Through the use of Schoology, ubiquitous learning can be met through the use of the site as a place where this learning starts. For example, through Schoology, a teacher can set up a class for their students in which they can access the content needed for class. This occurs ubiquitously because in a sense, the site becomes the classroom through the organization of said information (classroom content). Using the examples above, teachers provide an opportunity where all students can respond equally. However, they must be wise in the questions they ask so that students have to dig deep within for answers, as well as, be engaged by the variety of activities, or information, provided.

In Schoology, teachers have the opportunity to provide a variety of sources to make students learning more active. For example, a teacher can provide an article, a video, and an image that relates and reinforces content from a specific topic in class. However, this process can eliminate the freedom students have to make this knowledge their own. In response, teachers could provide a list, or Symbaloo, of 10 sources and ask students to review three of them.

An example of this in Schoology can be similar to the example used above. Teachers have the opportunity to add text, or post links to other versions of text, and can imbed videos or images. What’s important in this is that students have the opportunity to work at their own pace and can learn using all the sources at hand versus building knowledge one source at a time.

In Schoology, we do this by simply using the site as a hub where many sources can be found in which the students can develop a diverse knowledge on the topic. We can also use the site and the grading aspect to move towards newer grading systems, like badges or Standards Based Grading, which both focus on skills learned rather than knowledge learned.

In Schoology, we can provide multiple sources or options for an activity and embed them into the site, or when can message specific students their modified activity. This then shows no difference between them and the rest of the class and once practiced, no verbal communication would be need. All students could just begin and go from there.

In order to achieve multimodality, by using Schoology, teachers can imbed a variety of sources and activities, use these sources to construct “real-world” and applicable examples, and even differentiate instruction by providing specific students with different activities. However, teachers need to find their own sources and completely construct these activities within Schoology. Sometimes, this can be overwhelming and difficult for teachers. For example, in years past, teachers could construct an activity that is focused on just one source. Today, in order to accomplish multimodality, teachers need to construct an activity that includes multiple sources. Schoology, being a “hub” that generates as a tool that simply collects activities, does not make this process easier for teachers except for being a place students can access all sources in an activity.

Publisher: 

When considering a publisher for multimodality, when can look at this quote from Smith and Kennet: “All too often, learning activities and assessments are reduced to alphabetic expressions that can be collected and counted. This holds true for teacher planning materials as well, such as in the prescribed talking points and quiz questions in annotated textbooks.” It is important that our publishers are providing opportunities for our teachers to easily access and implement multimodality opportunities.

However, Schoology does not provide specific tools within its site that could promote multimodality. For example, some online techbooks, like Discovery Education, provide texts with a variety of reading levels, and visual and audio sources that apply to said text. This tool also provides a classroom setup feature that resembles a general “hub” students can access like Schoology. Where Schoology thrives is that all forms of sources can be posted or imbedded unlike specific examples like Discovery Education.

Student: 

When referring to a student’s use of multimodality in the classroom, when can look at the concept of Synesthesia. Again while looking at Smith and Kennett, this concept can be described as “when sensory inputs (like a smell or a sound) contribute to sensation in a different sense (like a taste or an image).” In education, this can be when using audio or visuals can contribute to a reading or text. In traditional education, only one sense would typically be used. For example, a class might only read the textbook, take notes together, or look at an image or chart on a projector. Today, students, through their access to technology and accessible media, can use multiple sources, or senses, to define a topic or term. This allows them to create their own definition instead of having one universal definition.

In regards to Schoology with social presence, the students could use Schoology as a platform to discuss assignments, collaborate and compare notes from a thread their instructor creates.

Cognitive: In the readings, cognitive presence has been associated with the nature of the course and the type of assignments (The Conceptual Framework p. 58). As a special educator, this is something I work with daily, cognitive presence. Working with so many students at varying academic levels, we have to be aware of our students cognitive needs. Special education students can have disabilities in several different academic areas that affects how they work in class, which affects their cognitive functioning. In regards to eTools we have to make sure our directions/expectation are clear so that every student understands how to properly use the tools. The nature of our classes completely affects cognitive presence. We have to set our classes up for student success. How we present information as instructors is crucial in relation to cognitive presence. 

In regards to cognitive presence with Schoology, special education and general education teachers could use Schoology to share information about student performance. Teachers could also use Schoology to share student performance information with students. Information like reading level, writing level, math level (for students with disabilities). 

Teaching: The online and blended learning environment increases access and extends interaction (The Conceptual Framework p. 69). Teaching presence may be the most important of the three presences because we’re the leader of the classroom. If our presence is negative our classroom will be negative. If our presence is positive our classroom will be positive. Students want to feel like we care about them first and foremost. It can almost be seen as a coach-player relationship. A student-teacher relationship. A coach wants what’s best his/her players and teachers wants what’s best for his/her students. We believe in our students and set high standards for them. We develop lessons for their success. We ultimately want what’s best for them. Our presence as an instructor affects success daily. Our attitude as an instructor frames the entire classroom setting. With relation to eTools, we have to effective communicate our expectations to our students.

In regards to teaching presence with Schoology, a teacher can create a profile on Schoology and invite other teachers to be co-teachers. Once connected, they can discuss different aspects of their school day. Specifically, if they are on a team and see the same students the entire day, Schoology can be a great way to learn more about students from their colleagues perspective. 

We as teachers needs to be cognizant of one more type of presence, diversity. There are many students of varying backgrounds in our classes. We work with students with disabilities, students from foreign countries, students who don’t like school, students from rough home lives. We as teachers need to be aware that this may affect their academic performance and thus, affect our presence as teachers. Distance learning needs to keep those same thoughts in mind as well. 

Student-Student: Peer-to-peer interaction. Students work directly with each other. This could be in the group setting, in a lab during science class or a seminar discussion on a reading given out in class. Using Schoology, students would join their class and can discuss class projects, assignments, notes, readings and study for quizzes/tests together online using this platform. 

Student-Teacher: The student-instructor relationship. This relationship is effective for providing feedback and support to the students in class. Within Schoology, teachers have students log-in to their class through a code and the teacher can provide performance feedback, advice answer questions and leave messages.

Teacher-Teacher: Interacting with professional colleagues. Professional Learning Communities, common conference hours, classroom observations, meeting before or after school are examples of this. Utilizing Schoology, co-teachers can communicate with other, leave notes for students and links to articles for further discussion. Teachers in different classes can also communicate with each other. A teacher will need to share their classroom code with another teacher and each can access one another’s classes. Teachers can also organize their lessons with Schoology. 

Teacher-Content: This interaction is the teacher interacting with resources. Resources such as articles, journals, websites, social media, eTools. In Schoology, links can be added to the site to various online tools/resources. 

Content-Content: Interaction with electronic content such as the internet, AI or augmented reality. In Schoology, programs can interact with each to communicate and provide feedback on students for data analysis.