Category: edci339 ~ blogs

As educators, it is our responsibility to provide equal opportunities for all students and do our best to meet the needs of all students despite social, cultural, or economic backgrounds. This may seem like an evident part of teaching, but challenges may arise when moving to an online setting as we discussed in topic 2 the importance of fostering relationships. This week’s readings provide key examples of how to reach out to students and support all in meaningful and relevant contexts.

In chapter 43 of the “Handbook of Research on K-12 Blended Learning Second Edition”, Bashman et al. (2018) discuss the framework of Universal Design for Learning (UDL) which was initially developed as “an approach for ensuring the effective inclusion of students with disabilities and diverse learning needs” but now applies to all learners (p.477). One of the main focus points of UDL is “harnessing technology and instructional practices to remove barriers in curricula and across… learning environments”(Bashman et al., 2018, p.480). The UDL guidelines have been broken down into 3 main principles which help to understand the why, what, and how of learning. 

1. Multiple means of engagement refers to the “ways to support the affective state and motivational connection to learning”(Bashman et al., 2018, p.483). This may look like giving students autonomy, agency, and motivation with tasks or assignments around the classroom. 
2. Multiple means of representation refers to the“ways that we sense and perceive information “recognition” networks that occupy the posterior regions of the brain”(Bashman et al., 2018, p.483). An example of this might be adding subtitles to videos so that students who are learning English can read along. 
3. Multiple means of expression and action refers to the “ways that we organize and execute strategies and actions through executive and motor cortices that occupy the frontal lobes”(Bashman et al., 2018, p.483). A teacher can allow students to represent their learning in a different format such as a video instead of an essay. 

Check out this quick video that elaborates on some of the key components of UDL!

In the second reading, Kral and Schwab (2012) discuss the eight design principles taken into consideration when designing a learning environment. The focus of this article is on Indigenous youth in Australia and their “access to resources and a space that is conducive to the enactment of literacy practices” (Kral & Schwab, 2012, p.59). I think this is a critical aspect that Canadian educators must consider as there is a large population of Indigenous students who need a safe place to create, explore, and learn with access to proper resources and supportive teachers. This will ensure equity amongst students as designing an inclusive space can promote collaboration and connection.

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The third website looks at how online learning has impacted classrooms during the current Covid-19 pandemic. Slewyn (2020) discusses some of the problems that have arisen over the past several months with a quick adjustment to online learning. He highlights how emotionally challenging online learning can be and how “the limitless and abundant nature of digital technologies, teachers and students are finding that remote online schooling requires clear boundaries in order to be manageable” (Slewyn, 2020). It is easy to be overwhelmed by the capabilities of the internet, but in order to deliver authentic learning experiences, teachers must prioritize the emotional well-being of their students. I hope to learn more about how to teachers find a balance between synchronous and asynchronous learning opportunities in a distributed or open learning environment.

– Ms. G 🙂

Resources

[AHEAD]. (2017, November 2). What is Universal Design for Learning (UDL)? [Video]. YouTube. https://www.youtube.com/watch?v=AGQ_7K35ysA

Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from: http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19.[Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19

The evolution of the various theoretical trends in the educational system across the past decade has shaped the way in which we approach teaching and learning today.  Prior to this topic, I had studied some of the theories presented by historians, but now, I can see how their theories have changed, and apply to learners. Growing up as a student in BC, I had the opportunity to participate in some online learning, which allowed me to gain some insight into the possibilities of open education. 

In the first reading, Roberts et al. (2018) describe open educational practices as the “ability to enable educators and students to learn with and from each other through sharing and remixing the content they co-create” (p.527). The concept of distributed learning spurs from ideas proposed by historians such as John Dewey (1938) who believed “learning for all in democratic spaces and posited that it was the role of educational institutions to support and build learning experiences within these learning environments” (Roberts et al., 2018, p.528). Dewey wanted schools to be collaborative spaces for students to work, which is a critical aspect of open and distributed learning today. Moreover, the article defines open education practices as described by Butcher and Wilson-Strydom, as they highlight the 8 main principles:

1. learner-centeredness 
2. lifelong learning 
3. flexibility in learning 
4. removal of barriers to access
5. recognition of prior learning experiences and current competencies
6. learner support
7. expectations of success
8. cost-effectiveness

                                (Roberts et al., 2018, p.529)

These principles demonstrate how open learning could be used to develop distance learning. Open learning allows students to excel beyond the traditional access in a classroom and explore resources not normally accessible. With the development of technology, our ability to connect, share and support other learners can go far beyond the classroom limits. The article also identifies the four levels of sharing in Open Education:

• Macro – global level (Will I share openly?)
• Meso – community/network level (Who will I share with?)
• Micro – individual level (Who will I share as?)
• Nano – interaction level (Will I share this?)

                          (Roberts et al., 2018, p.531-532)

I think it is important for each learner to consider these levels and how much they want to share with others in an open learning context. There is a concern in schools that open learning does not comply with the FIPPA guidelines and teachers must be considerate of that. In the second article, Barbour and Labonte (2018) discuss the importance of eLearning in Canada and how provincial “ministries develop their curriculum to respect the unique geography, history and culture of their regions”(p.601). I was surprised to hear that BC has almost 70,000 students registered in online courses (Barbour & Labonte, 2018, p.606). Online learning allows students from around the country to connect helps students have equal opportunities that may not have been possible due to barriers such as location.  

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Furthermore, we learned about the four major learning theories: Behaviourism, Cognitivism, Constructivism, and Connectivism. According to Bates (2014), he states that behaviourism has an“emphasis on rewards and punishment as drivers of learning, and on pre-defined and measurable outcomes”(para 13). In regards to open and distributed learning, behaviourism does not support connectivity. The theory of cognitivism focuses on the understanding of student “thought, decision-making, emotions, and the ability to express ideas through social discourse” (Bates, 2014, para 16). This contrasts with the concept of constructivism which also values student emotions but suggests the learner “consciously strive for meaning to make sense of their environment in terms of past experience and their present state” (Bates, 2014, para 31). I would agree that one of the best forms of learning is having students reflect on their experiences and use that knowledge for the future. The final theory, connectivism, is a relatively new concept where the teacher’s role is to “provide the initial learning environment and context that brings learners together and to help learners construct their own personal learning environments” (Bates, 2014, para 40). I believe that this is the direction education is heading in, especially as educators start to value inquiry-based learning and have students be at the forefront of their learning journey. I am curious to learn more about Connectivism, and how we as educators can exemplify this type of educational system.

– Ms. G 🙂

References

Barbour, M & Labonte, R. (2018) An Overview of eLearning Organizations and Practices in Canada. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 600-616). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Bates, T.(2014). Learning Theories and Online Learning. [Blog post]. Retrieved from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/.

Roberts, V. [Verena Roberts]. (2020, July 10). Topic 2 EDCIA04 [Video]. YouTube. https://www.youtube.com/watch?v=B3Nek-T4vFw&feature=emb_logo

Roberts, V. , Blomgren, C. Ishmael, K. & Graham, L. (2018) Open Educational Practices in K-12 Online and Blended Learning Environments. In R. Ferdig & K.Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 527–544). Pittsburgh, PA: Carnegie Mellon University ETC Press.

The Audiopedia [The Audiopedia]. (2018, March 20). What is OPEN LEARNING? What does OPEN LEARNING mean? OPEN LEARNING meaning & explanation [Video]. Youtube. https://www.youtube.com/watch?v=vFoFIegEx7c

According to Dr. Barbara Brown from the University of Calgary, the foundation of a positive classroom environment is built upon positive teacher-student relationships (Zoom, July 8, 2020). Prior to this topic, I was unaware of the possibilities of fostering relationships with students through a digital platform. My only experience with online learning took place in high school where, unfortunately, there was little interaction with the teachers and it was simply up to the students to complete the work with little guidance. Since the pandemic, I have had the opportunity to learn more about online communication with students through my aunt who is a grade 3 teacher. However, the two readings we analyzed this week provided an insight into how to effectively support students and maintain healthy relationships.

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In the first article by Dikkers (2018), the author highlights the necessity of having a “social presence in an online learning environment as “social interactions within online learning environments [are] key to learning” (p.509). She discusses the three types of interactions “learner-learner, learner-instructor, learner-content” which was proposed by Moore in 1989 which focuses on higher learning environments but can be directly applied to all ages (Dickers, 2018, p.511). Understanding the types of relationships that form in the classroom allows teachers to adapt to the need of the students. The article further continues discussing the evolution of the “Social Presence Model” developed by Whiteside, Dikkers, and Lewis which outlines five aspects supporting online learning which include the following: “affective association, community cohesion, instructor involvement, interaction intensity, knowledge and experience” (p.513). By considering these five areas, teachers can provide students opportunities by fostering relationships and creating a safe digital community. 

Photo by Domenico Loia on Unsplash

In the second article by Regan and Jesse (2019), the authors look into the ethical concerns behind the use of data that is used to sort and track students. Before this article, I was completely unaware of how a computer can hold a bias against an individual and potentially discriminate against a student. The article states “there is a danger that passage of laws framed as protecting student privacy and addressing only some of the ethical concerns will give the public a false sense that there are no other ethical considerations” (Regan & Jesse, 2019, p.179). The six ethical concerns in this article are the following: “information privacy, anonymity, surveillance, autonomy, non-discrimination, and ownership of information” (Regan & Jesse, 2019, p.167). When using a digital platform, one must consider how a company uses this information. In BC schools, we must abide by FIPPA guidelines and ensure that whatever website or program we use meets the standards set out by the district. Furthermore, Regan and Jesse exemplify the importance of understanding how personalized learning is influenced by the information and data submitted by students (2019, p.168). The concerns date back to the 1950s where “student tracking… resulted in classrooms that were often divided by race, ethnicity, gender and class” (Regan & Jesse, 2019, p.168). This continues to occur through online platforms as personal learning programs may not provide an equal opportunity or support for all students. 

After reflecting on this week, I hope to learn more about the ways in which we as educators can promote a positive social presence for primary students (K-3). 

– Ms. G 🙂

References 

Garrett Dickers, A. (2018) Social Interaction in K-12 Online Learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 509-522 ). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2