3-2-1 Reflection

This blog will be discussing a reflection on virtual learning. We've learned that virtual learning, online learning, online education, or distance education as "institution based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Smaldino, Zvacek, 2015, p. 6). As I reflect on this topic I can see how virtual learning has been implemented into our school districts, colleges, businesses, and jobs. Over the years and it has become a necessity and educators are meeting the demands of online learning through implementation of distance education throughout their districts.

Through my review of sample school district policies and other literature that provided details on online learning, I learned and was surprised about 3 things: (1) Alabama has a fully accredited online school within the Athens City School district, (2) there is an actual state law,(https://web.alsde.edu/legislativebills/2015Regular/SB0072_ENACTED.pdf ) that school districts must have a distance education program, (3) and students are able to take an online class for credit in their respective districts but may be taught by teachers from another school district.

Athens City School district, in response to the legislature that was passed, created a fully online school for students K-12. This school was developed for students throughout the entire state that may want a more flexible option for school. I was surprised in learning that this was designed and implemented in school year 2016-2017. In learning about this, I created an infograhic that briefly describes how Athens Renaissance School , https://www.k12.com/content/fts/athens/en.html, was developed: (see below)

Creating an online & blended public school by Jessica Bynum Continuing on with my reflection, there were two things that I was concerned with regarding online learning, (1) some school district school policies were not very specific or defined, and (2) how/ when course would be evaluated and how often programs would be reviewed for effectiveness. "Policy development and implementation is an important topic to be addressed when an organization considers distance courses and programs" (Simonson et al, 2015, p. 287). I was concerned in reading some policies that did not completely outline their mission and purpose and not enough specifics in student/ parents responsibility. They were written in accordance to the passed legislature but not specifics for the district. The text states the following areas should be covered in a distance education policy:

• "Governance and Administration of the Distance Education/ Online Learning Program
• Academic Policies
• Quality Control
• Faculty-Related Issues
• Student-Related Policies
• Fiscal Issues
• Legal Issues
• Library Policy
• Policy on Acceptable Use of IT Resources" (Smaldino et al, 2015, p. 290).

In addition to those areas I learned, and those that were concerning, there is one question I have regarding virtual learning. Will all districts receive the same type of funding, technology, and resources statewide? I think this will be important for schools to maintain, sustain, and grow as technology continues to advance and be used in virtual learning. "Distance education is expensive", (Simonson et al, 2015, p. 296), and something I think administrators should consider as they continue to plan for future online learning.


Resources:
Alabama SB72: https://web.alsde.edu/legislativebills/2015Regular/SB0072_ENACTED.pdf

Athens City Schools: https://www.k12.com/content/fts/athens/en.html

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance (6th ed.). Charlotte, NC: Information Age Publishing, Inc..

The Chosen One, Blackboard

Blackboard, (Bb) is the chosen learning management system that will be discussed in this blog. Although it was listed on the class Wiki page, I chose this CMS because our institution is currently using this system. We implemented Bb in the fall semester of 2016 and many users here at the college are still learning how to use it effectively.

As our executive committee planned to move towards an online environment of providing distance education, they wanted to make sure that the chosen CMS would allow for instructors to have a smooth transition from a traditional classroom to an online format. They also wanted it to be a good fit for student and instructor use, and be user friendly for them both.

Instructional Design

Blackboard, is a  nicely built system that currently meets our needs. It was designed with the "understanding that the way people learn is dynamic", and education will continue to evolve. (Blackboard, 2018). At our institution, instructors met with their respective divisions to plan which courses would be delivered through distance learning and plan their curriculum. The text tells us that "teaching at a distance requires planning and organizing" (Simonson, Smaldino, and Zvacek, 2015, p. 127). Reviewing Bb you will find that it meets the needs for the type of online instruction that the institution desires. Instructors want to be able to load course curricula, be able to track student attendance, create rubrics, measure student performance, grade assignments/ tests, and create discussions. These design features allows for a manageable student/ teacher learning experience. "Design is the fundamental element of effective instruction"(Simonson, et al, 2015, p. 128), and allows for instructors to teach and students to be able to learn at "anytime" and "anyplace". 

Take a look at the video below that provides details on the "The Learning Experience" by Blackboard:

Teaching

Using Bb system has helped instructors to be more creative in the delivery of course curricula and manage students more effectively. Instructors are able to coordinate with textbook vendors to have their books loaded into Bb with the corresponding course. Some vendors even provide the service of loading and setting up the course in each instructor'shell. Once the content is loaded, instructors are able to set up weekly coursework, learning outcomes, create tests, track their attendance, manage their progress, even submit progress statuses. These components "create a learning experience necessary for student learning" (Simonson, et al, 2015, p. 129). 

Students

As instructors continue to use the system, there is a need and desire to create an engaging learning environment as well as to have collaboration among students in the online environment. The "student -centered approach to learning fits well into distance education environments", (Simonson, et al, 2015. p. 168). Bb offers a part of the application where instructors are able to build active discussion boards and videos to create an engaging course. Students can also download the Bb app that allows for more interaction with instructors, easy accessibility to the course and monitoring of course progress. For this reason, Bb is a good option for use by the institution as it continues to explore and develop more use for online development and learning.

Support Materials

Bb does provide various support materials to aid in instruction. The texts emphasizes that printed materials, course syllabus and interactive study guides improve the distance education environment, (Simonson, et al, 2015, p. 204). In Bb you can create your own syllabus or use their shell to create. Instructors are also able to create study guides, or have the option of using the loading textbooks content that has study guides attached to the text.The textbook loaded into Bb is an example of printed text and instructors can load and attach their own material to support course instruction. 

Assessment

As instructors continue to use Bb, it was an important function to be able to assess student progress. Bb has a piece where instructors are able to grade student assignments, tests, discussions, etc., and provided feedback through a rubric. They are also able to see how student's are progressing and have the ability to send 'alerts' of students that are not performing well. This functionality allows instructors to track their students progress, see where they need to improve and make recommendations or referrals to the students. "Assessment is defined as the process of measuring, documenting, and interpreting behaviors that demonstrate learning" (Simonson, et al, 2015, p.226). This was very important for instructors to have and Bb provides that functionality.

Blackboard, the chosen one, is the CMS for our institution. It not only meets the requests of instructors but also meets the needs of student learning and engagement. The features of the system and it's user friendly resources and content allows for more creativity and course development for teaching. Bb is a great tool that supports higher education needs and appears to be keeping up with future trend as secondary education continues to advance.

Resources:

https://depositphotos.com/42564661/stock-photo-word-cloud-e-learning.html

https://www.google.com/search?hl=en&biw=1242&bih=602&tbm=isch&sa=1&ei=AK8pW4LuCcXEswXGz6H4BA&q=students+learning+online&oq=students+learning+online&gs_l=img.3..0j0i8i30k1l2.111739.113890.0.114063.24.18.0.1.1.0.199.1943.0j15.15.0....0...1c.1.64.img..9.15.1829...35i39k1j0i67k1.0.pCE26X5p7-Q#imgrc=EvKLtMfzb-QwUM:

https://www.learncube.com/benefits-of-virtual-classroom-for-teaching-online.html

https://www.youtube.com/watch?v=CM3Csm3UNyo

https://commons.wikimedia.org/wiki/File:Blackboard_Inc._logo.png

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance (6th ed.). Charlotte, NC: Information Age Publishing, Inc..

Positive and Negative Experience with online learning

I remember the first time I saw someone doing homework on the computer. It was the year 2002 and a coworker and I were chatting and he kept looking and typing while we were talking. Out of curiosity I asked, "what are you doing on the computer & why do you keep looking back and forth at two different documents?". He replied, "I'm writing a paper". This conversation led to my initial learning on completing a degree online. I was surprised, shocked and in disbelief. How can this be possible? People can actually obtain a degree, learning, studying, writing papers, etc. just on the computer? No way.......and in 2008 I became a Phoenix by earning my Masters in Business Administration from the University of Phoenix.

"We Rise"

It's amazing how we've evolved since that time and grown into this technologically advanced society where everything can be acquired at the touch of a button, or from our phones to our cars. We've also witnessed these advancements within education and how it continues to grow and become more accessible in the classroom.


My experience  with distance education has been positive. It has afforded me the flexibility to be an online learner and learn anywhere at anytime and with flexibility. The text defines distance education as "institution based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors" (Schlosser & Simonson, 2009, p. 1). At the time that I became an online student, I'm not certain if there was a definition for distance education, however the term online was used to describe those students who were learning online. Simonson, Smaldino & Zvacek write in the text "On-line Learning/ On-Line Education is the common distance education term used in higher education" (2015, p. 33). Since my experience of completing my MBA degeree, whenever there is a training opportunity or course that is offered, I always ask if there is an online offering. My preference is now to conduct any learning experience to an online format.

I haven't had any negative online learning experiences. Over the years as I have completed so many training's, teaching online courses, obtaining an online degree from various entities, that the positive experiences outweigh any negative. I can note that there are a few challenges that can occur that can be quite frustrating and cumbersome such as:

• tech issues
• limited accessibility to internet
• no WiFi connection
• power outages
• damaged laptop
• no textbook, etc.
• posture/ back issues

Many of these challenges can cause a negative impact on your online learning experience and can result in a delay in completion of assignments. Take a look at this video produced by students on the advantages and challenges of online learning:

Taking a walk down memory lane, remembering how I first came to learn about online learning or distance education, and how much I have accomplished over the years with acquiring degrees, training, even teaching online courses, I am truly amazed at how far advanced it has become. Looking at how dependent we have become on technology and not even thinking about challenges that may arise when we are using our many devices. Online education will continue to evolve and become more advanced and I'm hoping to continue to learn and be able to apply and teach others all the knowledge I have gained in order to keep up with the advancements. My hope is to continue to evaluate, research and be able to share my positive and negative experiences to assist someone else along their online/ distance education journey.

Coaching Conversations

In my previous blogs, I talked about coaching relationships with teacher/ faculty, and in my other blog I discussed coaching as a benefit to professional development. In this blog, I want to discuss coaching in a college environment with seasoned/ veteran faculty members through coach/ teacher conversations.

As you think about teacher coaching and mentoring, you think of administrators who create the coaching environments and the schools who implement coaching/ mentoring among their teachers. Most of the readings I have reviewed in my instructional technology studies emphasizes the K-12 teachers but not much regarding faculty/ instructors in the college environment. Considering I am in higher education, I strongly feel that it's possible to coach and mentor faculty, although it is known they are usually seasoned and know their particular subjects very well. I also think that because we sometimes become caught up with that idea that we forget faculty need continuous classroom training along with professional development. The text states that "coaches can use the processes outlined in the book with any teacher in any school to improve performance" (Marzano & Simms, 2013, p. 213). With this in mind, I feel coaching can be adapted and used in the college setting to enhance faculty teaching in the classroom.

Using coach-teacher conversations such as: "(1) reflecting, (2) facilitating, (3) coaching, and (4) directing", will allow faculty to be mentored by a faculty coach to help them become more effective in their instruction )Marzano & Simms, 203, p. 213) The video below provides a detailed description as outlined in our text:

As you consider the different kinds of conversations, one understands that many of the instructors are  considered experts or seasoned in teaching, however, being coached on strategies to use in instruction may have an impact on student performance. In our college setting, we have an open door policy, which means we accept all students regardless of their test scores or high school GPA. It is a known fact a large amount of our students are under prepared and require additional support in understanding and learning so they are ready for college courses. They are placed in fundamental studies course that measures where they are and then curriculum designed and taught on various levels to improve their performance, increasing their achievement and be able to move to college level coursework. With this in mind, the coach-teacher conversation can be used to see how effective the strategies are and the areas in which the instructor could improve to maximize student learning.

The coach-teacher conversation is used to improve teacher instruction and improve student performance. Coaches use strategies to help teachers to recognize their strengths and weaknesses and develop growth goals so they are able to be more effective in their teaching. The following quote gives a description of what a coach is and does:






Reflection on this quote, helps the teacher and coach see that the responsibility of the teacher is to create a learning environment for students where they can grow and increase their level of achievement. The responsibility of the coach is to show the teacher areas for growth and improvements to enhance their classroom instruction. I believe it would be a great idea to create a coach-faculty relationship on campus that uses coach-teacher conversations to help identify areas of improvement in classroom instruction that will in turn increase student achievement.

Sources

Marzano, R. J., & Simms, J. A. (2013). Coaching Classroom Instruction . Bloomington, IN: Marzano Research

PCG (2010, October 14). Improving Instruction through strategic conversations with teachers [Video file]. Retrieved from YouTube website: https://www.youtube.com/watch?v=vCyLeMH2Ucg&t=14s

Creating a coaching relationship with your teacher/ faculty

We are living in the age where all things have become technical, tech savvy, technologically advanced, electronic devices, a microwavable response to almost everything. In our homes, jobs, extracurricular activities, schools and colleges. Technology has grown and become a staple in almost everything we do and have made our lives simpler, easier, most things at the push of a button.

Watch this video to see how technology has changed over the years:

As you can see, we have evolved in many ways that has caused us to lead simpler, faster and more efficient ways in response to technological changes. We are what authors have called "digital natives" and have become "immersed in these technologies" (Conefrey, 2016, p. 37). So much so that these technological changes have spilled over into the field of education and within our classrooms.

Administrators and educators have answered the call to integrating technology into course curriculum, classroom instruction and in teacher professional development. This has created the push to develop initiatives and strategic goals to include plans in implementing and teaching technology in schools. One area that requires emphasis is in faculty training and professional development that will create opportunities for them to meet students where they are and have an engaging learning experience through technology integration.

In thinking about technology integration between teachers/ faculty, you have to consider the coaching/mentoring relationship that has been established. In my previous blog, I discussed "Coaching as benefit to Professional Development" (Bynum, 2017), and gave some insight in coaching theories and models, putting them into practice and how it becomes a benefit to teacher growth and development and student success. This is done by setting growth goals and the coach works with the teacher to progress on a scale. The five levels of the scale are:

• Not Using (0)
• Beginning (1)
• Developing (2)
• Applying (3)
• Innovating (4)

In establishing these growth goals a coach must assist the teacher in moving from one level of the scale to the next. In order to progress through the scale, the coach must ensure the teacher can "understand the research and theory for his growth-goal element" (Marzano & Simms, 2013, p. 37) and apply a strategy that can be implemented in the classroom. Then the coaching relationship moves to the next level of the scale to helping the teacher identify parts of the strategy that may not work and correcting any mistakes. Once this has been determined then the teacher moves on to the next level and the coach assists the teacher in applying and integrating several strategies that meet students "unique needs" (Marzano & Simms, 2013, p. 155).

There are several ways to continue the coaching relationship with teachers/faculty. Conducting a self audit and establishing growth goals, helps the coach to assist the teacher in moving through a measurement scale that monitors their progress in implementing strategies in the classroom. The coach must mentor the teacher so that they are providing innovative strategies where students are growing and learning while at the same time building trust and strengthening the coaching relationship.

Conefrey, T. (2016, July-August). Technology in the college classroom: Crisis and opportunity. Educational Technology, 56(4), 37-40.

Marzano, R. J., & Simms, J. A. (2013). Coaching Classroom Instruction . Bloomington, IN: Marzano Research.

Coaching as a benefit to Professional Development

When we begin to think about coaching, several things come to mind: sports, teams, athletes, singers, dancers, etc. These groups uses coaches to help them in getting better at their craft or talent. Coaches work with them to help them to reach success.  In education, when one speaks of coaching, they are referring to the act of providing professional development, guidance, mentoring and help to novice, experienced and/or veteran teachers. Coaching has now become an increasing useful training tool that assists educators in becoming better teachers, developing their growth potential, and enhancing their skill coaching relationships. As the realm of education continues to evolve, many practices are being developed to make sure teachers have the skills they need to ensure their students are engaged in learning and are successful. In order to do that, teachers need coaches to help them establish goals, put those goals into action, and then evaluate their effectiveness.

Administrators are seeking new and innovative ways to train teachers in becoming better educators for their students. Various forms of professional development are being developed to increase teacher skill and training. Instructional coaching has become one of the tools being implemented to assist teachers in their development. The following video gives a brief description of instructional coaching and how it is useful:

After watching the video, one may wonder how many schools, principals or administrators should develop instructional coaching as a means of professional development for teachers. The question could be answered based upon data that may reveal that students progress increases and teachers overall are happy and seem fulfilled. Well, before you can make that determination you must conduct coaching research before you can actually begin to practice and measure its effectiveness.

"The term coach generally means helping someone move from where he or she is to where he or she needs or wants to be (Marzano & Simms, 2013, pp. 4). Coaching research are theories and models that are used to help with teacher growth and development. It supports coaches understanding on how to create effective relationships with teachers and work with them in developing strategies and tools to be more effective in the classroom. Just as you think of a coach helping it's team to play,giving them instructions and advice which will guide them in playing and ultimately winning. (The animated illustration shows how coaching can sometimes be misunderstood but at the same time still give you the tools needed to move ahead)

Coaching practice is when the coach guides the teacher to in implementing the theories and models learned from coaching research. They will work together to become better in teaching in the classroom and helping students to learn. In coaching practice, the coach and teacher form interactions that help with an effective coaching relationship. "When working together, a coach and teacher must establish a set of shared understandings and conditions that will drive the rest of their interaction" (Marzano & Simms, 2013, pp. 19). This interaction establishes the relationship, allows for them to create growth goals, and then measure those goals for effectiveness.            

                                            

When thinking about implementing teacher coaching, think about the ways in which you want your teachers to benefit from the coaching relationship. Think about the goals you are wanting to accomplish, how you want teachers to be more effective in the classroom, and most importantly think about how you want your students to be engaged in learning and achieving success. Understanding the theories and models in coaching research and then implementing them into coaching practice, will be a great benefit to teacher growth and development, which in turn becomes a benefit to successful students.

Sources

Johnson, J. (2016, August 22). What is an instructional coach [Video file]. Retrieved from Youtube website:  

        https://www.youtube.com/watch?v=kYWNV9nAcOo

Marzano, R. J., & Simms, J. A. (2013). Coaching Classroom Instruction . Bloomington, IN: Marzano Research.

My Voicethread about FERPA

This podcast will provide details on understanding the Family Educational Rights and Privacy Act and how it affects student records once the student reaches the age of 18. Understanding this law and how records are to be disclosed and protected are discussed in more detail. Take a look at the video below to learn more about the FERPA law and how it applies to you.