FROM BEAN COUNTERS TO SOCIAL BUTTERFLIES:

FACILITATING ONLINE K12 LEARNER INTERACTIONS

DR. LISA S. MCBRIDE

iNacol International

Association of K12 Online Learning

● � The PreK-12 Academic segment of the online learning industry is growing faster than any other segment, with a 16.8% annual growth rate.

● 27 states, as well as Washington, DC, have statewide full-time online schools.

● 38 states have state virtual schools or state-led online initiatives, and Alaska is planning to open a statewide online learning network in 2011.

● � 75% of school districts had one or more students enrolled in an online or blended learning course.

Research, Trends, and Statistics

Lesley University Advanced Professional Certificate inOnline Teaching: Online Program

Top 10 Reasons for Online Learning

10. I can work around a busy schedule 9. I can keep up with my work when my family travels8. My courses are more challenging7. My parents can see my work and grades6. I know how I'm doing, my grades are right on the screen5. I can do all my math for the week on one day if I want to4. My teachers are just as excited about online learning as I am3. I get personalized support when I need it2. I get nearly instant responses from my teachers

1. I can work ahead if I'm able to

http://www.huffingtonpost.com/tom-vander-ark/utah- poised-to-lead-in-on_b_822298.html

Interactions:

What Does the Research Say?

(Swan, 2003)

“Learning occurs socially within communities of practice.”

The community of Inquiry model. Copyright 2007 R. Garrison, T. Anderson, W. Archer and L. Rourke et al., University of Calgary.

Research Experience

RourkeAndersonMooreHaythornthwaiteGunawardenaSwan

Why Collaboration?

How to make collaboration work

Promote an information sharing culture.

Model group norms.

Model good communication behaviors.

Establish social and/or technical means for synchronous communication.

Provide means for faster feedback.

Build community

capacity by providing means for students to socialize.

Provide both public and private means of communication.

Haythornthwaite (2002).

Building a Community of Online Learners

Administration Parents

AccessCommunicationAcceptable Use

Policies Expectations Infractions CyberBullying Issues

Learning Support Agreements (LSA) Student Expectations Instructor

ExpectationsParent Guides

Readiness Concerns Access Communication

Extending the Community to Stakeholders

Click icon to add picture

Super Book of Web Tools for Educators W

eb

2.0

Tools

Ambrose Blignaut & Trollip

The Facilitator Voice

Less-Than-Positive Interactions

Cyber Bullying

STOP! BLOCK! TELL!

StopCyberBullying.org National Crime Preven

tion Council BrainPop

Cyberbullying

Underachievers

ARCS Attention Relevancy Confidence Satisfaction

Build Community of Online Learners

Meaningful Engaged Learning

Emergent Leader Issues Peer Evaluations

Name of Student Being Evaluated Evaluation Date

Total Score Evaluator’s Name

0 – 4Points

5 – 10Points

11 – 15Points

16 – 25Points

Contribution to Group’s Tasks Chooses not to participate Shows no concern for goals

Participates inconsistently in group Shows sporadic concern for goals

Participates in group most of the time Shows concern for goals most of the time

Participates actively Models caring about goals

Completion of Personal Tasks Impedes goal setting process Impedes group from meeting goals Does not complete assigned tasks

Participates sporadically in goal setting Participates sometimes in meeting goals Completes assigned tasks

Participates in goal setting most of the time Participates in meeting goals most of the time Completes assigned tasks the majority of the time

Helps direct the group in setting goals Helps direct group in meeting goals Thoroughly completes assigned tasks

Discussion Skills Discourages sharing Does not participate in group discussions

Shares ideas occasionally when encouraged Allows sharing by most group members

Shares ideas most of the time Sometimes encourages groups

Shares many ideas related to the goals Encourages all group members to share their ideas

Active Listening Does not listen to others Not considerate of others’ feelings and

ideas

Listens to others sometimes Considers other people’s feelings and ideas

sometimes

Listens and takes other’s feelings into consideration most of the time

Listens attentively to others Empathetic to other people’s feelings and ideas

Contribution to Group’s Evaluation Discourages evaluation of how well the group is working Participates marginally in group evaluation Encourages group evaluation Encourages group to evaluate how well they are

working together as well as self evaluation

Problem-solving Chooses not to participate in problem-solving

Offers suggestions occasionally to solve problems Demonstrates effort sometimes to help the group

work together

Offers suggestions to solve problems and sometimes encourages group participation Involves the whole group in problem-solving

Cohesion Promotes fragmentation of group Does not impede group’s efforts Demonstrates effort to help the group work

together a majority of the time Actively participates in helping the group work

together better

Adapted from Central Piedmont Community College (author unknown)

The Effective Collaborator Rubric for Group Project Evaluation

Success Stories

Florida Virtual High SchoolOpen High School of UtahCommonwealth Connections AcademyGlobal Schoolnet International Schools

CyberFair

Questions, Surveys, and Giveaway!

2 steps:

• Navigate to the session(s) you attended and click the ‘Evaluation’ link to begin.

• Answer the questions on the evaluation and hit submit!

That’s it!