Upcoming Courses (Jan. 1-Feb. 15, 2015)

See below for a list of upcoming online professional learning opportunities. To register, click on the

activity number listed with each course. To conduct your own search for professional development classes, download the AEA PD Online app at myapp.is/aeapdonline or click here to go to the AEA PD Online catalog.

Intro to Google Apps: Tools to Integrate

Register at 22014599991505

Course Dates: Jan. 4-Mar. 1, 2015

Credit(s): 2

iEvaluate

Register at 22017299991509

Course Dates: Jan. 5-Feb.27, 2015

Credit(s): 1 (renewal only)

Iowa Core Fraction Domain for Grades 3-5
Register at 22023299991501
Course Dates: Jan. 5-Feb. 16, 2015

Credit(s): 2

Reverse Instruction - Flip Your Classroom

Register at 22014699991502

Course Dates: Jan. 5-Feb. 2, 2015

Credit(s): 2

Using Iowa AEA Online Databases in the Social Studies Classroom

Register at 22006799991501

Course Dates:Jan. 5-Feb. 16, 2015

Credit(s): 3

Using the Chromebook in the Language Arts Classroom

Register at 22022799991501

Course Dates:Jan. 5-Feb. 9, 2015

Credit(s): 2

Understanding and Developing Multi-tiered Systems of Support (MtSS/RtI)

Register at 22024599991501

Course Dates: Jan. 6-Jan.27 , 2015

Credit(s): 1 (renewal only)

MOLLIE: Blended Learning

Register at 22015099991504

Course Dates: Jan. 7-Feb. 10, 2015

Credit(s): 2

OLLIE: Technology for Online Instruction: Moodle

Register at 22005399991502

Course Dates: Jan. 7-Feb. 10 , 2015

Credit(s): 2

Pinterest: Using Pins, Boards, and More in Your Classroom

Register at 22022299991504

Course Dates: Jan. 7-Feb. 3 , 2015

Credit(s): 2

Building ELA Foundational Skills - The Voweletics Method

Register at 22016699991504

Course Dates:Jan. 12-Mar. 8, 2015

Credit(s): 2

iEvaluate

Register at 22017299991510

Course Dates: Jan. 12-Mar.6, 2015

Credit(s): 2 (renewal only)

 Introduction to Google Apps

Register at 22007899991505

Course Dates: Jan. 12-Feb. 15, 2015

Credit(s): 2

Total Participation Techniques

Register at 22020199991503

Course Dates: Jan. 12-Feb. 13 , 2015

Credit(s): 2

What Great Teachers Do Differently

Register at 22020399991505

Course Dates: Jan. 12-Feb. 20, 2015

Credit(s): 3

OLLIE: Introduction to the Online Learner

Register at 22001399991505

Course Dates: Jan. 14-Feb. 3, 2015

Credit(s): 1

Read and Learn Spanish

Register at 22007199991501

Course Dates: Jan. 5-Feb. 26 , 2015

Credit(s): 2 (renewal only)

Exploring Iowa's Natural Resources

Register at 22007499991502

Course Dates: Jan. 19-May 3 , 2015

Credit(s): 3 (renewal only)

How Do You Teach Reading-Speaking the Language of The Book Whisperer

Register at 22019399991503

Course Dates: Jan. 19-Feb. 13, 2015

Credit(s): 1

EL Bridge Online Workshop

Register at 22017699991502

Course Dates: Feb. 2-May 17, 2015

Credit(s): 1 (renewal only)

iEvaluate

Register at 22017299991511

Course Dates: Feb. 2-Mar. 27, 2015

Credit(s): 2 (renewal only)

Leading Authentic Place-based Student Investigations: Water

Register at 22012699991502

Course Dates: Feb. 2-Apr. 26, 2015

Credit(s): 2 (renewal only)

Pinterest in the Classroom

Register at 22019999991512

Course Dates: Feb. 2-Mar. 1, 2015

Credit(s): 2

Presentation Zen: Improving Your Approach to Presentations

Register at 22012399991506

Course Dates: Feb. 4-Feb. 24, 2015

Credit(s): 1

Supporting Technology Literacy in Elementary Classrooms with Scratch Programming

Register at 22024299991501

Course Dates: Feb. 9-Mar. 16, 2015

Credit(s): 2

Using Iowa AEA Online Databases in the Science Classroom

Register at 22009299991501

Course Dates: Feb. 9-Mar. 23, 2015

Credit(s): 3

Pinterest: Using Pins, Boards, and More in Your Classroom

Register at 22022299991505

Course Dates: Feb. 11-Mar. 10, 2015

Credit(s): 2

Google Sites

Register at 22012899991507

Course Dates: Feb. 15-Apr. 12, 2015

Credit(s): 2

Expectations

I spent some time with a group of science teachers in a local district this week. We were exploring various ways to make the online environment a natural part of their teaching. There were questions posed that may not have straightforward answers—at least not “one right way to do it” type answers.

There are so many ways to connect in an online setting, but how do you, as the teacher, make it fun and engaging while moving student learning forward? Is it “required”? Does it only get assigned as “homework”? How does the teacher get students to “want to do it”? What if the student(s) don’t do it? And, since there is so much out there on the web, how do teachers sort through it all in an efficient manner?

I don’t have any specific, “one-right answer” to these questions, but discussion among the teachers, along with district administrators may move them closer to finding some answers. I know that when teaching adults in an online environment, they, as students, have certain expectations from the course content as well as from the online instructor. Meeting those expectations can make or break an online course. So what do they expect? (Remember, this is from my personal experiences—you may have a different view based on your own experiences.)

They expect:

• Frequent communication from the instructor (known as instructor presence)

• Clear directions about assignments, grading criteria, course expectations, etc.

• Flexibility—with due dates, late assignment policies, etc.—life happens

• An instructor who shows their “human” side by letting their personality show through (which means students feel they know the instructor personally)

• Guidance: on how much time weekly readings, activities, and assignments take, the objectives of course, how and when to submit assignments, etc.

• Some technological skills—able to troubleshoot technological issues a student may have in navigating the course, submitting assignments, seeing grades, and viewing feedback from the instructor

I am sure there are other things that could go on this list. Sometimes it seems like a tall order for an online instructor. But it is what good instructors do—both in the face-to-face and the online classroom environment.

How do you, or online instructors you have had in an online course, set the tone for the course? How can you live up to the expectations of online students? I would love to hear your thoughts on this topic.

In the Spotlight: eduCanon

“eduCanon is an online learning environment to build and share interactive video lessons. Teachers begin with any YouTube, Vimeo, or TeacherTube video content (screencasts, Khan Academy, Minute Physics, TED, NOVA, etc.) and transform what is traditionally passive content into an active experience for students. By time-linking activities that students engage with as the video progresses the content is segmented into digestible components - increasing student engagement and, through our real-time monitoring, informing the next day’s lesson planning” (from the EduCanon website). 

And it is free. It can be embedded into an LMS, like Moodle, or in a lesson builder application like Softchalk . An eduCanon lesson can also be shared with colleagues and they don’t even have to log in to view it. It can also be made public without being attached to a course—a new feature of the software.

Watch the following video to see and hear what it is all about:

Video doesn’t have to be a “sit and get” activity. Add some interactivity to how your students watch videos. It is easy and free—try it.

Let me know how it works for you and your students.


 

 Peggy Steinbronn, Ed.D.

AEA PD Online Instructional Designer

www.aeapdonline.org 

AESA: Partnership Presentation

Below is the presentation from our booth display at the Association of Educational Service Agencies (AESA) convention.

AEA PD Online's eCurriculum content for Counseling

Did you know that AEA PD Online K-12 System has online content created by teachers that can be used by Counselors and in Guidance classes (downloaded and added to your Moodle or Canvas course).  Check out these (additional content is added all the time so come back often) :

 

10th Grade Guidance

11th Grade Counseling Seminar

9th Grade Guidance

Career Decisions

Knowledge of College  

Personality Development & Goal Setting (Middle School) 

Study Skills and College Readiness Q1 

Study Skills and College Readiness Q2 

 

Update for Leaders: Personalized vs. Facilitated Learning

One distinction we have been pushing at AEA PD Online is between "personalized" and "facilitated" learning.  These two terms fit into the broader spectrum of what we do, and act as good descriptors to distinguish between the two types of learning.

Let's start with facilitated learning.  This is often synonymous with "traditional" learning, although there can be a subtle difference.  We tend to think of traditional learning as very lecture-based (whether face-to-face or online) as opposed to more project-based or inquiry-based learning.  However, this is less about the pedagogy being used with the classroom and more about the structure for classes in general.  In both the inquiry-based classroom and the lecture-based one, there is still a teacher acting as an active facilitator.

It is important to note that there is nothing wrong with facilitated learning.  In fact, it is both a model of efficacy and efficiency, as structuring a school into classes of 20-25 students with a teacher has had a long tradition.  In a large portion of what we do in schools, facilitated learning is still the most important, and this is true for an online program such as AEA PD Online.

The thing is, it doesn't meet all student needs.  There are times where students need a more flexible learning option.

It is a bit like being at the beach and trying to fill up a jar.  Grabbing a handful of stones is a quick way of filling the jar, but they don't fill all the gaps.  While trying to ladle out water with your hands is a bit more time consuming, the fluidity of the water fills all those gaps.

That is what personalized learning is like.  Ideally, personalized learning opportunities are like water, being fluid, ubiquitous, and ever present.  You want those opportunities to be always available, whether you have a new student coming in, a student who needs acceleration or remediation, a student who needs credit recovery, or a student that needs learning around a personal interest area.

Here's a quick distinction between those two terms:

Facilitated	Personalized
"Class" centered Instructor presence Structured, set timeframe and pacing Collaboration with students Set curriculum = driver Teacher-driven assessment Transactional Learning Holistic (Set Outcomes)	“Individual” centered, choice/autonomy Often not an instructor presence (serves more as mentor/advisor) Independent pacing Authentic performances & portfolio Data & Student Choices = curriculum driver Student driven assessment Application/Creation Learning  Modular

Having an understanding of this difference helps you couch terms like "Standards-based grading", "credit-recovery", "competency-based learning", and "career pathways" into the learning type, which helps you structure that learning.

If you are interested in knowing more about how to implement personalized learning within your school contact us.