Fostering valuable learning experiences by transforming current teaching practices: practical pedagogical approaches from online practitioners
25 Jun 2020-Vol. 121, pp 443-452
TL;DR: Teachers can adapt the tools, resources, and advice included in this paper to fit their unique teaching needs as they move to online teaching contexts to build pedagogically sound online courses.
Abstract: The purpose of this paper is to share lessons learned and tools developed that teachers can use to build pedagogically sound online courses Transitioning to online instruction is not learning to teach all over again, and it does not have to feel that way either Through the lens of three common questions new online teachers ask, the principal of a university-run online high school offers practical advice for transforming current pedagogical practices into effective online teaching This transformation is structured with an innovative “multi-level” approach to assessment This structure helps organize the transformation, letting teachers focus on building and/or maintaining crucial relationships and meaningful learning experiences with their students,An innovative assessment lens structures the transformation of practices from brick-and-mortar to online settings, clearing the opacity of the online teaching context so that teachers can return their focus building relationships and meaningful learning experiences with their students,The paper offers immediately-implementable strategies for designing online courses that facilitate relationship building, meet curricular goals, and are pedagogically sound,Teachers can adapt the tools, resources, and advice included in this paper to fit their unique teaching needs as they move to online teaching contexts,This paper uses the pedagogical model and assessment lens developed by the university-run high school and its principal to offer unique, practically implementable strategies for transitioning from brick-and-mortar to online teaching in this tumultuous time
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TL;DR: In this paper, a rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector.
Abstract: This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning, (2) e-learning challenges, (3) digital transition to emergency virtual assessment (EVA), (4) psychological impact of COVID-19, and (5) creating collaborative cultures. This represents the first systematic review of COVID-19’s impact on education, clarifying current themes being investigated. The author suggests that the term ‘emergency virtual assessment’ (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.
38 citations
Cites background from "Fostering valuable learning experie..."
...Firstly, referring to the articles that predominantly focus on pedagogy, authors such as [38,39] stress the importance of adopting strategies for designing online courses that make building relationships between educators and learners more effective, whilst continuing to meet the goals of the curriculum....
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17 Sep 2020
TL;DR: Results show that online learning fits the different pedagogy of learning tools, resources, course materials in the access to digital work and empowers student on technology to be more creative and connected in their online learning classes and activities.
Abstract: Online learning education pedagogy is the trend at present in the educational system due to Covid 19 pandemic crises. It explores the pedagogical design in the academic competency of student development in various digital learning literacy on technology collaborative enhance learning. The study aims to identify the different transition of Covid 19 pandemic in the implementation and readiness of online learning for both teachers and students in terms of access to digital work, availability of technology, adequacy of technology, access to effective online learning platform, access to link of internet, and school practices to online teaching. Descriptive quantitative method is employed in the study because it provides a systematic and accuracy that describes the phenomenon of the current study. Purposive sampling technique is utilised in the study because it is subjective, selective, and judgmental sampling. The study compromised one hundred fifty (150) respondents. Results show that online learning fits the different pedagogy of learning tools, resources, course materials in the access to digital work, transform student responsibility and learning experience to new opportunity of learning and empowers student on technology to be more creative and connected in their online learning classes and activities in the availability of technology, accessibility to online learning process that enable to study or teach anywhere and anytime through internet connection as advantage for student and allow for a customise learning experience flexibility to study at their level and ability to improve learning dynamic in adequacy of technology, enhance professional skill in online learning and teaching through skill, attitude, and knowledge in a competitive world of e-learning tailored with the global demand of education due to Covid 19 pandemic in access to effective online learning platform, provide access to internet that use for online teaching to communicate, manage, create, gather, access, and distribute information for student learning in access to link of internet, and open for adjustment and constructive feedback in a novice teaching online and innovation to technology that will be helpful for student learning school practice online teaching.
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22 citations
Cites background from "Fostering valuable learning experie..."
...It helps lecturer to transform, focus, and organise crucial learning experience (Itow, 2020)....
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01 Jan 2012
17 citations
TL;DR: This article explored the efficacy of using best practices that include humor in an asynchronous online library program where there was no built-in group discussion and no contact with the librarians unless initiated by the students themselves.
7 citations
16 Jul 2020
TL;DR: The gPortfolios project as mentioned in this paper ) is a collection of student engagement reflections, formative self-assessments, and automated quizzes, which can be used to support and document learning while avoiding instructor burnout from grading.
Abstract: The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings. “gPortfolios” are public (to the class) pages where students write responses to carefully constructed engagement routines. Students then discuss their work with instructors and peers in threaded comments. gPortfolios usually include engagement reflections, formative self-assessments and automated quizzes. These assessments support and document learning while avoiding instructor “burnout” from grading. gPortfolios can be implemented using Google Docs and Forms or any learning management system.,The authors report practical insights gained from design-based implementation research. This research explored the late Randi Engle’s principles for productive disciplinary engagement and expansive framing. Engle used current theories of learning to foster student discussions that were both authentic to the academic discipline at hand and productive for learning. This research also used new approaches to assessment to support Engle’s principles. This resulted in a comprehensive approach to online instruction and assessment that is effective and efficient for both students and teachers.,The approach “frames” (i.e. contextualizes) online engagement using each learners’ own experiences, perspectives and goals. Writing this revealed how this was different in different courses. Secondary biology students framed each assignment independently. Secondary English and history students framed assignments as elements of a personalized capstone presentation; the history students further used a self-selected “historical theme.” Graduate students framed each assignment in an educational assessment course using a real or imagined curricular aim and context.,Engle’s ideas have yet to be widely taken up in online education.
3 citations
References
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TL;DR: In this article, the authors suggest that productive disciplinary engagement can be fostered by designing learning environments that support problematizing subject matter, giving students authority to address such problems, holding students accountable to others and to shared disciplinary norms, and providing students with relevant resources.
Abstract: This article suggests that productive disciplinary engagement can be fostered by designing learning environments that support (a) problematizing subject matter, (b) giving students authority to address such problems, (c) holding students accountable to others and to shared disciplinary norms, and (d) providing students with relevant resources. To provide empirical support for this suggestion, we use these 4 guiding principles to explain a case of productive disciplinary engagement from a Fostering Communities of Learners classroom. We use the principles to understand 1 group of students' emergent and sustained controversy over a species' classification. The students became passionately engaged, used evidence in scholarly ways, developed several arguments, and generated questions regarding biological classification. We propose the controversy as an example of productive disciplinary engagement, and show how it was supported by: the treatment of the classification as a legitimate problem by the students and...
982 citations
28 Oct 2016
TL;DR: In this article, the authors describe elements of an approach to research and development called design-based implementation research, which represents a significant expansion of design research to develop and test innovations that foster alignment and coordination of supports for improving teaching and learning in classrooms.
Abstract: This paper describes elements of an approach to research and development called design-based implementation research. The approach represents a significant expansion of design research, which typically focuses on classrooms, to develop and test innovations that foster alignment and coordination of supports for improving teaching and learning in classrooms. As in policy research, policy and program implementation are key foci of theoretical development and analysis. What distinguishes the approach from both traditional design research and policy research is the presence of four key elements within a project: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives, (2) a commitment to iterative, collaborative design, (3) a concern with developing theory related to both classroom learning and implementation through systematic inquiry, and (4) a concern with developing capacity for sustaining change in systems.
512 citations
TL;DR: In this paper, the authors describe elements of an approach to research and development called design-based implementation research, which represents an expansion of design research to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning.
Abstract: This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research, implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.
472 citations
TL;DR: The authors proposed a multilevel-multifaceted approach to evaluate the impact of education reform on student achievement that would be sensitive to context and small treatment effects, and found that close assessments were more sensitive to the changes in students' pre- to post-test performance than proximal assessments.
Abstract: We propose a multilevel-multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands-on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre- to post-test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002
236 citations
TL;DR: The authors propose that expansive framing may foster an expectation that students will continue to use what they learn later, which may affect the learning process in ways that can promote transfer and create links between learning and transfer contexts so that prior learning is viewed as relevant during potential transfer contexts.
Abstract: When contexts are framed expansively, students are positioned as actively contributing to larger conversations that extend across time, places, and people. A set of recent studies provides empirical evidence that the expansive framing of contexts can foster transfer. In this article, we present five potentially complementary explanations for how expansive framing may promote transfer and outline a research agenda for further investigating them. Specifically, we propose that expansive framing may: (a) foster an expectation that students will continue to use what they learn later, which may affect the learning process in ways that can promote transfer; (b) create links between learning and transfer contexts so that prior learning is viewed as relevant during potential transfer contexts; (c) encourage learners to draw on their prior knowledge during learning, which may involve them transferring in additional examples and making generalizations; (d) make learners accountable for intelligently reporting on the...
172 citations