving a mini-lesson focused on sexism in the 1950s and 1960s, used ads and photos from the time as visuals, and then foregrounded the problems in a way that students could linger with and use later in short papers. I also paired the text with a chapter from Tommy Orange's There There.

Amid the push for student-driven learning in past years, I have shied away from the stand-and-deliver lecture, but the success of my 15-minute lesson made me realize that more traditional teaching styles still have merit. A few students cited teacher mini-lectures as a driver of learning this year, and There There became a favorite text for a handful. The experience reminded me to reevaluate assumptions to uncover better approaches and to give students the opportunity to weigh in on how they prefer to learn.

Deliberate Connections

In the classroom, I tend to be less of an emotive hugs-and-high-fives teacher and more of a let's-get-to-work-now kind of teacher. Yet teaching remotely provided a new opportunity to focus on how to carve out time for social and emotional activities with each class in the absence of face-to-face connections. Early on, my students took attendance online by rating their mood, and when our district started allowing us to use video classes, I also checked in by sharing online puzzles to start class or putting students in Zoom breakout rooms with several classmates at random.

Unpredictably, the structure of virtual school gave us more time to talk about connections in our lives and the structures that shape them, which created new affinities among us. Before the final week of school, I met my departing homeroom of seniors over Zoom, and we talked about their plans, their favorite shows, their jobs. My son joined briefly to talk about a recent Avator obsession; our class felt almost like a family. As we move into what is likely a hybrid learning model this fall and can't check in as easily by noticing a facial expression or posture, I realize that the success of learning depends on consciously building in opportunities for connection, particularly when showing up is literally rolling out of bed and clicking a post.

Whether we are in physical, virtual, or hybrid classes this fall, I plan to be intentionally connecting with students and to the world even more. We have all been through (at least) two major historical ruptures together: a pandemic and a reckoning on racial inequality. To talk about one without the other implies that they are unrelated. But both the racial disparities in Covid-19 deaths and the protests and rallies for racial justice reveal that access to basic privileges-to be healthy, to live-remains unequal. Students realize this, and schools can support young people to go into the world with greater understanding of structures that shape us, not keep them from it.

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Experiences during remote learning inspire a teacher to reconsider-and refresh-her curriculum for the fall. Brian Stauffer / The iSpot Our last day of the school year, three months and a week after we went virtual, brought a strange sadness.

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Q: Do you think the educational system will continue in an inquiry and open based learning or act as a pendulum and become more conservative in the future?

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Q: Do you think the educational system will continue in an inquiry and open based learning or act as a pendulum and become more conservative in the future?

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-Lauren

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For those teachers who have been in the field of education for a while, we often feel that the pendulum in the larger world of education is swinging back and forth all the time. For a few years we will head in one direction, and then for the next few years we will head back in another direction.

Why do they feel this way? There are a number of reasons for it-some are simple, while others are more complex. Here are a few:

There are multiple reasons beyond these, but I feel it is clear that this is a substantial issue in education. This change fatigue can lead to burnout and other issues for teachers. Here are some of the downfalls to the swinging pendulum:

This is one of the hardest experiences for teachers. They Many of the beliefs teachers hold come from experience, so when something changes and is "new," it may not align with their experience. know something isn't the best for their students, and are being pushed to do something contrary because someone "above them" thinks it is better. Those "above them" could be government officials or administrators. These situations can add to the feeling of bring burnt out.

So, what can teachers or principals do to fight this effect and feel more in control? For some of these situations, they may be out of your control. Focus on the areas where change is possible. Voting and advocating in a professional organization can be appropriate tools to combat this. In the other situations, teachers need to embrace teacher leadership opportunities in their schools. Become part of the "above them" group! The teachers should be the leaders of change and the advocates for curriculum-even more so than district-level leaders. This can make for a much more stable pendulum and productive educational setting.
Looking for other educators to connect with? Consider joining our online educator community, MimioConnect™.

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We often feel that the pendulum in the larger world of education is swinging back and forth all the time. Why do they feel this way? There are a number of reasons for it-some are simple, while others are more complex. Here are a few and how to feel more in control.

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Q: I am wondering what types of assessment are the most effective when it comes to open and distributed learning in K-12 classrooms?
Q: I am wondering what types of assessment are the most effective when it comes to open and distributed learning in K-12 classrooms? 
- Carly 

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Q: I am wondering what types of assessment are the most effective when it comes to open and distributed learning in K-12 classrooms? 

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Q: I am wondering what types of assessment are the most effective when it comes to open and distributed learning in K-12 classrooms? 

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- Carly

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Q: How can we encourage the use of open and distributed learning in Kindergarten/Grade 1 classrooms? With the use of digital tools?Especially since some schools only begin students to begin to learn on computers in Grade 1. How do we engage these young students in collaboration in open learning? 

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Q: How can we encourage the use of open and distributed learning in Kindergarten/Grade 1 classrooms? With the use of digital tools?Especially since some schools only begin students to begin to learn on computers in Grade 1. How do we engage these young students in collaboration in open learning? 

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- Kate

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A: How can I support students at home who do not have the resources to access online learning?

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A: How can I support students at home who do not have the resources to access online learning?

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In response to Erin's question "how I can support students at home who do not have the resources to access online learning", I think it is important to remember that schools want to support all students to the best of their ability. I think during this current pandemic, some students may not have access to a computer or IPad at home. In this case, the teacher could reach out to the principle and ask if a student may be able to borrow a device from a class set at the school. If a child does not have access to the internet at home, the teacher could pre-download activities and allow students to work asynchronously at home. If students do have concerns, maybe offer phone calls as a way of communication instead. In our interconnected world, there are so many possibilities it just takes some creative thinking to find the best solution!
- Heather

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Q: How might we support students who have learning designations in an online setting who may not be able to work independently in an online setting? What are some tools that teachers have used to work with those students, especially throughout the pandemic?

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Q: How might we support students who have learning designations in an online setting who may not be able to work independently in an online setting? What are some tools that teachers have used to work with those students, especially throughout the pandemic?

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- Heather

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Q:  How might we build authentic and strong connections with students  that we have never met before through an online learning setting?

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Q:  How might we build authentic and strong connections with students  that we have never met before through an online learning setting?

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- Sarah

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A: Teaching social skills to young learners in an online/often individual learning setting?  Create google docs that are image based and require annotation - Voice threads, podcasting - giving each other feedback - Having one synchronous time for small groups (teacher facilitated) OR  Asking for parent volunteers to help facilitate synch online sessions. Online activities which focus on building or contributing to something OR problem solving - Teachers designing fro asynchronous activities (which can be explained through text, video or podcast) that encourage students to complete tasks together (scavenger hunts). This post describes some interactive practices: https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom This post expands on these "Making thinking visible" strategies: https://arpdcresources.ca/consortia/thinking-strategies/

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A: Teaching social skills to young learners in an online/often individual learning setting?  Create google docs that are image based and require annotation - Voice threads, podcasting - giving each other feedback - Having one synchronous time for small groups (teacher facilitated) OR  Asking for parent volunteers to help facilitate synch online sessions. Online activities which focus on building or contributing to something OR problem solving - Teachers designing fro asynchronous activities (which can be explained through text, video or podcast) that encourage students to complete tasks together (scavenger hunts). This post describes some interactive practices: https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom This post expands on these "Making thinking visible" strategies: https://arpdcresources.ca/consortia/thinking-strategies/

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This is a personal response, but I can't stress enough the importance of face-to-face interactions (even if they are not face-to-face). Zoom calls that are dedicated to getting to know one another builds necessary empathy for meaningful connection. Having multi-media approaches that include many different learning styles, visually stimulating resources, and interactive engagement are all also so important

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A: What if students cannot access resources? Some suggestions? Plan for activities that can be completed at home off screen, and focus on how they can document their learning - through writing (paper) images, models and multiple other forms of learning. Creating "packets" of learning is always an option... BUT a teacher can create choice boards (that can be printed out) and often learning can be documented more easily through pictures - than in online LMS. ePortfolios (or portfolios at home) are also a good way to collect and document learning. 

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A: What if students cannot access resources? Some suggestions? Plan for activities that can be completed at home off screen, and focus on how they can document their learning - through writing (paper) images, models and multiple other forms of learning. Creating "packets" of learning is always an option... BUT a teacher can create choice boards (that can be printed out) and often learning can be documented more easily through pictures - than in online LMS. ePortfolios (or portfolios at home) are also a good way to collect and document learning. 

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Q: How do we teach the  necessary social skills to young learners in an online/often individual learning setting? -Lauren M

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Q: How do we teach the  necessary social skills to young learners in an online/often individual learning setting? -Lauren M

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My mom is an EA at an elementary school in the states. Through the Covid process she has been doing some individual meetings with a few of her regular students. This was requested by the teacher. There was some guidance by the teacher but it was ultimately up to her to figure out how to best utilize the 30 minute window to help teach math skills and sometimes help work through the leaners' math workbooks. I think EAs are such a valuable resource to both teachers and students, but how they are integrated into online learning is still in question.
-Lauren M

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Q: How can you insure the engagement  of young learners in an online setting? I think it is hard to guarantee young students' attendance and engagement in this type of setting.  Is it up to the parents to help guide students in their asynchronous activities and set up synchronous meetings?
- Alexa M

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Q: How can I support students at home who do not have the resources to access online learning?

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Q: How can I support students at home who do not have the resources to access online learning?

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- Erin

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Yes, online vs in person has similarities such as learning goals and methods (social collaboration, critical thinking, literacy, curricular goals etc). However, in person deals with 20-40+ humans (or hundreds in Uni) often in one space/room at the same time, so the concept of classroom management is integral and the development of relationships. You must lead and facilitate humans in one spot at the same time for extended times which entails classroom environment (seating, arrangement of furniture etc). You have to plan entire full days of learning often schedule restricted. You have to deal with real time moments, and often there is not enough time to help everyone that one prefers. I argue online is easier for "human management & organization" versus strictly asynchronous. You don't get breaks as a teacher in real person, it is go go go until lunch (if you are a good teacher that doesn't sit at your desk all day) but even then you often are getting work done or helping others during breaks. Whereas online you can answer emails or provide feedback at a more easier pace and work with perhaps one person in a zoom session or small groups. In person, you are always responsible for each learner in a class during allotted times. So as opposed to online where learners are at their own pace, doing group work in a classroom setting, cognitively you are still monitoring all students at the same time in a physical space. It is multitasking on many levels. One must also consider IPP learners who might need physical breaks, need to sit in a certain spot due to vision or wheelchair access. Or if a child has seizures, having a plan to support them and all the kids. Or perhaps kids are fighting or not getting along. While doing in person small group work, you are also monitoring the rest of your learners. You must be aware of each student's presence for longer time periods versus online. In my humble opinion there are similarities but there are also vast differences. @jt_alison

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Q: How can we make online learning, educational yet engaging in order for all students to feel comfortable with the learning process?

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Q: How can we make online learning, educational yet engaging in order for all students to feel comfortable with the learning process?

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- Erin

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Q: What are some effective 'icebreaker' activities/tools (other than introduction/about me posts) that can be used to support relationship building at the start of a course/school year?

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Q: What are some effective 'icebreaker' activities/tools (other than introduction/about me posts) that can be used to support relationship building at the start of a course/school year?

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- Leona

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Q5: What kinds of online learning activities are focused on behaviorism? Cognitivism ? Constructionism ? Connectivism ?

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A: IEP’s and supporting all students by being inclusive  in online environments ... although we will be going deeper into this in topic 3, I suggest that you start to follow Shelley Moore and her blog https://blogsomemoore.com/ You can be one step ahead ...

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A: Social Interaction - community Building to differentiate for each learner .... While we will be going into more details in topic 3 ( equity in online/ open learning) asynchronous collaborative activities like this Padlet, annotation activities, creating groups ( pods) and ensuring weekly group activities that are collaborative rather than competitive.... using social media & Twitter ( giving time to participate) and scaffolding by including tutorials or links to de write how to join/ use a digital tool ... switching up groups/ pods .. giving choices so students choose what is meaningful to them or how to communicate their learning ... all help differentiate learning in online enviros. Text to speech software, closed captioning  and creating/ using digital tools that support learners without making students feel different than others are also a great strategy ... the important thing to consider is that these strategies can ( and should) be offered on any classroom - any modality - not just online .... @verenanz

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How can we facilitate social interaction and community building in an online learning context while also differentiating for each learner? 

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How can we facilitate social interaction and community building in an online learning context while also differentiating for each learner? 

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- Julia

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Q: Is it different being an online teacher to being a bricks & mortar teacher? How? 

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Q: Is it different being an online teacher to being a bricks & mortar teacher? How? 

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Q: Is there any specific training you need to be an online teacher? 

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Q: Is there any specific training you need to be an online teacher? 

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A:
Training requirements will vary depending on the organization you are looking to teach with, some will even provide training. When we were forced online I took professional development classes through GOA (https://globalonlineacademy.org/).  It pays to be on top of the platforms that are being used to teach online, for example my school utilized G-suites and we found that the teachers and students that had a strong base in Google had an easier time teaching and learning online.
@n_neutzling

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GOA is a nonprofit, international learning organization that empowers high school students, teachers, and leaders to thrive in a globally networked society.

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Ask  @richmccue, the guy taught the best class I've ever taken, be it online or F2F. I attended every online activity (because I had the luxury of being able to), but have spoken to some my classmates that were unable to attend, and they had positive experiences too.
- Timm

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Welcome online PLN. Please answer the questions - and add initials or twitter handle so we know who you are? Links are really appreciated as well....

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In an online learning environment how do we  support the students diverse needs (learning styles and IEP's) and home environments? Are there specific websites and tools that anyone can think of that supports various learning abilities? I see that @verenanz mentioned a few "Text to speech software, closed captioning"... As well as what kind of supports can we offer students? Finally what would EA's look like in an online learning environment...

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In an online learning environment how do we  support the students diverse needs (learning styles and IEP's) and home environments? Are there specific websites and tools that anyone can think of that supports various learning abilities? I see that @verenanz mentioned a few "Text to speech software, closed captioning"... As well as what kind of supports can we offer students? Finally what would EA's look like in an online learning environment...

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-Brittany

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Welcome #EDCI339 Students! Create a post it - and ask your questions about Online/ Distributed/ eLearning and "Someone" will answer for you.  Can be anonymous or initials/ twitter handle