This year’s Technology Enabled Learning and Leading Symposium for Principals is wrapping up today. Yesterday we had the opportunity to have conversations with Dr. Tony Wagner about how the current pathways for our students are no longer leading to success.
Creating that Compelling Case for Change is so critical. We are in times of exponential change, yet for many, this change is invisible as we continue to do things as we have always done in our education system.
Earlier in the week, I had the pleasure of leading, with Mark Carbone, a group of PQP and SOQP instructors in an examination of why change is needed and how we might start considering our work in online spaces differently.
We have included the slides and some of our thinking below.
As we think about the needs of learners in online environments, there is one dichotomy that we often forget.
Some students take online courses because they need a credit or qualification for a life pathway, not because the want to learn.
I was first introduced to this thinking as a secondary online teacher , and I wrote about it on my old blog, School 2 Go, seven years ago .
I am returning to this dichotomy today as I think about how to differentiate the AQ I am currently teaching. Many of my teacher candidates have yet to find consistent work in the teaching profession in Ontario even though they have a wealth of experience. For some of them, this course is just a qualification needed to help them find work. They are busy raising families, doing other paid work and just trying to make it in a system that is so challenging for new educators.
How do I, as an instructor, challenge their thinking and model the kind of online learning we want for our students and teachers, while respecting their need to just “get through it”? How do I remain present in their learning from a distance without becoming a burden to achieving their goals?
This will be part of my personal inquiry going forward.
We have come a long way in Ontario from the idea that eLearning required a “learning management system” to deliver content, to the understanding that building relationships is at the centre of all learning (f2f or at a distance).
As we work with eLearning teachers through their collaborative inquiries into best practice, I often wonder about how best to “spread” some of the great online pedagogy I see around the province.
Then yesterday, I saw this tweet:
It’s a quick post, an idea that came out of some work with #GEDSBLead, and a great catalyst for sharing, connecting and elevating online learning.
So what if we change this a bit? What if every eLearning teacher tweeted one thing they did each day in their online “classroom” to the hashtag #eLonted – and then took 5 minutes to read each others’ tweets?
We know that connecting online educators works. We know that networking online educators is essential. We know that eLearning teachers want to share their practice.