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DISCUSSION POST: What does an online programme of learning look like?

Posted by Tessa Gray

When: 8 Apr 2020 - 8 May 2020

Venue: Teaching group

Fees: Free

Organiser: Enabling e-Learning

Contact: tessa.gray@core-ed.net

smiley DISCUSSION POST: What does an online programme of learning look like? 8 April - 8 May

Timetable planAs we transition towards planning and facilitating distance learning, what could an online programme of learning look like? How might you plan online and offline experiences, so that the wellbeing of your learners, whānau and yourself is taken into consideration? What e-learning tools might help make this visible, or collaborative to all? In this discussion, we'll share what some daily/weekly timetables might look like and invite you to do the same. This discussion will be hosted in the Teaching group.

Image source: Pxfuel.com timetable, CC0,

Comments

  • Heather Bell

    This is a really wide open question Tessa.  Great prod to make us dig deep.  

    It could include:

    • regular planned opportunities to virtually meet so children can see each other, interact and generally catch up.  Casual cool and student led.  If these meetings are regular and planned, students will have a reason to get online that isn't 'work' related but they will stay on for classroom activities if this is managed afterwards.  
    • teachers opening Zoom channels for 30 mins once or twice a day so students can come in and ask questions, clarify, discuss, get feedback etc.
    • prerecorded vignettes or mini lessons that are available to students when they need or have time to complete an activity, rather than following a timetable each day.  Post these into materials inside your Google Classrooms of course.  Another way for students to 'see' you - it's company they are missing.
    • multiple ways of delivering/presenting material or lessons, and for engaging with students.  And multiple ways for them to represent their learning
    • opportunities for them to debate their thinking - live chats or recording their responses to our challenges.

    I'd rather students were able to work flexibly and not have to follow a timetable although this may be more tricky for secondary students of course.  We don't have a clue what their household looks like, where and when the pressure points are.  This is a perfect context to develop student agency.  Question ourselves though, how will we monitor this growth, what will it look like, how will we respond to its growth ...

    Take care everyone.

    Heather