Online learning is pounding on the doors of public education. There are still lots of question, such as: are we using technology to merely economize or make the same procedures more efficient; or are we using it as a tool with measured pedagogy that actually pushes the thinking and creative abilities of our students and ourselves? Either way, these tools are awaiting our careful evaluation to improve learning all around us, so why shouldn’t it start with our professional learning?
Consider this: Your district has a subscription to a Learning Management System (LMS) or perhaps there’s a free one that you’ve heard about (eg. Moodle, Blackboard, Lectrio, etc.). Initially your team thought this might be something you could learn to use to “flip” your classroom, extend homework projects, or play around with some blended learning during the school day. Learning the tool to use it like a professional with all of your students is a chore that will take time. To enhance this professional learning time, you agree to learn with another building or grade-level team by creating coursework for one another. The first courses you plan and create are tutorials for some of the different applications and functions of the LMS itself. With a little careful planning, your peers are developing lessons and activities about other functions of the LMS for you to learn. In a few short weeks, you all see the utility this tool could have in engaging and teaching your students, plus you’ve now gotten so familiar with the tool that your anxiety is a lot less and your motivation to use it authentically is naturally higher. By this point, you can hardly keep your team from developing online components that not only enhance your students’ experience, but also begin to address many of the technology requirements of the Common Core State Standards.
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How do you see implementing this model into your work? What might enhance or inhibit it for you?