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‘Traditional’ teaching and learning often refers to how these acts were conducted before the arrival of computers, and now that computers are ubiquitous, before the Internet became commonly used in learning. These have allowed teachers to divide their teaching into synchronous and asynchronous components, whether face-to-face or online, in so-called ‘flipped’ and ‘blended’ approaches. Because of the learning curve and technologies involved, not all teachers have been able to equally apply the affordances of technology in learning, but with the sudden closure of schools in time of pandemic it appears that those most capable of adapting have been those already adept at working in blended learning environments. This workshop is about approaches to teaching online that serve to maintain teacher presence and student engagement. It will be conducted in a way that enables its participants to experiment with tools that will help them understand through experience the concepts discussed.
Prose write-up of the rationale and plan for the sesson
Attend any of the events at the Education Flip Tech Learning online conference July 12-16, or view recordings, if any, here: https://bit.ly/fliptech2020schedule
According to https://coi.athabascau.ca/coi-model/ the Community of Inquiry approach "represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence."
In reaction to so many presentations I have attended which had effective powerpoints but no way to take anything away from the presentaton, i have decided to flip all of mine.
“Flipped Learning is a pedagogical approach in which
direct instruction moves from the group learning space to the individual learning space.
The resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”
What I might not have time to say is written out here -
There is more in prose about the SOFLA approach to synchronous online flipped learning SOFLA
Applying the SOFLA model to teacher professional development
It was hoped that participants would do the pre-work but failing that we can start from the beginning.
We have an hour and a half :-)
Step 1. Pre-work
Pre-work might comprise a video introduction, focusing material, work on learning strategies is “anything that can be processed without your immediate feedback and assessment can be placed out of class, while in class, you provide activities that demand your facilitation, ongoing informal feedback, and guidance” (Marshall & Parris, 2020, p. 24)
Suggested tools: Playposit and Perusall, Google Forms, video preview, readings
There is more informaton in the written version here Step 1. Pre-work
Google Docs
For our Pre-work task we used Google Docs to collect responses
Step 2. Sign-in
Sign-in "usually occurs on a collaborative whiteboard available in programs such as Zoom, or in web-based programs such as Flipgrid. This warm-up draws from the pre-work but asks the students to either apply content or relate it to their own immediate needs." (Marshall & Kostka, 2020, forthcoming)
Suggested tools: whiteboard available in programs such as Zoom, or in web-based programs such as Flipgrid, or share in chat
There is more informaton in the written version here Step 2. Sign-in
Survey Monkey
For the sign in task we'll do more of a warm-up for this group.
I like Survey Monkey because it has flexible templates and can display results in graphic form.
This is a task designed to get you thinking about what it means to "teach"
and relate what we discuss here to your "own immediate needs".
There were 5 questions. Here are the answers given by the class, off the top of their heads, without prior preparation. This was just to guage how they saw themselves on the learner - teacher - master learner spectrum. The identities of the individual respondents were neither requested nor preserved:
where I had asserted in a plenary in Cairo in 2004 that there was no such thing as a language teacher, only language learners (you can train students to do well on exams, but you can't teach them what must be inherently learned - you can guide them in their process of learning).
The best guide would be someone who had learned how to learn; who had become a master learner. Stephen Downes said that teachers model and demonstrate and learners practice and reflect (the most concise, and possibly accurate, encapsulation of their respective roles that I had ever heard). Therefore, what David Warlick has referred to as a master learner must do all four of those things.
Step 3. Whole Group Application
This step "solidifies students’ learning, clarifies what they may have missed in the pre-work, or applies what they have learned from the asynchronous work." (Marshall & Kostka, 2020, forthcoming)
Suggested tools: something allowing users to create a chart, categorize, sub-categorize, move up Bloom's taxonomy
Mentimeter is a tool that allows you to gather poll data during webinars and present these attractively to audiences. It has many kinds of displays, and is a quick and easy tool to set up.
First, I wanted to know how many were already familiar with flipped learning.
We learned that half our respondents were not familiar with the concept.
Next I asked them to brainstorm some tools -
What are your favorite tools for Online Language Learning and Teaching? (Enter one word at a time at the link below)
This produced a word cloud with the following suggestions:
I wanted to elicit tools in order to get them to write the names of some of the tools on sticky notes on a Jamboard and connect the various tools with where they would be appropriate to the different steps in the SOFLA cycle.
I seeded the Jamboad with the following material
I wanted them to add stick notes for the last 4 steps and then contribute more notes for tools.
Jamboard
Procedure
In order to use this you must be logged in to your Google account. After that it's easy on a PC,
but on an Android or IOS device you need to first install the Jamboard app
or use the QR code (which may prompt you to install Jamboard on an Android device)
In testing I found that my iPad wouldn't open the link underlying the above code, so I made a code for the full link
This is what they produced
The first time you show students or participants a tool like this they have to figure out what it does. Then they have to workout what you want them to do. When time is limited and the task is ill-defined, results can be sparse, but I think if you used this more regularly with participants you could hit a stride as facilitator and participants became more aware of the potential lurking in the tool.
Miro has more potential but it is limited in its free version.
Miro
Another tool similar to Jamboard, but harder to use, is Miro.
Although Miro is an interesting workspace., we found this to be an interesting tool -- but it wants to be paid before it releases much functionality beyond one board and participants have to join teams in order to play. It's hard to understand the ecosystem in brief testing.
Step 4. Breakouts
Breakout Rooms provide "a synchronous opportunity for the students to meet in small, separate groups and work as a team." (Marshall & Kostka, 2020, forthcoming)
Suggested tools: polling tools, such as Mentimeter or Poll Everywhere, Heike's technique of selecting group they want to join
There is more informaton in the written version here Step 4. Breakouts
Procedure
I plan to introduce a puzzle if I can form breakout rooms. I plan to do this for 5 minutes during my session. Participants can be assigned randomly, approximately half a dozen to a room. I will give them a puzzle to resolve, ask each room to come up with an answer in 5 min and return them to the room to pool their answers. Puzzles and coding are good language elicitation techniques but mainly I want them to see how breakout rooms work, and it is step 4 of 8 in the SOFLA process.
If breakout rooms are not available we will do the mission in plenary.
Step 5. Share-out
Share-out is where "students present what they worked on and learned about in their groups. Depending on the breakout activities, the nature of this step shifts, but it will always include a peer feedback element." (Marshall & Kostka, 2020, forthcoming) Suggested procedures: Share, Help, Ask, Comment (SHAC) (Fethi & Marshall, 2018)
There is more informaton in the written version here Step 5. Share-out
Procedure
When participants return from the breakout rooms, the ones who successfully solved the puzzle can explain to the others how they did it.
We can use the Jamboard to help with the explanation.
sample output
Lino
We can use the Lino board, similar to Padlet, to have the group report what they have learned so far that they didn't know before
Here's where you access my LINO in the OLLT2020 community space
This step is for "priming students for their upcoming assigned work." (Marshall & Kostka, 2020, forthcoming)
Suggested procedures: the teacher can pre-teach terms and concepts, activate students’ prior knowledge, and build new schemata - motivate students to reach the next step - with professionals prepare a follow up reading
Of course as there will be no follow up to this PD session it might be a stretch to attempt this one.
If there are any teachers in the group we can get them to articulate a lesson plan in which they try and envisage what they would do with their students in this step, or construct a lesson flow with the first 5 steps covered so far.
Or we can talk about
FlipGrid
We can prepare participants to use this tool for in case they would like to leave a reflection
"teacher explains what students are expected to do for the next out-of-class work and reminds them of where the resources they will need to access are located." (Marshall & Kostka, 2020, forthcoming)
Suggested tools: e-learning platform and/or at an internet-based application site
You can find everything you need to know at this portal
Step 8. Reflection
Students might be expected to "write a short statement on the whiteboard, reflecting on what resonated with them most in one or two sentences. The response is typically completed in the online virtual classroom on the whiteboard where all students can see each other’s replies." (Marshall & Kostka, 2020, forthcoming)
If they wish our participants can leave us a note on our Lino board, or record a message in FlipGrid, or a message on the Google Classroom at https://classroom.google.com/c/ODU4OTU1NTk3Mzda
Gone is the familiar sun, but apart from that, the new tool is free, creates mp4 rather than the old deprecated Flash video, can be run in the background, and can be launched in a key combo, by default Shift-F11 (can be changed in settings). This works better for capture than the sun wheel that sometimes got in the way, was easy to move, but then hard to find, and slow to respond to the click for crosshairs. Shift-F11 brings up the crosshairs right away.
Another tool that I like is Lightshot, but it's for static screen capture, not video. It's listed here
While on the page I can show it to the workshop participants, but I don't plan to cover these tools in this workshop as they are not tools that the participants can actually work with in the 1.5 hours I'll be with them, but they are definitely tools they'd want to know about.
Lightboards
Lightboards are also interesting tools to "know" about; again not something we can work with in this workshop
Parise, Jim. (2014, September 2). Lightboard at Notre Dame, College of Science - Introduction. https://youtu.be/5WIP1sByg-c
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