Global Online Academy: Online Courses for High Schools?

I read an article on the WSJ about the Global Online Academy, which my school has now become a member of. The article doesn’t debunk a trend in which researchers claim that elite private schools are resisting online learning (meaning the delivery of online courses), but it does make a valid point that online coursework amoung private schools is growing and GOA is an example.

GOA is non-profit, though there is a fee to take courses. The fees pay for basic administration, and for teachers to develop and deliver curriculum.

A little about GOA.

Students can work at their own pace, but there are deadlines that must be met. The structure is collaborative in nature, with students interacting with the teacher and each other. One teacher notes that there is still “human interaction” but that it is mediated differently. For myself, I enjoy online coursework, but I do prefer being in a room with people discussing ideas, problems and solutions. I think the online programs that require students to do on site training (such as during summers) the best of both worlds is met. In the case of teaching this is possible due to longer breaks.

What I like about the online world is meeting people living in all parts of the world. This point is made as a benefit of the program, along with other “pros”, such as an expanded choice of courses and the fact that classes are limited to 18 students. (so there can be meaningful interaction, if all participants engage each other and build a relationship) Drawbacks can be a lack of intimacy and spontaneity. (you’ll never have the situation in which you’re in class and jazzed about the topic and choose to carry over in the pub) I think the most important point, which can be said for any learning environment, is that it doesn’t work for everyone. Some kids need the four-wall structure and a teacher in the room. Online learning also benefits kids who are sick in the hospital, home as a teenage parent, or one who needs an extra course to finish school on time or early.

The article poses the question: Can it be avoided? I personally doubt it. I’m not convinced that online learning is going to replace traditional schools any time soon. There have been arguments that kids will learn at home, and schools will be places for community building activities and socialization, like fine arts and sporting activities. It’s possible, but not soon.

The article also points out the opportunities to break down cultural barriers. Yes, this is possible, but with any other form of media, it can be used for cultural conflict as well. People have access to publicize delinquent, and deliberately antagonizing material.

But all of that can be said for any kind of online learning platform. I like the potential benefits that GOA provides for students and teachers. For example, teachers who have to (or choose to) stay at home can earn money through online teaching. Students can pick up extra coursework, and possibly courses that are more attractive to their interests.

Perhaps I'm growing older, but didn't we have distance learning by paper just a decade and a half ago? 

Source Article:  Online Holdouts No More

Further reading: Elite Private Schools Unite to Offer Full-Credit Online Courses

The Story of Sugata Mitra's Experiments with Self-Teaching

An autodidact is a self-taught person. Something I love about this whole story (or experiment, rather) is that it demonstrates how intelligent kids really are. Being a teacher who has taught second language learners I have first hand experience with young people who have difficulty expressing themselves or demonstrating knowledge in a second language, but are otherwise highly intelligent people. 

Sugata Mitra is an education scientist from India. His TED talk, “New Experiments in Self-Teaching” is something all educators should study. Mitra suggests that good teachers don’t want to go in the places they are most needed (ie) impoverished communities/ countries. I have to agree with this, as a generalization. There are those teachers who love to travel and teach, but the best ones often aim for the elite schools.

The First Experiment

Mitra embedded computer touch screens into the walls of public spaces (slums, in particular) in several countries worldwide and waited for the results. (public "hole in the wall" computers) The conclusion was that children are not only keen to explore, but they also have the ability to teach themselves to use computers without guidance: when are interested, they learn. (he jokes about how an extended version of the experiment, using speech to text software, led to children having changed their accents to be understood by the program) Another interesting observation Mitra had was that over several months children retained more information when they worked at a computer, but collaboratively. One computer for four students is one of Mitra’s criteria – forcing collaboration. He concluded in his experiments that one computer for one child hinders learning. (being at a one-to-one school, I can see this, though it’s a generalization and very much context-based)

Furthering the experiment, Mitra went into classrooms, with 4 students to 1 computer, and would ask them a tough question for them to figure out. Eventually they do. One question I have, though, is what quality the collaboration is. It’s human nature to have a leader and follower, even in situations of good collaboration, and some know more than others. To be fair, I haven’t looked at data from the experiments, but how does Mitra learn about the nature of the collaboration? Was it one student that had the tech skills and / or mind to figure out the answers? When a group solves a problem we have to question how they solved it and what contribution each student made.

Self-Organized Learning Environments

Mitra also discusses SOLE - self organized learning environments. His experiments are the foundation of this idea that we can organize our learning independently. (though I’ve not read Mitra suggest this is the best form of learning, but merely one facet of how we learn) “To go further, Dr. Mitra supplements SOLE with e-mediators, or the "granny cloud" as he calls it: amateur volunteers who use Skype to help kids learn online. (source)” A recent Google Power Searching course I recently took reminds me a little of the skills needed to search effectively for answers. The skills learned are not advanced in the sense that it takes a while to learn, but the search strategies are not always intuitive.

I think I need to lean more about SOLE.

Wall Street Journal Article:

http://online.wsj.com/article/SB10001424052748704584804575645070639938954.html

Here is an example school package that outlines a SOLE program based on Mitra’s work:

http://repository.alt.ac.uk/2208/)

Mitra also has a book, Beyond the Hole in the Wall: Discover the Power of Self-Organized Learning.

Free Education for All: Reflections on Daphne Koller’s TED Talk on Coursera

Coursera  is a fee online education platform, founded by Stanford University professors Daphne Koller and Andrew Ng. These courses can be taken online and are provided in cooperation with 33 high level universities. (at the time of this publishing)

In the talk Professor Koller discusses the nature of education, technology implications, and disparity. Koller notes that many jobs need a high level of education, although many graduates with higher-level degrees can’t find work. One point that made me laugh (and think) was with regard to a professor who reaches 100,000 students with Coursera online, and that to reach as many people in a traditional environment it would take him 240 years to reach the same number of students. I appreciated the acknowledgement that it’s not only the poor who need greater access to (higher) education, but also those who are “house-bound” due to a variety of circumstances.

While watching the video, most of my concerns early on were addressed, adequately. Koller points out individuals who had courses (credits) recognized by universities, and one family in which the father/ husband landed a job based (partly?) on the Coursera work he did at hoe while his daughter was sick and housebound. She also notes how grading is done. I’m not 100% convinced that identifying the major “common” mistakes learners have and subsequently giving general feedback to all is the best method. (though better than no feedback or less-than-adequate explanations) I recently took a Google Power Searching course online. For the kind of course it was the feedback was appropriate, but for a full-on university course I would expect more. (even if it’s free)

The courses are properly segmented, so they are broken down into units just as traditional study would be. Another great point is that some cities that have several people in the same course have spawned study groups. People in some courses have actually connected at restaurants for sessions in which they support each other’s learning.

The issue of who has access to electricity, let alone a computer and internet access, wasn’t adequately addressed. Perhaps that wasn’t the point. It also brings up the discussion of how we break the education disparity gap. Is it that we need to bring this online education to (what one of my students referred to as) “education stations”, accessible to everyone. Perhaps these community learning stations could be staffed by an educator/ tech specialist(s) to assist with independent learning and technological/ logistical issues that inevitably pop up.

I’m still in the “balance” camp. I appreciate online study and have done it with the Ontario Institute for Studies in Education (OISE), Deakin University, the IBO and even Google. But even with chat rooms, discussion boards, Skype and Google Hangouts, I prefer being in the room with a cup of coffee and people to bounce ideas with.

My Global Issues Network students found and chose this video as a discussion piece. In that chat they compared it with Khan Academy. KA is a site with (on average) 10-minute videos about anything you may want to learn or need to brush up on. Some topics include interactive materials and assessments. It’s free. 

Google Power Search & IB History Notes

I've been working on the pages, seen in the right sidebar. I'm slowly, at glacial speed, adding notes on the category 1 IB History course and a Google Power Search course. Have a look. The Google notes (and embedded videos) will benefit anyone. (you don't have to be an educator to gain from this)

Response to "Creating Innovators" by Tony Wagner

CREATING INNOVATORS (by Tony Wagner)

Over the summer (2012) I had the opportunity to read Creating Innovators, by Tony Wagner. I recommend his book. Although Wagner is a Harvard professor he writes in such a way that the reader is engaged and wants to learn more about his subjects through their stories.

Essentially, Wagner presents several individuals from a variety of socio-economic backgrounds who have “succeeded” through innovative ideas. He provides the common themes, such as allowing time to play, along with supportive parents and school leaders. With regards to playing I especially appreciate his position that children need time for creative play, learning to solve the “boredom” problem without television and video games. (he isn’t against video games, but that creative play opportunity allows the creative part of he mind to develop) Below is from p.42.

Childhood Play

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Childhood Passion

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Adult Purpose

Motivating learners of all ages demands empowering them. (p.52) Giving people the freedom to explore and make errors will ultimately lead to a culture of innovation, teamwork, and interdisciplinary problem solving. (p.57) This last idea strikes a chord with me. It requires that we as educators give learners the opportunity to apply knowledge in a variety of real world contexts. We need to guide them through solving problems on their own, in contexts outside of the classroom and textbook. I’m envisioning a simulation activity I gave to Grade 9 East Asia Studies students. We turned our school’s main field into a Silk Road map. They worked in pairs to trade along the route. There was a set of rules they had to play by, but by trading along the route while still protecting your home-base business, they acquired new knowledge about the nature of the Silk Route – by actually trading! This was a game, and the information I could elicit from students was rich and thoughtful.

Collaboration is another theme. Providing opportunities to collaborate with peers, adults in the school, and people in the community. Project-based collaboration gives students a goal to achieve together and requires discussion, debate, compromise, and skills such as active listening. Working together to identify problems (p.105) and challenges helps us flesh out solutions and develop new ideas. The yearbook class I lead is a great example. (I say “lead” because the students make the truly important decisions) One of the challenges is to compromise on content, style/ layout, and even on what roles each person takes. My approach to this is to allow students to explore new ideas. Wagner notes how some students fell they “need permission to try new ideas”. (p.110) I think this is more common in schools than we think. Another problem I see isn’t really with lessons that lack creativity, but learners not intrinsically motivated – learners who don’t want to innovate, but rather want to study and regurgitate facts and methods in order to “get an A”. (and into university) Thus our challenge as educators is to have students develop a desire to create and innovate.

Another interesting idea from Wagner suggests that rather than develop lessons plans, we “design learning experiences”. (p.162-163) This makes me think of the flipped classroom, a more recent approach to teaching and learning. How recent I’m not really certain – many of us were challenging students to do the digging and ask the questions before the catch phrase “flipped classroom” caught on. Social networking and online collaboration being so easy, as well as access to information (in the “have” countries and schools), has paved the way for the “flipped classroom” to spear it’s reach.

I should probably study some of what the experts say on the FC.

I do find I’m using some of Wagner’s vocabulary. One phrases is learners “developing competencies”, not simply skills. (p.175) The idea is that we may have basic computer skills, but are we competent using a computer in a variety of contexts. (let alone troubleshooting)

One thing I had trouble with Creating Innovators was the limited dialogue on how to assist teachers in this task of “creating innovator”. Wagner does acknowledge the problem with universities and colleges changing at glacial speed, as well as the problem of resource limitations. Educators need more professional development time, guidance, and have to be taken to task to innovate and develop as professionals. We also need more free-flowing time with students; not constrained by time and external examinations.

I think when it comes to creativity, student and teacher, demands perseverance. Giving up early on in the process can’t be a factor, and we should appreciate finding out why we failed and how we can improve. 

Engaging & Collaborative Mind Mapping... Online!

This is from a workshop I co-conducted in 2010 with a colleague.


Brain storming is a well-used teaching technique. Isn’t it great when you find a new way to approach an old teaching strategy? Mind mapping online can be simple and quick, or well-developed and collaborative, depending on the site you choose to use. Students obviously benefit form seeing visual presentations of material, which helps them make connections and see relationships. This article will address three particular online mind mapping sites: Text 2 Mind Map, Mind42, and Mindmeister. Look below for a list of others.

Text 2 Mind Map is a simple and free site, with no sign-up. It also allows the user to create an image of the mind map for future reference. How can you use it? One idea is to project the site on your classroom whiteboard, and brainstorm with students. After this you can save it as an image file. This is a very, very easy site to use. (even those with less “technology know-how” will have an easy time) Younger students should be able to use this site as well, so why not use it as a homework assignment? http://www.text2mindmap.com

Mind42 is great for collaborating. As you prepare a mind map you can invite others to work on it. (all users must register, for free) You can attach files, images and even web sites. You can zoom, expand and collapse nodes (branches), and make your map as large and detailed as you like. This is a great alternative to PowerPoint presentations. Why not make review notes for tests? Have a look at this sample we made on Saving Energy at School. http://mind42.com

Mindmeister is similar to Mind 42, allowing images, links, audio-video, and attachments. It allows for collaboration, and also has iPhone and iPad applications. http://www.mindmeister.com/

Take a look at Mind Tools and their great description of mind maps and the benefits of mind mapping. (which you can pass on to your students) Mind Tools has a free iPhone application as well. Have a look at these other mind mapping web sites.

Other sites to consider:

• Wisemapping (freeware)  
• Freemind (freeware)
• Mindomo (free version with limited features)

Take some time this summer and give a few of these sites a try. Your students will enjoy brainstorming that much more!

Images Source

Use Real Time Comments / Questioning / Polling Streams in Your Classroom

I wrote this for the upcoming JASCD Newsletter (Fall 2012). I'll be going back to the others I have written over the last number of years and post them here.


Do you know these simple user-friendly real time live streaming web sites? You can encourage your class (or audience) to make comments, ask questions, or simple brainstorm using the following sites. You can create and conduct an online poll in seconds. These web sites do not require registration and allow you to set up online collaboration simply and easily.


Today’s Meet is very much like Twitter, but allows more characters and does not require registration. You can download the transcript as well to use as a record, or even for grading participation/ quality of comments. The applications for Today’s Meet are varied.

http://todaysmeet.com/


Answer Garden is a good brainstorming tool. Simply type a question and wait for answers. You are limited in the number of words you can type, but you can edit the question later on.

http://answergarden.ch/


Poll Everywhere allows you to create a poll or survey quickly. Responders have the choice of text messaging from a phone or using a computer, and even by tweeting. Poll results can be downloaded as a slide or image, linked to Facebook, Twitter and Google Blogger. The poll can be e-mailed and downloaded for Prezi.

http://www.polleverywhere.com/

Innovation

This is a theme you'll see in education more an more. Here's a video presented by my school's curriculum coordinator on innovation in education. The speaker Mickey McManus is president and CEO of MAYA Design, Inc.

Essentially, he points out that the rate of technological change is exponential, but we're not capable of humans to keep up. CEOs of companies want "creative thinkers", but there are not enough out there because our education systems are so out of date that we're not educating our youth for the 21st century. Common phrases in education these days, of course, are "transformational learning" or "21st century learning", with student-driven learning and inquiry - the "flipped classroom" where students seek the answers and work collaboratively. (seems so natural to me, what were we thinking before???) I like the idea that "design" is not considered a literacy in schools, pointing out that it's all about "critical thinking". I agree. Basic problem solving skills are so necessary. (were they ever not?) I'll add to this: problem identification. Where is the problem or the need? Figure it out first, and then move on through the process of solving it. 

Human Centered Design is a concept McManus mentions in the video, explaining how he feels this is actually a new literacy. Another is SEL, Social Emotional Learning, that serves the purpose of people learning to collaborate better. (I say "people" rather than "students" because we all need this) 

One final idea presented in the video is the fun part - real world application. You see groups of young people who have been to a "boot camp" through LUMA, in which the get to "make stuff". The "stuff" they make is aimed to address real problems in their communities/ contemporary life. (sorry, can't find a link to LUMA)

Twenty minutes well spent: