1. Online Learning in the Real World Carrie Anne D’Amour John F. Kennedy High School & Sarah Rose Husman Walter Johnson High School

2. ….I concur. In a different perspective, Hindus and Buddhists have very different views ont he meaning of life and what the ultimate goal of their religions are. In Hinduism, there are multiple gods which is different that what one encounters in Christianity and Judaism which are both monotheistic. Buddhists and Hindus both believe in Moksha, which is the exiting of the cycle of rebirth and the entrance into the ultimate reality…

3. Does that mean the goal of life is happiness? And if it does how come i didn't learn about that in bible school. On the other hand, Christianity does call for allot of sacrifices and what is a sacrifice but the sacrifice of you own happiness. ie. is doing something that will get you to heaven really a sacrifice.

4. Online Learning in the Real World Carrie Anne D’Amour John F. Kennedy High School & Sarah Rose Husman Walter Johnson High School

5. Goals  Review Research and Best Practices  Review Strategies & Structures for Online Discussion and Interaction  Address Questions

6. Formats for Instruction  Web-less:  Web-Integrated:  Web-Assisted:  Web-Enabled:  Web-Replaced:  Web-less  Web-Integrated  Web-Assisted  Web-Enabled  Web-Replaced Page 3

7.  Web-Integrated: –Teacher used online tools as part of direct instruction.  Web-Assisted –Teacher maintains an online presence via a Course Management Tool (like Blackboard). Students can use this environment as a vehicle for discussion, as a study tool, or simply as a place for students and teacher to meet and work beyond the traditional school day.  Web-Enabled –Teacher maintains an online presence via a Course Management Tool. In-class instructional time is reduced and some instruction is delivered over the World Wide Web. Page 3

8. Benefits of Online Learning Communities:  Increases student participation in the learning process  Provides an alternative vehicle for student _expression  Allows for more depth of dialogue and understanding in student work  Equalizes the learning opportunities between different socioeconomic groups by providing equal access  Enriches learning by varying expanding community interactions to include “visiting community members” such as topic experts. Page 4

9. Benefits of Online Learning Communities:  Democratizes the process of learning by providing opportunities for student input and by placing responsibility for learning in the many hands of the student, teacher, and community.  Increases the importance of the process of learning and de-emphasizes the final product of learning.  Provides a vehicle for student collaboration on project planning, peer editing, and research reports. Page 4

10. Tips for Building an Effective Online Learning Community:  Create high social pressure from within the community for full and fun participation.  Design instruction that includes multiple perspectives and stimulates critical thinking and learning.  Direct student interactions by providing clear goals for all activities.  Provide students with clear expectations for their participation.  Ease student fears regarding online learning by clearly articulating your standards for success. Page 4

11. What Online Tools can I use to Host Online Discussions?  Free Discussion Boards: –http://www.eboard.com –http://disc.server.com/dis c-setup.cgi --really good! –http://www.bravenet.com/  Commercial Course Management Tools –BlackBoard: http://product.blackboard. net/courseinfo/ –WebCT: http://www.webct.com/co mpany –TopClass: http://www.wbtsystems.c om Page 6

12. Strategies for the Classroom

13. What do high school students like to talk about most?

14. 4pts:  Addressed the Essential Question/Statement  Was a smooth narrative- not just a list of answers to questions.  Challenged and questioned the Sources  Referred, by name, to the readings regularly 3pts:  Addressed the Essential Question and some of the smaller questions  Referred to the readings by name  May have misconceptions about the source/readings. 2pts:  Addressed the TBD's topic  May not have referred to the source/readings  May have interfering misconceptions about the source/readings. 1pts: Completed a Response Journal Morality Response Journal #1 Compare and evaluate the standard of morality you read about against your own moral code. “After reading Mortimer's argument presenting the Christian faith's fundamental values, I find it to clash with my own code of ethics. Most importantly, I do not agree with Mortimer's initial premise, that "God made us and all the world". I do not have another opinion of how the world was created, however, I do not believe in the Christian …..” JC Page 22

15. Math Moment: Sandy teaches Geometry to 30 students every first period. Sandy takes her class to the 30 person computer lab, how many computers will work?

16. When should the United States get involved in the affairs of other nations? What is America's proper role in world affairs? Reference 5 in your answer: Treaty Cold War Gadsden Purchase Korean War NATO…. Page 25

17. The Japanese never broke the Americans code during WWII. Do you know why not?

18. Pre-Tests with Quizzes and Surveys Question Formats: Matching question form: mat 5. Type your question here. a. choice / match b. choice / match c. choice / match, etc. Multiple choice question form: 2. Type your question here. a. first answer b. second answer *c. correct answer d. fourth answer, etc. Order question form: ord 3. Type your question here. a. first item b. second item c. third item, etc. Page 27

19. Page 28

20. Page 28

23. Pretests and Surveys  Quick hints for Pretests: –Use an old test as your new pre-test. –Create duplicate pretests for each class and password protect them. This way your period 2 class, with a password of “22” will not accidentally take your 5th period’s test. –Only let students take the test one time. –Show students one question at a time and randomize the order. Page 27

24. Why do we quiz students? Why should we quiz students?

25. Page 35

26.  Must Dos for “Quizzing to Learn”: –Let students take the quizzes as many times as possible. –Ask lots of questions. –Ask one question at a time –Randomize the order of questions. –Have several small quizzes with some overlapping questions. –Show students the answers to the questions when they are finished. –Set timers on the test. –Make your quizzes short. Page 25

27. Philosophical Model for Online Discussions

28. Source/Reading small group Essential Question Discussion large group Response Journal individual

29. e-Studying Page 30

30. Questions? How do you Grade Online Discussions? How do you Grade Online Discussions? How do you easily incorporate outside perspectives and experts? How do you easily incorporate outside perspectives and experts? How did you get your principal to let you teach a high school course partially onlineHow did you get your principal to let you teach a high school course partially online? How did you get your principal to let you teach a high school course partially online What do you do if the network goes down? What do you do if the network goes down? How do you get all students involved? How do you get all students involved?

31. What do you do if the network goes down?  Snow Day Policy : –“If you have a problem with the OLE you should first check with other members of the class to see if the problem is universal. If the problem is with the server, send an email to Ms. D’Amour and (if applicable) your group leader. Check periodically (problems with a server are normally fixed with in an hour) to see if the system goes back online. When the system comes back up, send an email, through the Communication Tool, to the entire class sharing the good news. All efforts should be made to complete discussions with in the allotted time frame. An hour or two disruption of service should not stop a discussion. However, if we are forced to have a prolonged off-line period, Ms. D will restructure the dialogue to allow you more time. The most important value we must keep in mind during a Technology Snow Day, is patience.”

32. How do you get all students involved?

33. How do you easily incorporate outside perspectives and experts?  Use a variety of sources  Get involved in a college list serve  Response Only Discussions: –Canvas your fellow teachers and friends via email. Next input their responses into a discussion. Students can not take a stand alone opinion- they must respond to something in the discussion board.  Moc Trial Discussions –Students role play in the discussion taking on the roles of famous historians, like Thurgood Marshall or George Washington. Use outside community members to engage these “experts” in discussion.

34. How do you Grade Online?

35. How did you get your principal to let you teach a high school course partially online? I asked