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Booking it Online: Facilitating Book Studies using Online Campus Kim McDermon, Principal, Centerville Elementary Matthew Waymack, Director, Online Campus.

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Presentation on theme: "Booking it Online: Facilitating Book Studies using Online Campus Kim McDermon, Principal, Centerville Elementary Matthew Waymack, Director, Online Campus."— Presentation transcript:

1 Booking it Online: Facilitating Book Studies using Online Campus Kim McDermon, Principal, Centerville Elementary Matthew Waymack, Director, Online Campus Michael Richards, Online Campus Kathleen OBrien, LSTC, Centerville Elementary

2 WHAT IS GWINNETT ONLINE CAMPUS? We thought you could address this better than we could.

3 HOW DOES IT WORK?. We thought you could address this better than we could.

4 HOW DOES GWINNETT ONLINE CAMPUS SUPPORT PROFESSIONAL LEARNING? GOALS: We thought you could address this better than we could.

5 KNOWLES THEORY OF ADULT LEARNING 1 Principal 1- Learners need to know how learning will be conducted, what learning will occur, and why learning is important Principal 2- self-directed learning is the ability of taking control of the techniques and of the purposes of learning. Principal 3- prior experience of the learner impacts learning in creating individual differences Principal 4- readiness to learn Principal 5- adults prefer a problem solving orientation in learning. Principal 6- Adults have high motivation to learn when the learner can gain the new knowledge to help them to solve important problems in their life.

6 DID YOU KNOW? The 9.7 percent growth rate for online enrollments far exceeds the 1.5 percent growth of the overall higher education student population. 2

7 LEVEL ONE Teachers receive 1 PLU Based on teachers participating in 5 monthly book study meetings Knowledge

8 LEVEL TWO Teachers receive 2 PLUs Based on teachers participating 5 monthly book study meetings Teachers post a lesson on Gwinnett Online Campus and respond to 2 colleagues. Knowledge Implementation

9 LEVEL THREE Teachers receive 2 PLUs Based on teachers participating 5 monthly book study meetings Teachers post a lesson on Gwinnett Online Campus and respond to 2 colleagues. Teachers gather data to demonstrate growth Application Implementation Knowledge

10 TEACHER PERCEPTION

11 TEACHER PERCEPTION- INCREASED CONVENIENCE

12 TEACHER PERCEPTION- EASE

13

14 TEACHER PERCEPTION- GREATER COMPREHENSION

15 TEACHER PERCEPTION- DO AGAIN?

16 TEACHER INTERVIEWS

17 LEVEL TW0 Personalized Navigation Menu

18 LEVEL ONE MEETING NOTES Snapshots

19 FOCUS QUESTION/EXPECTATIONS

20 DISCUSSION STRINGS

21 LEVEL 3 Requires data showing how students performed before the implementation phase versus after the implementation phase.

22 WORK SAMPLES- TECHNOLOGY INTEGRATION TO DECREASE FRUSTRATION IN VOCABULARY DEVELOPMENT Before After

23 WORK SAMPLES- USING PICTURES TO DEEPEN MEANING Before After

24 QUESTION AND ANSWER

25 REFERENCES 1 Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, Vol 33 No , Allen, E., & Seaman, J. (2007). Online Nation: Five Years of Growth in Online Learning. Sloan- C


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