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GESS March 2014

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Debbie Grieve

on 13 March 2015

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Transcript of GESS March 2014

Student Learning:
Summer School Offerings
ES, MS and HS courses since fall 2012
Content Provider Partnerships
HS Credit Available
ASB Online Academy Instructors
Live since April 2011
3 Learning Strands
Adult Learning
Professional Learning
Student Learning
About our courses:
Built on sound pedagogical frameworks
iNacol Standards to ensure the highest standards in course design and delivery
100% Online, flexible learning
1-16 weeks
Open Worldwide
No set time to log on
Instructor facilitated
Highly Interactive
Building a Global Community of Online learners
What to expect:
Diverse and unique course range
Interactive content
The latest integrated Web 2.0 tools for delivery
Teacher accessibility
Collaborative environments
A welcoming learning environment
Learners from around the world
Options for Graduate Credit
Certificate of Completion
Our Mission:

To create an effective, accessible, anytime, anywhere online learning environment that encourages collaboration and a desire to develop 21st century skills that support lifelong learning.
Adult Learning:
Digital Literacy
Online Yoga
Contemporary Courses
Elements of Digital Literacy:
Technology Basics
Collaboration Tools
Google Docs and Forms
Google Sites and Wikis
Social Technologies
LinkedIn
Twitter
Facebook
Professional Learning:
Google Apps for Teachers
Games-Based Learning Pedagogy
Digital Storytelling with Bernajean Porter
Learning with Web 2.0 Tools
Global Collaborative Projects
Gamification 101 - Are You Ready to Get Your Game On?
Creating a STEM or STEAM Curriculum
Mobile Learning for K12 Educators
Professional Learning
ASB Approved Providers:
New for the Fall 2013 Semester:
MS Scratch - Introduction to Programming
Robotics
Intro to Digital Photography
Mass Media I
Reel Reading
Intro to Digital Filmmaking
Narrative Theory - How to think about Story Telling in Really Interesting Novels
ASB Online Academy Instructors:
Designed and taught by us
ES Chinese
MS Entrepreneurship
Great Minds in Science
Computer Science
Law and Order
C++ Programming
Graphic Design
American Sign Language
MS and HS Chinese
Participation in online learning opportunities is on the rise:
No Geographic Barriers
Access to a broader spectrum of courses
Anytime, Anywhere learning
Personalized Learning Opportunities
Teaches skills that will be critical to workers in the 21st Century
Promotes ownership of learning
Open Online Learning opportunities - access to otherwise inaccessible learning opportunities
STOP!
One-third of college students are taking online courses. Are you preparing your students with the online skills they will need to be successful online learners in the future?
http://sloanconsortium.org/publications/survey/changing_course_2012
Anticipating change and updating our skills is key to continued success in the 21st Century. Online learning offers the opportunity to update your skills whilst fitting in with your schedule

http://www.nytimes.com/2012/09/22/business/to-stay-relevant-in-a-career-workers-train-nonstop.html?smid=fb-share&_r=0
oadirector@asbindia.org

www.asbacademy.org

Facebook: https://www.facebook.com/asbacademy
Twitter: https://twitter.com/ASBOnlineAcad
Exploring MOOCs - Accessible Learning for a Global Audience
Coursea
edX
Udemy
Udacity
WorldwideED
ASB Online Academy - Open Online Course
Institutional Enrollment Program (IEP)

Annual, renewable membership fee.

Program Benefits:

Customized Course Bundles with Discounts

Design custom course bundles in partnerships with our instructional team for different groups within your organization

Determine when bundled courses will be taught*

10% discount on the total price for registration of a course bundle for 5 to 9 persons (PL and AL)

20% discount on the total price for registration of a course bundle for 10 or more persons (PL and AL

10% discount on the total price for registration of a cohort of 5 or more students taking a course (Student courses)

*In partnership with content providers for student courses
Session Outcomes:
Participants will understand benefits, opportunities and challenges of offering an online learning program for an International school or audience

Participants will identify specific considerations in relation to planning an online learning program for an International School or audience

Participants will develop a shortlist of interactive, multimodal tools that can be used to increase interactivity and have a positive impact on delivery and learning outcomes across time zones
Who's Who?
Go to the Thinglink URL below:
https://www.thinglink.com/scene/447335323383365633#tlsite

Click on the image to 'tag' where you are currently based - share an image or other link (optional)

Professional Certificates:

The Art of Multimedia Communication and Digital Storytelling

Brain Friendly, TPACK Certified Learning
What's different about designing a program for an International audience?

Defining needs - like any program
Understanding your community and communities you will serve
Benefits of online learning for International Schools:
Access to course titles not offered on campus
Enrichment, Extending the curriculum
Access to a wider range of AP courses - college preparation
Online ACT/SAT Practice
World Languages - supplemental and to support transitions between locations or to home countries
Learner centered teaching and learning
Providing the opportunity to design/adapt courses for cultural differences
Opportunities to collaborate with a globally based learning community
Opportunities to continue courses during transition
Challenges for International Schools/Global Audiences:
Working with Content Providers
Sharing an understanding of International schools:
Schedules, Term Dates, Holidays
Cultures
Course Design/Accessibility
Text
Interactivity
Live/synchronous sessions - Timezones
Language
Image Courtesy of: http://www.clker.com/cliparts/0/7/2/0/12284167491147406831maidis_world_globe.svg.med.png
Cont'd
Resources:
Format - Online?
Shipping
Language
Tools and Technology
Availability - location limitations
References and Links:

ZHANG, Zuochen; KENNY, Richard. Learning in an online distance education course: Experiences of three international students. The International Review of Research in Open and Distance Learning, [S.l.], v. 11, n. 1, p. 17-36, feb. 2010. ISSN 1492-3831. Available at: <http://www.irrodl.org/index.php/irrodl/article/view/775/1481>. Date accessed: 17 Oct. 2013.

http://www.nytimes.com/2012/09/22/business/to-stay-relevant-in-a-career-workers-train-nonstop.html?smid=fb-share&_r=0

http://sloanconsortium.org/publications/survey/changing_course_2012

Resources:

· October 2011, VERSION 2, National Standards for Quality Online Courses - https://www.inacol.org/research/nationalstandards/iNACOL_CourseStandards_2011.pdf

· October 2011, VERSION 2, National Standards for Quality Online Teaching - https://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf

· http://voicethread.com/

· http://www.proprofs.com/

· http://www.haikulearning.com/

· http://padlet.com/account/walls

· http://www.slideshare.net/

· https://present.me/

· https://soundcloud.com/

· www.diigo.com

Lessons Learned:
Course Design Critical
High levels of interactivity- BUT!
Consider cultural differences on pedagogical approach
Cultural sensitivity
Avoid specific cultural references
Accessibility
Determine the best language - research alternatives
Actively and timely management of asynchronous discussions vital
Ensure all required resources available
Web-Based where possible - e-books
Have alternatives on hand in case of location limitations
Asynchronous
Provide recordings of any 'Live' sessions
Zang and Kenny's (2010) research informs us than non-native English speakers require considerably more time to process readings and postings and to make postings themselves. They recommend:
Course Designers be aware of the needs and expectations of international students
Course design should combine the design principles from both traditional and constructivism theories
Lessons Learned:
Support for Online Teachers
Coaching
Resources
Mentors
Course Review
Forums for sharing and reflection - Develop a 'Community of Practice'
Developing an understanding of International Participants' needs
iNacol Design and Delivery standards
Evaluations - Participant and Teacher
Socializing in the online environment:
Zang and Kenny's (2010) study also found that:
Delays in responses to asynchronous discussions for non-native English speakers, added to their sense of apprehension about their own ability to contribute in a meaningful way - some demonstrated concern that their posting may have been offensive or that they did not express themselves clearly
Cultural education expectations may impact how a student reacts to a more constructivist course design. International students expectations of a course may be more focused on mastery of content and high test scores and less familiar or comfortable with a course designed around more Western pedagogical theories.
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