3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Artifact: Blended Learning, using Appear.in and Edmodo
Reflection
I further developed a blended learning classroom model and extended its use spring 2015. Having established an Edmodo class page as an online content supplement, adding appear.in advanced our blended learning class to a globally collaborative learning experience. Appear.in. is a web tool similar to SYYPE, and with the use of its link and email addresses we can invite quest speakers from the global community. The invitations to our digital webcam guests come from me, however students participate in the video discussions off camera. Being able to see and speak with teachers and scientists in Canada, Guam and even Australia has provided students with real world collaborative expereinces that support further their understanding of topics, such as the availability of food, differences in time zones, and even variations in the English language. Selected topics are part of classroom discussions via my computer and the appear.in link. provided to invited guests. This tool along with the use of my class Edmodo site has elevated our blended learning model.
Edmodo is an online learning platform, and an increase, fall of 2014, of student smart-phone use enabled off-campus online student participation that was not possible via off-campus online participation via computers. While the majority of my students do not have access to the internet via a computer outside of class, most students have smart phones or temporary access to a family member's smart phone. Free communication services that are now available made it possible for me to design and organize a blended classroom. My designed content component takes advantage of the Edmodo platform and a global network of teachers in areas of science content. In addition to student-to-student group discussions, student and teacher communication regarding content assignments, we now have communication reach to the global community using appear.in.
Use of Edmodo was specifically designed as a tool for student learning outside of the face-to-face class time, and I now also use Edmodo to share these learning experiences using the teacher blog tool that is available to teachers county wide. Reflecting on student progress and sharing these reflections online with classroom teachers about our learning experiences has resulted in feedback that has furthered the development of blended content. Using my iPad, smartphone, and an app to facilitate online learning, these tools allow me to frequently respond to teachers and students. Students are required to make interpretations and gain some background understanding prior to face-to-face instruction, and this understanding is also needed to participate in the classroom Web-cam discussions over appear.in. These online collaborative tools enable me to have a blended learning environment for science content and to participate in a community of teachers online.. The instructional strategies, authentic and student-lead learning, are unique for the individual student learner, and each student can build up to the needed level of understanding for higher learning experiences in science. Best pedagogy practices, such as community collaboration, along with online resources support student learning objectives and online science pedagogy.
Classroom level content learning data, pre-post-assessments, prior to the inclusion of the Edmodo component, indicated an overall gain in student learning of 10%. Since including the online supplement component the preliminary post assessments have indicated a 16% gain in student learning. More linear information is needed to determine the level of substantial impact blended learning has on student performance. Having extended the use of a blended model, I plan to explore the effectiveness of online science content learning further.
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Artifact: Blended Learning, using Appear.in and Edmodo
Reflection
I further developed a blended learning classroom model and extended its use spring 2015. Having established an Edmodo class page as an online content supplement, adding appear.in advanced our blended learning class to a globally collaborative learning experience. Appear.in. is a web tool similar to SYYPE, and with the use of its link and email addresses we can invite quest speakers from the global community. The invitations to our digital webcam guests come from me, however students participate in the video discussions off camera. Being able to see and speak with teachers and scientists in Canada, Guam and even Australia has provided students with real world collaborative expereinces that support further their understanding of topics, such as the availability of food, differences in time zones, and even variations in the English language. Selected topics are part of classroom discussions via my computer and the appear.in link. provided to invited guests. This tool along with the use of my class Edmodo site has elevated our blended learning model.
Edmodo is an online learning platform, and an increase, fall of 2014, of student smart-phone use enabled off-campus online student participation that was not possible via off-campus online participation via computers. While the majority of my students do not have access to the internet via a computer outside of class, most students have smart phones or temporary access to a family member's smart phone. Free communication services that are now available made it possible for me to design and organize a blended classroom. My designed content component takes advantage of the Edmodo platform and a global network of teachers in areas of science content. In addition to student-to-student group discussions, student and teacher communication regarding content assignments, we now have communication reach to the global community using appear.in.
Use of Edmodo was specifically designed as a tool for student learning outside of the face-to-face class time, and I now also use Edmodo to share these learning experiences using the teacher blog tool that is available to teachers county wide. Reflecting on student progress and sharing these reflections online with classroom teachers about our learning experiences has resulted in feedback that has furthered the development of blended content. Using my iPad, smartphone, and an app to facilitate online learning, these tools allow me to frequently respond to teachers and students. Students are required to make interpretations and gain some background understanding prior to face-to-face instruction, and this understanding is also needed to participate in the classroom Web-cam discussions over appear.in. These online collaborative tools enable me to have a blended learning environment for science content and to participate in a community of teachers online.. The instructional strategies, authentic and student-lead learning, are unique for the individual student learner, and each student can build up to the needed level of understanding for higher learning experiences in science. Best pedagogy practices, such as community collaboration, along with online resources support student learning objectives and online science pedagogy.
Classroom level content learning data, pre-post-assessments, prior to the inclusion of the Edmodo component, indicated an overall gain in student learning of 10%. Since including the online supplement component the preliminary post assessments have indicated a 16% gain in student learning. More linear information is needed to determine the level of substantial impact blended learning has on student performance. Having extended the use of a blended model, I plan to explore the effectiveness of online science content learning further.
