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Everybody Ready for the Big Migration to Online College? Actually, No – The New York Times

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One consequence of coronavirus: It will become more apparent that good online education is easier said than done.

Nobody planned for an abrupt mass migration of traditional college courses to the internet.

But because of coronavirus, thats where we are.

Hundreds of thousands of students have been told to clear out their belongings and head home, many through the end of the semester. In nearly every case, colleges have said that instruction will continue online.

Making it work will require much more than giving every professor a Zoom account and letting instruction take its course. Thats partly because not all students will be able to access or benefit from suddenly online courses equally.

Undergraduates at places like Harvard, Stanford and M.I.T. will largely have no problem getting online to complete their work. But one recent study found that roughly 20 percent of students have trouble with basic technology needs. Their data plans are capped, their computers break, or their connections fail. Those with technology challenges are disproportionately low-income and students of color, who are also more vulnerable to dropping out.

Those students need courses that are not just accessible, but also well designed.

In some ways, colleges have been building toward this moment for more than a decade. One-third of all undergraduates are enrolled in online classes now. Thirteen percent are learning exclusively online. Online course-taking has increased for 14 consecutive years, even as overall enrollment has declined.

Colleges have also adopted so-called learning management systems, virtual platforms that help faculty interact with students on campus and off. Like all modern institutions, college now exists in a state of constant electronic connectivity.

Ideally, online education accomplishes at least three distinct things: distance, scale and personalization. All of them will be hard for colleges to manage in the coming weeks.

Tools for communicating at a distance have steadily improved over time. But theyre not perfect, as anyone who has ever participated in a video conference call can attest.

(OK, now I can see you but I cant hear you theres a little microphone button at the bottom of the screen, did you click on that? There! Thats better. Can everyone who isnt talking put themselves on mute? One of you is apparently in a crowded bus terminal of some kind?)

It takes practice and skill to teach effectively at a distance. Colleges have largely let individual faculty members decide whether to participate in online learning, and some have gotten very good at it. Others havent. Now the most traditional and recalcitrant instructors will have to do something difficult theyve never done before.

It also takes practice to learn at a distance. Theres a structure inherent to learning on campus, a rhythm and tangibility that keeps students connected to the academic community. Some students easily adapt to a virtual environment. Others dont. Now students used to learning one way will have to adapt quickly. Research suggests that academically marginal undergraduates struggle the most in fully online classes.

One way to manage the problem of inexperienced online professors is to increase the number of students being taught by the most successful teachers. Scale is currently a big part of online college, because thats where all the profits are. Its why for-profit colleges got into the online game early, and why public and private institutions are rapidly growing their offerings now.

But scale requires time and money upfront. The only way for one professor to reach hundreds or even thousands of students is to embed the learning process in technology. The simplest example is recording a lecture that students can view online. But effective online courses require much more. Many campuses now employ full-time instructional designers who help faculty map out courses and degree programs. They also create learning modules, online exercises, virtual laboratories and assessments.

The designers are good at their jobs and getting better. But its an expensive and labor-intensive process. The reason that many colleges are signing away up to 70 percent of future online tuition revenue to private for-profit companies is that those firms offer the financial capital and expertise needed to convert traditional courses online.

Its impossible to transform a college course into the virtual world overnight. Which means the students currently boxing up their clothes and laptops also wont benefit from the advantages of technology-enabled personalization. Fully online courses are usually, in whole or in part, asynchronous, meaning that students can learn when they need to.

A parent with a job can log on after putting the kids to bed at night, rather than hunt for a parking spot to make a 10 a.m. on-campus lecture. Thats a simple but powerful kind of personalization, particularly if people are caring for loved ones who are sick.

While the popular idea of individual learning styles has been largely discredited by academic research, people still bring vastly different levels of knowledge, talent and context to the classroom, virtual or otherwise. The long-sought-after dream of technology-enabled education is to build machines that can assess these differences, react to them, and give students a better educational experience personalized to what they know and need.

There are decades of research in this field, and many promising theories and tools, but as of yet no breakthrough technologies in terms of cost and student learning.

What does all of this mean for colleges suddenly forced to move online because of the coronavirus pandemic? The only thing they can create right now is distance, which is important of course for health reasons. They do not have the time or resources necessary to map out the rest of their courses and build online versions on the fly that can accommodate large numbers of students. They will not be able to train their teachers how to teach or their learners how to learn. There will be little personalization.

College professors and administrators care deeply about the health and education of their students. In the coming weeks, they will rally around their responsibilities as teachers and develop many innovative solutions to the sudden challenge the pandemic has created. But in a sense, its a mistake to say that colleges will be moving to online education. All theyll really be doing is conducting traditional education at a distance. That will be hard enough.

Kevin Carey directs the education policy program at New America. You can follow him on Twitter at @kevincarey1. His book, The End of College: Creating the Future of Learning and the University of Everywhere, explores information technology and higher learning.

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Everybody Ready for the Big Migration to Online College? Actually, No - The New York Times

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What Is a College Education in the Time of Coronavirus? – The New York Times

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An unwavering commitment to this form of delivery prevented elite schools from using digital media to lower costs for all of their students, or investing in the pedagogical expertise that might have rendered online learning options complementary in practice and commensurate in quality to face-to-face instruction. This is why tens of thousands of students and faculty at some of the wealthiest and most esteemed universities in the world are finishing their coursework in video chat rooms this spring, instead of having the opportunity to take advantage of high quality interactive and pedagogically sound online options. We can only speculate how things might have been different if residential schools had invested as much in online learning platforms as they have in recruiting star researchers, renovating dormitories or upgrading athletics facilities over the last 20 years.

We recognize that residential programs provide a great deal more to students than mere coursework. They are relationship machines, generating countless friendships, intimate partnerships and professional network ties. That machinery doesnt translate easily to digital life, which is why residential-campus students, when told to complete their coursework on computers, feel cheated out of much of the value associated with residential college attendance.

We also recognize that online formats bring their own risks. When poorly designed and bereft of genuine human attentiveness, online delivery can be disastrous for students who are not well prepared for college-level coursework. Inequitable outcomes will almost surely result if the makeshift approaches being used to weather the current crisis continue indefinitely.

Going forward, educators will need to study and compare learning outcomes for different kinds of students in a variety of instructional formats. With prudent investment, careful observation and a commitment to ongoing improvement in both physical classrooms and online, quality instruction can be provided irrespective of delivery mode.

Well-resourced institutions should use their capital and scientific endowments to create and model best practices: building best-in-class online learning platforms and then adopting and promoting research-based approaches to iterate and improve on instructional design. Here the nations esteemed research universities are ideally positioned to serve the entire sector: they have the scale, expertise, and research infrastructure to make signal advances in applied learning science.

Additionally, administrators, faculty and alumni should recognize the costliness of requiring students to leave their homes and physically cohabit with one another for four years. How much of that is really necessary? Might two or three years of being on campus together suffice for four?

This is not a fanciful idea. For example, the University of California system now requires that one junior transfer student be admitted primarily from the states community college system for every two traditional entering freshmen students. Students admitted this way receive most of the benefits of a University of California education while enjoying substantial savings on tuition, room and board charges during their initial college years.

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What Is a College Education in the Time of Coronavirus? - The New York Times

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OPINION: What’s different about online education tools in an emergency? – The Hechinger Report

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The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our weekly newsletters to get stories like this delivered directly to your inbox.

As U.S. colleges and universities are working to deal with the public health and logistical implications of the coronavirus in a global emergency, were seeing a rushed move to use online education tools, often from private, for-profit companies.

As someone who works in higher education, I am confident that most schools are doing the best they can in a tough situation, but I also have concerns about the possibility of dangerous precedents emerging for higher education.

The online courses were creating right now are ways to survive in uncertain times, not to thrive in online education.

I have taught online courses in introductory biology and in-person human anatomy and physiology courses, both for biology majors and non-majors. While having more options for students to access higher education is good, these hasty shifts to online teaching may become an excuse to further inject privatization into U.S. higher education.

Most American universities are run by a process of shared governance, or the practice of recognizing faculty, administrators, staff and students as integral stakeholders in a universitys success, and the success of the individual members of that university community.

Related: Already stretched universities now face tens of billions in endowment losses

Unfortunately, amid the rush to address public health concerns, many universities are functioning on a more top-down model of management than the shared governance that is standard in U.S. higher-education institutions.

Again, in times of emergencies, this model of strong, decisive leadership can be critical. It is not, however, the way that educational systems should ideally operate, and the coronavirus doesnt change the need for shared governance.

Faculty and staff are co-equal partners with the administration in the running of a university, and their experience, expertise and relationships with students shouldnt be discarded or downplayed. We all contribute to the mission of a university, and we all must continue to have seats at the table for the university to continue to thrive.

In-person classes facilitate an active learning atmosphere and participation in service-learning or other more interdisciplinary and holistic educational opportunities.

Online classes are great for non-traditional students, students with mobility issues and students who are geographically tied to family or jobs. While higher-education tools like online program managers (OPMs) have benefits to faculty and students, the contracts with for-profit companies raise concerns about the privatization of U.S. higher education. Buried in these contracts are problems for shared governance, academic freedom, educational quality, student privacy, and the reputation and sustainability of the institution.

Faculty should review carefully any contract their institution has with OPMs and revisit their institutions instructional Intellectual Property policy. They should make sure any contracts protect facultys intellectual property rights and instructional materials.

There are plenty of standard restrictive agreements in such contracts, such as mandatory arbitration clauses and nondisclosure agreements. The American Association of University Professors has created a model letter of agreement defining the scope of OPM contracts for faculty, as well as other material to help faculty watch out for numerous pitfalls in these contracts.

Related: COLUMN:Tears, confusion and financial woes as colleges abruptly end semesters and send students home

If these online tools are seen by university administrators as a way to justify less-autonomous classrooms, this will damage innovation in teaching and could lead to more homogeneity in classrooms across the United States, as well as an increased reliance on for-profit institutions.

A more uniform experience in higher education may sound like a good idea, but this is detrimental to the ideal of academic freedom, both for instructors to teach how they feel works best and for students to learn in ways that benefit them most. While there is nothing wrong with online education in general, such decisions including contracts with online education companies must have as much faculty oversight as classes taught on campus do.

At the same time, creating something in a rush to address a short-term and organically evolving situation is not ideal. Necessity is the mother of invention, as the saying goes, but those innovations may not be the best practices outside of that time of necessity. We must remember this.

Put another way, the coping mechanisms that we develop during a traumatic event, such as a pandemic, are not the ways we should cope under normal circumstances.

We are in unusual times right now, and that fact requires unusual measures to make it through. Our task once the acute conditions subside is to not let those unusual measures become business as usual.

This story about online instruction in uncertain timeswas produced byThe Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign upherefor Hechingers newsletter.

Lis Kenneth Regula is a lecturer in the Department of Biology at the University of Dayton in Ohio. Regula conducts research in zoology and ecology. His current project is LGBTQ+ concerns in early education and home-school-community partnerships.

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OPINION: What's different about online education tools in an emergency? - The Hechinger Report

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Coronavirus pushes Bay Path, Elms to online education – MassLive.com

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Bay Path University and Elms College announced on Wednesday that their classes and instruction will be done online for the remainder of the semester, though Elms president Harry Dumay left open the possibility of reviewing the situation in upcoming weeks if an opportunity presents itself.

Bay Paths commitment was final. President Carol Leary said the transition caused by the coronavirus outbreak demands university staff and students to rise to the challenge of continuing their quality education by different means.

"Theres one point Id like to especially underscore: this is not a time for any of us to shy away from the work at hand. While we may not be conducting every aspect of our normal duties, this may give us a chance to work on projects that have been back-burnered, Leary wrote.

Working remotely will present opportunities to function in new, collaborative ways. You may even be asked to assist another area where additional resources are in demand. Embrace and learn from these opportunities.

The Longmeadow university initially set a tentative target date of April 5 to resume traditional classes, but that was dropped.

Similarly, Dumay said Elms, located in Chicopee, would go online for the remainder of the semester. He said if conditions drastically improve in the next few weeks, campus leadership may revisit the decision and could transition classes back to campus after ample notification to faculty, students and staff.

While that remains possible, it looks highly unlikely.

The health and safety of our students, faculty, and staff are our highest priorities. As this unprecedented crisis and state of emergency continues to unfold, campus leadership has determined that the best course of action to ensure the safety of Elms College constituents and the wider community will be to move all classes completely online for the rest of the spring semester. This change is for all programs and all locations, Dumay said.

At Bay Path, commencement is scheduled for May 17, and with university officials aware that state and federal guidelines for large gathering are currently extended through April, no change in the graduation schedule has yet been made. That could change, depending on the situation and developments, Leary indicated since, as she said, the coronavirus situation is changing hour by hour.

Leary said a final decision on commencement will be made by April 8, giving families and students adequate planning time. The Elms announcement did not address commencement.

Leary is one of three local university presidents who are retiring, and whose final academic year at their institutions is being tested by the COVID-19 outbreak. Westfield State president Ramon Torrecilha and Western New England president Anthony Caprio are also retiring.

In a message to students and staff, Leary emphasized that the challenge of the crisis does not detract from Bay Paths determination to provide quality education and services.

"We are being called upon more than at any other time in our history to work creatively, boldly, and with each other in mind. Lets show the world just how brightly the Bay Path community can shine,'' Leary said.

Some employees will work remotely, but others will be required on campus. A remote-working model is being put into place to cover procedures through Tuesday, April 7.

"We will, to the best of our abilities, keep all of our operations functioning ... "business continuity for the sake of our institution and especially for our students, is critical,'' Leary wrote.

Residential students will be contacted about the procedure for retrieving their belongings. Where applicable, students will receive a credit on their student account, based on the number of room and board days that are cancelled. A refund check will be issued prior to the end of the semester.

At Elms College, all academic, athletic, and co-curricular on-campus events have been cancelled for the rest of the academic year. Students who have off-campus educational activities, including nursing clinicals, student teaching, social work field placement, CSD practicum, internships, etc., will receive specific updates from their dean or division chair.

Students with campus employment as a graduate assistant or a student employee, are asked to contact their supervisor for further guidelines and instructions.

Residence halls will remain closed for the rest of the academic year. Students who have been allowed to remain on campus due to exceptional circumstances will continue to do so. Resident students will be expected to move out by April 1.

The college will transition most non-essential staff members to work remotely, with select staff members on campus. Access to the library will be made available to the Elms College community in a limited way.

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Coronavirus pushes Bay Path, Elms to online education - MassLive.com

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The Effects of an Online Education The Albion College Pleiad Online – Albionpleiad

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The spread of COVID-19 has halted face-to-face lecture-style education for many universities. Students at Albion College began online classes on Monday (Photo by Connor Robertson).

COVID-19, commonly referred to as coronavirus, is undoubtedly the biggest issue in the world right now. Due to the virus, many organizations are halting operations across the United States. These organizations, ranging from professional sports leagues to universities, are reacting to the pandemic with great caution.

U.S. colleges and universities are taking caution by trading face-to-face lectures for online-based instruction. This week, Albion College announced their switch to online classes, officially starting this past Monday.

In a generation defined by technological innovation, it is important to analyze the effects that online instruction has on learning. These effects, which are controversial in the educational realm, must be understood in order to best serve students during the unusual and unfortunate circumstances of COVID-19.

An MIT study, completed in 2012 by David Pritchard, MITs Cecil and Ida Green Professor of Physics, found that online learning may actually have benefits that exceed face-to-face learning. In this study, students who were taking an online physics course learned a greater amount than students who took the class in a traditional, lecture-based format. Furthermore, the study found that improvement among the online physics students was equal to or better than 65 previously studied traditional lecture-based classes.

While perhaps students learn more in online format, some educators are resistant to the change to online instruction.

I do think theres something very detrimental about taking a generation of students raised with a crippling technology addiction and putting them in a situation where the ability to resist that technology addiction drops to essentially zero, said assistant sociology professor Matthew Schoene.

For a generation born into the internet revolution, the effects of online instruction might be profoundly different.

I would predict that academic performance declines across the board, said Schoene.

While professors have some concerns, students have their own worries.

I dont think I am going to like online classes, and I feel like it will be harder to find motivation, said Cole Nelson, a first-year from Saline, Mich.

For students, finding this motivation may be key to success in online classes. Because COVID-19 is so dangerous, online classes are necessary. Motivation during this time will be imperative to the success of the online alternative.

Despite worries about the online format, Schoene is still optimistic that this is the best option going forward.

In the spirit of social distancing, it seems that online classes are a prudent option, and perhaps the only option available to us, said Schoene. If students trust that their professors will do their best, and professors trust their students to take the online environment seriously, I have faith that well make it through the semester together.

Opinion: Pepper Spray Has a Place on Campus

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The Effects of an Online Education The Albion College Pleiad Online - Albionpleiad

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HCC starts online education due to virus – Kosciusko Star Herald

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Spring semester classes at Holmes Community College started back today in an online format as Holmes does its part to help fight the spread of the coronavirus (COVID-19).

The College has moved 788 academic and career technical classes to an online format which includes 3,555 traditional students. Currently, 5,210 Holmes students are being taught and are receiving instructional support. Plans are being made to host individual training for career and technical students in addition to their online content.

Holmes Community College President Dr. Jim Haffey is proud of the effort his instructors and administrators have made to keep students on track to finishing the spring semester in a timely manner.

We take a lot of pride at Holmes at being flexible and responding to our communities needs quickly, Haffey said. That is a culture that our instructors and employees embrace.

Holmes has invested in the Canvas Learning Management Platform, which has become the most widely adopted LMS in North America, benefitting millions of students and teachers globally across 70 countries. The eLearning Department at Holmes embraced the use of Canvas and many other innovative activities to enhance online education.

We were fortunate to have invested heavily in online learning over the last decade, Haffey said. A large percentage of our classes are usually delivered online to students across the state and country. I would not say that it has been an easy process to convert everything to online, but most of our classes already had a lot of online resources tied to them, so we have been able to expand those. I am extremely proud of our instructors for jumping in with both feet to help get our state and country back going.

Director of eLearning Tish Stewart said her staff was eager to help the on campus instructors convert their classes to online.

Since our eLearning program has 20 years of experience, we have a wealth of information that we are able to share with instructors and students, including basic instructions, training manuals, and tips for the online classroom, Stewart said. We are doing all we can to help all those involved with this transition to be prepped and ready for what the weeks ahead may entail.

Vice President for Academic Programs Dr. Jenny Jones said once she knew a transition from on-campus to online, her staff and instructors went to work getting this accomplished.

Our instructors were able to take their face-to-face courses and start converting them to fully online within days, Jones said. Of course none of this would have been possible without the outstanding support from the eLearning Department, they have been the backbone to this massive undertaking. We want to ensure that our Holmes students to know that we are all here for them and will support them in the days ahead. No Place Like Holmes! has never been more evident than now.

Vice President of Career Technical Education Dr. Amy Whittington said her classes have made a move to online as well which has made her instructors embrace new technologies along the way.

I am proud to say that our face-to-face CTE courses went live today with online content to ensure that we are continuing to provide those skills necessary to gain employment upon completion of a CTE program, Whittington said. The eLearning Department has been vital in the success of our push to online with program content. Our highly-skilled instructors are continually searching for new technologies to train remotely.

Collaboration and team work across divisions have been key in this transition, she added. While these may be challenging times, I am confident that our CTE team will use this time to find ways to make our programs even stronger.

As schools and universities close or otherwise prepare for coronavirus (COVID-19), the Instructure (Canvas) team is here for you, according to the Canvas website. Were committed to the health, safety, and success of students, educators and administrators everywhere. And we want to make sure you can continue to teach, learn, and succeed from anywhere.

Holmes has also identified several areas at each location where students can park and work on their assignments in their vehicle if they have limited access at their homes.

Wifi is available to students in the following areas of our campuses: Goodman Campus, along Montague Street; Ridgeland Campus, parking lot in front of Adcock Library; Grenada Campus, parking lot on Avent Drive near the Phillips Building; and the Attala Center, in the big parking lot.

Hours available will be 8 a.m.-7 p.m.

Students need to be aware that signal strength is determined by the numbers of users so the strength may fluctuate as more people take advantage of the service.

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HCC starts online education due to virus - Kosciusko Star Herald

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Derby Board Of Education To Meet Online Tonight – Valley Independent Sentinel

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DERBY Members of the Derby Board of Education are scheduled to meet 6:30 p.m. tonight (Thursday, March 19) using Zoom, a videoconferencing center.

The public will be able to join the meeting.

Here is a link to the Zoom meeting:

zoom.us/j/348011559

The image below contains the meeting ID, and the numbers needed to dial-in if you choose to join in that matter.

The meetings agenda is posted at the bottom of this post. It is also available as a PDF from the Derby city website. Click here to download it. https://evogov.s3.us-west-2.amazonaws.com/meetings/79/agendas/13299.pdf

The school board is scheduled to review the district distance-learning plan since students are out of school due to the COVID-19 virus until the end of March (as of this writing). The school board is also scheduled to receive an update regarding the virus, presumably with information coming down from the state. If youve never used the Zoom videoconferencingservice, here are some short instructional videos that could help.

This YouTube video is from a third party. It explains how to join a Zoom meeting from your smart phone.

In addition to checking the Derby City website, meeting notifications are also being posted on Derby Town/City Clerk Marc Garofalos Facebook page.

Here is a supporting documentation included in an agenda packed for this evenings meeting.

Derby BOE Info 1 by The Valley Indy on Scribd

Derby BOE March 19 2020 Meeting Agenda by The Valley Indy on Scribd

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Derby Board Of Education To Meet Online Tonight - Valley Independent Sentinel

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Stamford schools head into unknown world of online education – The Advocate

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Melissa Wall and Stacey Wood, teachers at Julia A. Stark School in Stamford, Connecticut, collaborate on Friday on their Virtual Lesson plans that students will use while the schools are closed for the next two weeks. Wall and Wood, along with fellow teacher Alex Frattaroli are preparing a Read Aloud, where they as part of their lessons, read a book via a video presentation for their students.

Melissa Wall and Stacey Wood, teachers at Julia A. Stark School in Stamford, Connecticut, collaborate on Friday on their Virtual Lesson plans that students will use while the schools are closed for the next two

Photo: Matthew Brown / Hearst Connecticut Media

Melissa Wall and Stacey Wood, teachers at Julia A. Stark School in Stamford, Connecticut, collaborate on Friday on their Virtual Lesson plans that students will use while the schools are closed for the next two weeks. Wall and Wood, along with fellow teacher Alex Frattaroli are preparing a Read Aloud, where they as part of their lessons, read a book via a video presentation for their students.

Melissa Wall and Stacey Wood, teachers at Julia A. Stark School in Stamford, Connecticut, collaborate on Friday on their Virtual Lesson plans that students will use while the schools are closed for the next two

Stamford schools head into unknown world of online education

STAMFORD Online education may be common at universities, but at public schools in Stamford, that is not the case.

This is very new territory for all of us, said Amy Beldotti, associate superintendent of teaching and learning for Stamford schools speaking of preparations ongoing Friday for the distance learning approach the district will employ for the next two weeks at least. School buildings were closed this week due to the spread of COVID-19, the coronavirus.

A general shape of digital school days is taking form. Students will begin their day with a message from their teacher with an assignment for the morning, using Google Classroom. Depending on the teacher, the message could be a video or just text. Students after receiving assignments will be able to interact with teachers through the online tool or on Google Hangouts, a free online product used commonly in professional settings for coworkers to communicate with one another.

With the teacher and students connected on the platform, students can ask questions and the teacher, in turn, can have students answer problems essentially leading lessons digitally.

Thats how everything should work, in theory, but school officials wont know how the initiative will go until the beginning of next week, when distance learning kicks off.

Beldotti is expecting some technological glitches and unforeseen issues to arise at the beginning of the week, but shes hopeful the online plan will be a success.

We are ready, she said. Well just keep getting better at it as the week goes on.

Central office staff has been working on the plan for the last couple of weeks in preparation for a potential school closing, Beldotti said, but no one was expecting that day to come so quickly.

It was coming, and no one knew how much time we would have, she said.

Part of that plan was making sure all students could get online from their homes.

She said the district sent many students home with Chromebooks and some of the younger students were loaned iPads. While she didnt have a hard number of how many laptops were handed out to students, she said in some elementary schools, it was about 300.

Overall, she guessed the number is around 5,000 for the entire district.

We wanted to make sure that everyone had what they need, she said.

Alex Frattaroli, a third grade teacher at Julia A. Stark Elementary School, was collaborating with other third grade teachers on Friday, in preparation for the coming week.

She said she was excited about the possibilities of distance learning.

I really enjoy technology, so I think this will be a great way to get the kids into it, she said.

Frattaroli said students were sent home with packets that included assignments in case some do not have access to internet or cannot get to the online curriculum for whatever reason.

Students will have a list of tasks to complete every day, she said.

Frattaroli said each student must check in with her every day, as well as complete assignments in math and science, read a story, and submit written responses to prompts, among other assignments.

Administrators have told teachers to be flexible with students during the two-week period, perhaps allowing students to turn in an assignment late as everyone gets used to the new system. A number of issues could arise, such as students dealing with spotty Wi-Fi, or using a shared device, for example.

The key for all of this is flexibility and understanding and a teamwork approach, Beldotti said.

The state has waived the 180-day school year requirement, but Beldotti said the school system is treating the next two weeks as regular classroom days, and will attempt to keep pace with regular curriculum.

Were going to do our best to make sure kids dont fall behind with where we are in the curriculum, she said.

She said she wants to dispel any belief that students are merely being sent home with assignments and being left on their own.

Weve been very clear that this is not busy work, Beldotti said. Its not just a packet of crossword puzzles and Sudoku.

ignacio.laguarda@stamfordadvocate.com

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Stamford schools head into unknown world of online education - The Advocate

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[Video] Online education now the new normal due to coronavirus pandemic – The Korea Herald

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The majority of universities in South Korea started to provide online classes. This comes as social distancing is the most effective way to prevent the cluster infections of COVID-19. Professors are notified that they should conduct their classes via online solutions through the end of March, but the online-only class might be extended further if COVID-19 infections persist.

Many professors and university students, however, are finding it hard to teach and learn remotely, mostly through a range of online lecture programs, video chat software and even KakaoTalk messenger app.

Experts say that a drastic swift toward online lectures poses a massive challenge for both students and educators. Universities are having a hard time coping with technical problems, such as checking attendance and sudden shutdown of programs that disrupt lectures.

In many universities, servers for handling online lectures crashed, failing to accommodate the surge in traffic, while students struggled to connect to school websites. Yet professors across the nation are searching for better ways to conduct their classes online. Please check out the video to see how one university professor in Seoul is preparing online lectures.

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[Video] Online education now the new normal due to coronavirus pandemic - The Korea Herald

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Home tuition: Our guide to the best teaching and learning resources online – The Irish Times

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Two weeks. Five weeks. Five months. The truth is nobody including the Department of Education really knows how long the schools and colleges will close for. This is an evolving situation, and the WhatsApp rumours are just that: rumours.

Its a stressful time for parents, particularly for those who have to work from home while trying to keep children amused and educated.

For however long this goes on, The Irish Times education team will be helping parents and students access the best resources to learn from home.

We will highlight online resources, as well as work that can be done without internet access, and we want to hear from parents, teachers and students about how theyre coping, what theyre learning and their top tips for each other.

Weve already had a great response to our online callout to teachers, and its clear the education community is pulling together to support learners and each other.

Please share your top tips via Twitter and Instagram using the hashtag #EdShareIE, and well do our best to highlight as many as possible.

The good news is there are tonnes of resources out there to meet the needs of children of all ages and stages. Here are some of the better ones as recommended by teachers and parents.

Literacy / numeracy:

Twinkl.ie

Created by teachers, ideal for home education, it has lots of appealing games, stories, worksheets, etc. It is offering a free months subscription (enter offer code: IRLTWINKLHELPS)

Khan Academy (khanacademy.org): Nonprofit site that provides free video tutorials in maths and reading

IXL.com (ie.ixl.com):

Subscription-based learning experience that provides curriculum-aligned maths and English content from junior infants up to sixth year

Storyberries.com

This is a free, online collection of easy-to-read and beautifully illiustrated stories, comics and poems for kids. You can select stories by theme

handwritingpractice.netWhatever happened to the art of handwriting. This site lets you create custom handwriting practice worksheets.

Over the Moon English resources(GillExplore.ie)

Gill Education have provided Over the Moon English resources for junior infants to second class children on their site GillExplore.ie

Gaeilge:

Cla4 (cula4.com)

This free Irish app from TG4 is aimed at two groups: Cla4 na ng is aimed at under-sixes, while Cla4 is aimed at older children. As well as TV shows, there are games and creativity sections.

Selection of primary resourcesCiara Reilly is a former primary teacher and now a lecturer in education with expertise in ICT and digital education at Marino Institute of Education. She has compiled an outstanding bank of resources at padlet.com/ciarareillymarino/primarydistancelearning, including Irish resources.

Physical education:

Go Noodle (gonoodle.com):

Movement and mindfulness videos created by child development experts and used widely by teachers who say it is a great opportunity for kids to wake up their bodies, engage their minds and be their best.

Super Troopers (supertroopers.ie)

Super Troopers offers a health homework programme that encourages children and their families to live happier and more active lifestyles.

Stem (science, tech, engineering and maths):

Scratch (scratch.mit.edu):

Learn to program interactive games, stories and animations

Maths, Gaeilge and reading lessonsTeacher Michael OConnor is posting daily Maths, Gaeilge and reading lessons on YouTube for the kids in his class, which might be useful to other 4th, 5th and 6th class kids and their parents: youtu.be/bt4rFdbpGkY

Geography:

National Geographic Kids (kids.nationalgeographic.com):

Learn about science, geography and history.

Nasa Kids Club (nasa.gov/kidsclub/):

Child-friendly resource where kids can learn about science and space.

History, Geography and Science (@RangOrlaith)

rlaith N Fhoghl is a third class teacher and she has put together activities and resources relating to the history, geography and science curriculum on padlet.com/orlaithnifhoghlu/wqeiqvodvbl4

Games/tests:

Kahoot.com

Search from millions of existing games on any topic such as brain teasers, trivia of all sorts, news quizzes and science.

Sarah Webbs writing games (@MoLI_Museum)Award-winning childrens writer Sarah Webb is posting fun writing games and story prompts over on Twitter.

SmartycatgamesGames to help children learn Irish and French in a fun and exciting manner.

Special needs:

SEN Teacher (senteacher.org/)

This site has free special-needs teaching resources and learning materials. Its print tools allow you to create, adapt and share resources.

Revision:

Dublin Academy (dublinacademy.ie)

The Dublin-based grind school is posting free-to-access classes on YouTube over the coming days.

iRevise (irevise.com)

This Irish revision website is providing students with free study resources for a month due to the school closures.

Studyclix (Studyclix.ie)

One of the most popular of Irelands study websites, it offers notes, videos and a forum for students preparing for the Junior and Leaving Cert.

Protutor (protutor.ie)

It is running a series of free webinars on Leaving Cert accounting topics aimed at fifth and sixth years next week.

Studynotes (studynotes.ie)

Students and teachers can use the free platform to share their notes and resources.

ExamLearn.ie

Founded by three recent school-leavers, who between them got 30 As in the Junior Cert and over 1800 points in the Leaving Cert. Homeschool.ie provides an online grinds service for Leaving and Junior Cycle students.

Individual subjects

Spanish

Susan Leahy (pancomido.wordpress.com/)

Spanish teacher Susan Leahy has a free website for Spanish teachers and students, with lots of resources for the now-cancelled Leaving Cert orals and the higher-level essay questions.

Gaeilge

Stephen Heffernan (@shffnn)

Leaving Cert students can keep themselves fresh by using the Vifax resources from NUI Maynooth where they take a story or two from Nuacht TG4 each week and prepare worksheets on them. vifax.maynoothuniversity.ie

Leavingcertirish.com

Teacher John Gavin has hosted this website since 2001; it provides a host of updated learning resources relating to Leaving Cert Irish orals and the written exam. There are free daily webinars that anyone can watch live or look back on.

History

Dr Eoin Donnchadha(@eoinodonnchadha)

History teacher Dr Eoin Donnchadha has compiled a twitter thread on how Junior Cert history students can compile their family tree.

WaterfordMemories.comThe lives and experiences of women in Waterfords Magdalene Laundry can be a great case study for history and CSPE students, @AnBurcach (Stephen Bourke) suggests.

Geography

Eoin Hughes(@_ehughes_)

Geography teacher Eoin Hughes (@_ehughes_) has compiled Leaving Cert Geography resources here: bit.ly/2TKWCMu and Junior Cert resources here: http://bit.ly/2TR4GeZ

Politics and Society

PolSocPodcast.com

PolSocPodcast.com covers all things and is presented by Dr Jerome Devitt, a teacher of Politics & Society, History, and English.

Maths

Joyce MahonMaths teacher Joyce Mahon has compiled Leaving Cert suggestions on jmmaths.weebly.com/

French

EssentialFrench.ieStudents of French should check out teacher Natasha Lynchs excellent resources, which are available on EssentialFrench.ie. Her Snapchat account is particularly popular.

Physics

SophiaPhysics.ie

SophiaPhysics.ie has a resources section and is covering topics for Junior and Leaving Cert physics while telling the story of related physicists.

English

SCCEnglish.ie

Run by Julian Girdham at St Columbas College in Rathfarnham, SCCEnglish.ie has lots of resources for post-primary English, and more resources and ideas on JulianGirdham.com

AoifesNotes.com

English teacher Aoife ODriscoll has a free website and has been uploading notes for Junior Cycle and Leaving Cert English on it for over ten years now.

Graphics

Irish Graphic Teacher

Will Nolan is sharing graphics videos on the IrishGraphicsTeacher channel.

youtube.com/channel/UCanBKZVzCbgzO-LomL-gp4w

Art

Sheila Flahertys art tutorialsTeacher Sheila Flaherty has posted online art tutorials for children at youtu.be/3hSWT86uyxk.

Teacher Support

PDST (pdst.ie/DistanceLearning):

The Professional Development Service for Teachers linked to the Departmenbt of Education has an updated section on supporting online learning during school closures with links to resources like Scoilnet and Webwise. It also features video to help guide teachers around online teaching.

Cogg.ie (cogg.ie/bunchar-aiseanna/)

See original here:
Home tuition: Our guide to the best teaching and learning resources online - The Irish Times

Written by admin

March 19th, 2020 at 1:50 pm

Posted in Online Education


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