Photo credit: Ellen Kinsel | Northern Exposure
Welcome to the March CANeLearn News.
Who’s ready for Spring? We know our colleagues in the prairie provinces certainly are! March is closing like a lamb in some provinces, not so much in others where it remains a lion.
April typically brings a strong sense of renewal and optimism, this year again tempered by the fatigue and challenges of the pandemic. We have several upcoming events to lift spirits and practice, and this newsletter is packed with ideas and resources to check out, reflect on, and share with others as you continue to improve online practice.
April 22-23 Digital Learning Symposium
CANeLearn, in partnership with the BC Partners in Online Learning, is offering an engaging online program this year for the 18th Annual DL Symposium featuring:
FOCUS ON ACCESSIBILITY
Both software developers and educators must strive for true inclusivity for online learning. Education platforms must be accessible to all users – teachers and students alike. The educational content that educators create must also be designed for users with a broad range of abilities, so that they’re able to perceive, understand, navigate and interact with it.
Presentation by Gavin Henrick and Karen Holland, Brickfield Education Labs, on Accessibility for Tips for Teachers
Blog post Tips to Make Your LMS Content Accessible
Designing for Accessibility (PDF posters)
Overcoming Adversity with Resilience and Hope for the Future: Webinar Archive from Digital Learning Day 2021
18th Annual Digital Learning Symposium!
Leading flexible learning models, environments, and online instructional approaches
Mark the dates: Upcoming Online Conferences
5 Tips for Creating a More Engaging Online Course for Adult Learners
As online learning opportunities continue to grow, the challenge for educators is to stay abreast of shifts and use new strategies to provide the best education possible. When teaching courses online, it is critical to apply evidence-based strategies to improve engagement, satisfaction, and comprehension for students of all ages. The following five tips have been developed from research geared toward shifting live onsite classes to online or blended learning courses.
Online Learning is an Opportunity to Meet the Needs of Struggling Students
Research conducted in South Africa showed that a total of 97% of educators never or seldom use a flexible curriculum and extra time to accommodate the diverse learning needs of students. The study was conducted among a group of student teachers to see whether a different approach to instruction could help them. This approach was differentiated instruction – that is when the instructor tailor-makes support for individual students. Content, assessment, and strategies were designed to meet their needs. The results suggested that this could improve students’ performance.
At home for a year, office workers complain of aches, pains, and Zoom fatigue
Back in March 2020, when many companies directed most of their staff to leave the office and telecommute in an effort to slow the spread of a scary new coronavirus, the experience of working from home felt novel, perhaps even exciting for some workers. At the very least, it was considered a blessing to have the option, particularly as workers in other sectors, such as health-care workers and grocery store staff, didn’t have the same choice, and many other workers were laid off because of the pandemic’s economic toll. But working from makeshift setups with non-ergonomic chairs and unorthodox workspaces has caused its share of physical strain, and collaborating with colleagues remotely for so long has only worsened a COVID 19-era ailment of another kind: Zoom fatigue.
Virtual Reality in K-12 and Higher Education: A Systematic Review of the Literature from 2000 to 2019
This study is a systematic review of 20 years of research on the usage of virtual reality in K‐12 and higher education settings, which aims to consolidate, evaluate, and communicate evidence that can inform both the theory and practice of VR‐based instruction. The literature analysis emphasized four interrelated aspects of VR‐based instruction: instructional context, instructional design, technological affordances, and research findings.
Bridging the Digital Divide 1: from a Business Perspective
Review of a report in The Economist that “explores the impact of the new higher education paradigm spurred by covid-19 on teaching and learning experiences, engagement, performance, and value….the report explores how covid-19 hit the “fast-forward” button on the remote education revolution, and its resulting impacts on teaching and learning.”
Bridging the Digital Divide 2: Technology Inequities and Solutions
The second post in a series of three about reports on the digital divide and online learning. This report focuses on inequities among students and provides examples and suggestions about how to mitigate these inequities.
Bridging the Digital Divide 3: The Fundamentals of Inequality
This report examines the pandemic’s impact on students, from their basic needs security to their well-being, as indicated by employment status, academic engagement, and mental health.
NPR Poll: Nearly One-third of Parents May Stick with Remote Learning
One year after the coronavirus pandemic shuttered classrooms around the country and the world, U.S. parents are guardedly optimistic about the academic and social development of their children.
Virtual Student Engagement Isn’t Impossible
One frustration that sticks out the most, makes us question our belief in our teaching abilities, and makes us feel as if we no longer have an impact: Not knowing how to engage our students anymore. In the shift to virtual learning, many of the strategies that we had previously used to draw our students’ attention have fallen by the wayside. Author Melissa Childs found it helpful to take a step back and remember what we already know about engaging learners. There are three types of student engagement: emotional, behavioral, and cognitive. When students are engaged in all three components, they can learn at their highest capability.
Teaching Grade 9 Online: Learning During the Pandemic
Karen Kennedy-Allin had been using computers as a tool for teaching since 2010, recording lessons or saving the work so her students could access them for help and take notes during any time of the day. Now, from behind her computer, she teaches all three dozen Grade 9 Horizon School Division students who’ve opted for online learning. This article outlines a typical day in the life of online teaching and explores the challenges and benefits.
Embrace the Strange: Advice from a Northern Teacher on Virtual Learning
Albee Eisbrenner has been teaching high school physical education and math through the Keewaytinook Internet High School while based in North Spirit Lake First Nation, Keewaywin First Nation, and Kitchenuhmaykoosib Inninuwug. Since he was evacuated due to COVID-19 he’s been teaching remotely from Winnipeg. Read about Albee’s experiences teaching online, how COVID-19 has changed things and the advice he has for northern teachers taking on virtual learning.