Booking it Online: Facilitating Book Studies using Online Campus

Kim McDermon, Principal, Centerville ElementaryMatthew Waymack, Director, Online CampusMichael Richards, Online CampusKathleen O’Brien, LSTC, Centerville Elementary

WHAT IS GWINNETT ONLINE CAMPUS?

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HOW DOES IT WORK?

. . . .

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HOW DOES GWINNETT ONLINE CAMPUS SUPPORT PROFESSIONAL LEARNING?

GOALS:

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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 increating 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.

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

LEVEL ONE

Teachers receive 1 PLU Based on teachers participating in 5

monthly book study meetings

Knowledge

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

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

TEACHER PERCEPTION

TEACHER PERCEPTION - INCREASED CONVENIENCE

TEACHER PERCEPTION- EASE

TEACHER PERCEPTION- EASE

TEACHER PERCEPTION- GREATER COMPREHENSION

TEACHER PERCEPTION- DO AGAIN?

TEACHER INTERVIEWS

LEVEL TW0

Personalized Navigation Menu

LEVEL ONE MEETING NOTES

Snapshots

FOCUS QUESTION/EXPECTATIONS

DISCUSSION STRINGS

LEVEL 3

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

WORK SAMPLES- TECHNOLOGY INTEGRATION TO DECREASE FRUSTRATION IN VOCABULARY DEVELOPMENT

Before After

WORK SAMPLES- USING PICTURES TO DEEPEN MEANING

Before After

QUESTION AND ANSWER

REFERENCES

1Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, Vol 33 No 1 2002, 27-37

2 Allen, E., & Seaman, J. (2007). Online Nation: Five Years of Growth in Online Learning. Sloan- C