Collaboration, Pedagogy, and Practices
Content knowledge, information gathering and critical thinking are at the core of education. Too many schools are still attempting to prepare students for the world without considering the environment that students will find when they move on to post-secondary education or the workforce. Online learning, whether at a distance or within a classroom, is a catalyst for change, as schools are using Web 2.0 technologies to engage students and enhance collaboration in new ways.
The use of computers and online learning in education requires a much larger shift in thinking than simply adding a few computers to classrooms. Truly blended learning requires that teachers approach their role differently, as guides and mentors instead of purveyors of information. Classrooms must be redefined as flexible learning environments, in which students learn in a variety of ways, while communicating and collaborating with others who are outside their school—and perhaps outside their country. Learning should go beyond the classroom walls and the confines of the school day. (From Blending Learning: The Convergence of Online and Face-to-Face Education (iNACOL, 2011).
This module will prepare participants for the pedagogical shift from teaching face-to-face to teaching online. Teaching in an online environment can be very different than teaching solely face-to-face. Truly blended learning requires that teachers approach their role differently, as guides and mentors instead of primarily purveyors of information, using Web 2.0 technologies to engage students and enhance collaboration in new ways.
The use of computers and online learning in education requires a much larger shift in thinking than simply adding a few computers to classrooms. Truly blended learning requires that teachers approach their role differently, as guides and mentors instead of purveyors of information. Classrooms must be redefined as flexible learning environments, in which students learn in a variety of ways, while communicating and collaborating with others who are outside their school—and perhaps outside their country. Learning should go beyond the classroom walls and the confines of the school day. (From Blending Learning: The Convergence of Online and Face-to-Face Education (iNACOL, 2011).
This module will prepare participants for the pedagogical shift from teaching face-to-face to teaching online. Teaching in an online environment can be very different than teaching solely face-to-face. Truly blended learning requires that teachers approach their role differently, as guides and mentors instead of primarily purveyors of information, using Web 2.0 technologies to engage students and enhance collaboration in new ways.
Portfolio Project
Design Thinking Group Project - Teens/Tweens & Social Media
Portfolio Reflection
Collaborative work in any setting takes work, whether that is online or face-to-face. I believe our groups consists of many leaders, who did what they could to start the process for us. While there was some confusion on the activity, such as expected outcomes, I believe we communicated well using eMail and Web 2.0 tools. Again, as I continue to share, I do not see much difference between online or face-to-face collaboration - they both take time, trust, action, and follow-through. In terms of additional contributions, I could have reviewed and provided more feedback along the journey with my group. I did share my own challenges, which limited some of my initial involvement, from my own role as a charter school administrator to moving to preparing for our in-person All-Staff Retreat. But like anything, this was a time management concern more than an output concern. Our group worked well with eMail, and having a member take the lead, model a process, and communicate. Time ... if only we had more time ... but that perhaps is not a true solution to improvement.
In terms of tools, our group utilized eMail and Google Slides. We may have enhanced our collaboration by adding in Google Docs, to brainstorm and keep our thoughts together, as opposed to a number of eMails in eMail chains. However, we were still connected and progressing throughout the project. Google Slides was great, to see work in real time and offering suggestions, and borrowing ideas for our own sections. A con I have always found with Google Slides is the inability to suggest edits to slides, similar to how Google Docs works. That seems to be a missed opportunity within the tool itself. Otherwise, it is a good tool to allow a number of individuals to create at the same time, and edit in real time.
As I have mentioned previously, I do not truly teach, as I am the CEO for our charter school. However, it is activities like this project which help open my mind to the day-to-day work of my team, to allow me to be more empathetic to their needs. I have been able to better understand the tools we deploy to support and enhance learning, such as Google Slides, as opposed to Excel. There is a lot of value in using these Web 2.0 tools to enhance the learning experience for our scholars. I continue to find a deeper appreciation for my team, which is important as a leader.
In terms of tools, our group utilized eMail and Google Slides. We may have enhanced our collaboration by adding in Google Docs, to brainstorm and keep our thoughts together, as opposed to a number of eMails in eMail chains. However, we were still connected and progressing throughout the project. Google Slides was great, to see work in real time and offering suggestions, and borrowing ideas for our own sections. A con I have always found with Google Slides is the inability to suggest edits to slides, similar to how Google Docs works. That seems to be a missed opportunity within the tool itself. Otherwise, it is a good tool to allow a number of individuals to create at the same time, and edit in real time.
As I have mentioned previously, I do not truly teach, as I am the CEO for our charter school. However, it is activities like this project which help open my mind to the day-to-day work of my team, to allow me to be more empathetic to their needs. I have been able to better understand the tools we deploy to support and enhance learning, such as Google Slides, as opposed to Excel. There is a lot of value in using these Web 2.0 tools to enhance the learning experience for our scholars. I continue to find a deeper appreciation for my team, which is important as a leader.
