CANeLearn Augment: Micro-credential overview
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Canelearn is a pan-Canadian network aimed at promoting digital and blended learning in K-12 education, focusing on professional development and resource sharing. The organization is partnering with eCampusOntario to support a micro-credential pilot program for K-12 teachers that leads to post-secondary credit. Key discussions emphasize the need for effective digital learning practices and the transition from traditional to technology-enhanced educational experiences.
CANeLearn Augment: Micro-credential overview
- 1. CANeLearn Augment Images sourced from https://unsplash.com/collections, @rlabonte, https://www.flickr.com/creativecommons, or https://photosforclass.com/ CANeLearn.net Micro-Credential K-12 Professional Learning Program For teaching and learning in Online Learning Environments May 29th – Online presentation
- 2. Presenters
- 3. About the Canadian eLearning Network • CANeLearn is a pan-Canadian network of K-12 online and blended learning schools, organizations, and educators • Focus is on PD, research, sharing resources • Intent is to leverage our Canadian collective to promote online and blended, or e-learning MISSION To be the leading voice in Canada for learner success in K-12 online and blended learning. https://CANeLearn.net
- 5. What is Class Size??
- 7. Pan Canadian Trends Centralized or Decentralized? Online or Classroom? • Smaller jurisdictions centralize, larger decentralize • No significant difference in completion rates • Completion rates for online BC 89%, ON up to 94% • CDLI (NL): 86.8% completion vs. 80.9% in classrooms • Medium or model not the difference – teachers are – The truck that delivers groceries does not change nutrition • Researchers constantly asked does blended and online learning work? The better question? Under what conditions can they work? https://canelearn.net/which-is-more-effective-centralized-or-decentralized/
- 9. COVID-19
- 10. Emergency Remote Teaching In an emergency such as this: “Triage is not the same as best practice” Dr. Tony Bates https://www.tonybates.ca/tonys-publications/ Key leader of distance ed – Interview here https://youtu.be/OEZU89Drkj4
- 11. Emergency Remote Teaching: Issues CANeLearn.net/emergency-remote-teaching/
- 12. Community of Inquiry https://coi.athabascau.ca/coi-model/ Scholarly articles cited by thousands of education researchers Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher Education, 2(2-3), 87-105.
- 13. CANeLear n Augment: Leadershi p for Digital Learning Purpose: Why digital learning? Preparation: What is required to support students at a distance? Practice: How do you prepare teachers for digital learning environments? Students? Policy: What is required to sustain digital learning programs?
- 14. Leadership in/for Digital Learning Purpose: Why digital learning?
- 15. How do you connect with remote Purpose: Why digital learning?
- 16. Preparation: What is required to support students at a distance?
- 17. Leadership in/for Digital Learning Practice: How do you prepare teachers for digital learning environments? Students?
- 18. Policy: What is required to sustain digital learning programs?
- 19. Leadership in/for Digital Learning Policy: What is required to sustain digital learning programs?
- 20. How do we transition from just content?
- 21. By Matbury - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=32442058
- 22. CANeLearn is partnering with eCampusOntario to support a Micro-credential pilot program for K-12 teachers in Canada • Leads to post-secondary credit for diploma and Masters programs at accredited Canadian universities • National nonprofit accredits and credentials teacher learning – certifying for post-secondary recognition
- 23. Ontario Extend – funded by the province of Ontario https://extend.ecampusontario.ca/
- 25. This “anatomy” and the belief that the impact on learning should be the primary motivator for creating technology-enabled and online learning experience
- 29. Evidence of Learning is Assessed
- 30. Micro-credential Certificate is Issued
- 32. Our goal… • Foster effective and engaging online pedagogy • Oversee the extension of K-12 educator’s professional practice • Augment teacher’s digital learning skills • To offer a rigorous, applied, and recognized program • To scaffold teacher professional learning into university degree programs
- 33. Next steps 1. How does the direction the Canadian eLearning Network is taking in Canada fit in your context? 2. How can CANeLearn help to address your needs? 3. What are the next steps?
- 34. 34 Thank You -- Merci! Dr. Randy LaBonte et Dr. Michael Canuel rlabonte@canelearn.net mcanuel@learnquebec.ca CANeLearn.net Images sourced or from https://photosforclass.com/ , https://unsplash.com/collections,, @rlabonte, or https://www.flickr.com/creativecommons/
Editor's Notes
- #13: Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).
- #22: Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).
- #26: This “anatomy” and the belief that the impact on learning should be the primary motivator for creating technology-enabled and online learning experience