Thing 18: Online Learning & DIY PD

As I prepare to write this "Thing 18" post, I just realized I never posted my "Thing 17" blog entry, so that will be coming soon - just out of order. Oops!!

For Thing 18, I will be blogging about a couple of different things. I often register for webinars that allow me to watch the webinar at a later date at my convenience. The most recent webinar I did this for was the "Follett Community webinar, Keeping a Seat at the Table with Google" on March 22nd. I really enjoy these opportunities, although I do not generally receive in-service credit or compensation for this sort of professional development. These are for my professional growth and help me maintain a finger on the pulse of my profession.
 Additionally, I have recently completed two NYSUT online learning programs. I did apply for and will receive in-service PD credit for each of these online courses. The first was called "Sparking Student Engagement, which consisted of the following:

Course Description

In this course, participants will implement and evaluate various instructional strategies such as project-based learning and active learning to promote engagement and participation in the classroom. This course's content aligns with the following framework component: 2b: Establishing a Culture for Learning.

Learning Outcomes

In this course you will:

• Identify the importance of rigor and relevance within your content and as it transfers/applies to a practical classroom setting.
• Explore instructional strategies that actively engage students in the learning process.
• Discover the impact student engagement has on student learning.

The second NYSUT online course I recently completed was called "Types of Learning Activities" and consisted of the following:

Course DescriptionThis course focuses exclusively on types of learning activities that promote deep learning aligned with the goals of the lesson and allow students to exercise some choice. This course's content aligns with the following framework component: 3c: Engaging Students in Learning.

Learning Outcomes

In this course you will:

• Reflect upon current learning activities and levels of student choice.
  
• Explore various types of learning activities that align with lesson outcomes and promote deep learning.
  
• Analyze learning activities that emphasize depth over breadth.
  
• Implement strategies for students to exercise choice, make modifications, and serve as resources for other students.
  
• Evaluate the effectiveness of different learning activities and opportunities for student choice in achieving instructional outcomes that promote deep learning.

And lastly, I just began an intensive online course as part of my IB (International Baccalaureate) training for my high school. I had 7 activities to complete for Module 1 (due tonight). There are several required components and pieces of information that I am asked to create and share. This course will continue for over a month well into April.

I DO believe online professional development options are a good way to learn. For me, the ability to log in at my convenience and work at my own pace make the experiences supremely beneficial. I don't feel rushed, and can take notes or create products that make sense for me. As for trust and accountability, most online PD opportunities require some component of interactiveness, so the accountability factor is a minor concern - requirements are either met or not.  I suppose there's always the chance someone else is taking the class, but that's a lot of effort to get a few hours of in-service credit, and what's in it for the person doing the course without getting credit? The trust component is a bit less black and white to me.  I know that I've personally expended a varying degree of effort on different online PD courses I've taken. Depending on the course content and the reasons I'm taking the course, I sometimes find myself doing minimal work requirements, yet other times going above and beyond to truly embrace the content when I feel it's meaningful and relevant to my own classroom and library.

I assess the success of the PD and my level of learning based on whether I actually use what I learn. The NYSUT courses I completed were more like "busy work" to me - as I mostly was asked to reflect on and "regurgitate" work I'd already done and projects I'd already taught.  On the flip side, the IB course I am currently taking has consumed my thoughts - my mind is swirling with ideas for ways to implement the IB program in my high school library and support the teachers and students this fall. I feel more vested in the IB course.

Finally, I would be remiss to omit this Cool Tools course itself!  I did apply for and plan to receive inservice PD credit hours for this class.  This is another that I spend more time on because I feel engaged with the content. The flexibility we have to choose and complete learning activities that are most meaningful to us make this course invaluable. I use SO MUCH of what I learn through our "Things" tasks, and the resources we are provided with are literally endless! Wonderful!

Thing 16: Digital Tattoo & Digital Citizenship

I really enjoyed exploring the many resources provided for Thing 16 - almost too many to choose from! I will definitely be re-visiting some of them in the future. I watched both videos and found the mind reader video very powerful. I plan to use it with my 6th grade Digital Literacy course and pause just before the tent wall is dropped. It will be interesting to see what the students think is going on, and whether they correctly guess what is really happening behind the scenes. I also watched the common sense media video but didn't find that one as moving.

Another resource that I found particularly interesting was the poster found in the Edudemic article. In fact, I plan to print and post the poster in my school library, and also tweeted it out to my Twitter followers on @MCSDlibrary.  Edutopia also had an excellent list of great resources that I plan to re-visit. I found the idea of an analog Twitter wall a great idea to use with younger students not yet active on social media.

I spent quite a bit of time exploring the resources for managing screen time. There was a sub-link to a site that had downloadable screen time templates to use at home with my own children. My 8 year old would be on his devices 24/7 if allowed, so I plan to modify those templates and implement them in my personal life!

The other major amount of time for Thing 16 was spent exploring the Google Digital Literacy & Citizenship curriculum. As I read through it, I became more and more inspired, and am now updating my own Digital literacy course curriculum to include the Google program. I loved the emphasis that having "digital literacy skills" is not the same thing as being "digitally literate". What a great concept to share with administrators, too!

One Digital Literacy resource that I already use but was not included in this "thing" is the Everfi Ignition digital literacy program. I started using it with my 6th graders last year, and find it to be quite effective with students. Individual logins are created for each student in my class, which they then use to access multiple digital citizenship modules. It is a self-paced course that provides me with quiz grades from each module. There is a culminating game activity in which each student plans a concert simulation for the school. I use this as a competition to see which student can sell the most tickets to their concert (the better they do in the modules, the more tickets they sell). Kids respond well to this program.

Overall, another great "Thing" full of excellent resources I plan to implement and/or refer back to.