Tag: Find K12 Schools

Special Issue on MOOCs

Special Issue on Massive Open Online Courses (MOOCs)

Vol. 9, No. 2 (Special Issue on MOOCs) of the MERLOT Journal of Online Learning and Teaching is available online
Dear colleagues,
Vol. 9, No. 2 of the MERLOT Journal of Online Learning and Teaching (JOLT at http://jolt.merlot.org/) has been published and is available online. The contents of the issue are listed below. In this issue you will find 12 peer-reviewed scholarly articles, nine of which comprise the much-awaited Special Issue on Massive Open Online Courses (MOOCs), guest edited by Dr. George Siemens (Athabasca University), Dr. Valerie Irvine (University of Victoria), and Dr. Jillianne Code (University of Victoria). The remaining three articles are regular-issue articles relating to various aspects of online education. I hope you will find several articles of interest, and that you will take the time to forward this notice to colleagues who might also be interested.  Due to the overwhelming interest and the large number of high-quality submissions we received for the MOOCs special issue, we will be publishing a second special section on this topic as part of an upcoming issue. If you would like to register to receive notification of newly published JOLT issues, including the issue containing the upcoming special section, you may do so at the following URL: http://grapevine.merlot.org/joltnews/joltlistserv.php?action=add .  Kind regards,   Mark J. W. Lee Editor, MERLOT Journal of Online Learning and Teaching
 

*** JOLT VOL. 9, NO. 2 CONTENTS ***
** SPECIAL ISSUE ON MASSIVE OPEN ONLINE COURSES **
A Message from the MERLOT Executive Director: MOOCs, MERLOT, and Open Educational Services
Gerard L. Hanley
i-ii
Guest Editors' Preface to the Special Issue on MOOCs: An Academic Perspective on an Emerging Technological and Social Trend
George Siemens, Valerie Irvine, and Jillianne Code
iii-vi
* Research Papers *
Patterns of Engagement in Connectivist MOOCs
Colin Milligan, Allison Littlejohn, and Anoush Margaryan
149-159
Learner Participation and Engagement in Open Online Courses: Insights from the Peer 2 Peer University
June Ahn, Brian S. Butler, Alisha Alam, Sarah A. Webster
160-171
Realigning Higher Education for the 21st Century Learner through Multi-Access Learning
Valerie Irvine, Jillianne Code, and Luke Richards
172-186
* Case Studies *
Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning
Derek O. Bruff, Douglas H. Fisher, Kathryn E. McEwen, and Blaine E. Smith
187-199
Liminal Participants and Skilled Orienteers: Learner Participation in a MOOC for New Lecturers
Marion Waite, Jenny Mackness, George Roberts, and Elizabeth Lovegrove
200-215
* Concept Paper *
Evaluating the Strategic and Leadership Challenges of MOOCs
Stephen Marshall
216-227
* Position Papers *
Massiveness + Openness = New Literacies of Participation?
Bonnie Stewart
228-238
The Inside Story: Campus Decision Making in the Wake of the Latest MOOC Tsunami
Marilyn M. Lombardi
239-248
MOOCs and the Liberal Arts College
Claudia W. Scholz
249-260
** REGULAR ISSUE PAPERS **
* Research Paper *
Investigating Student Engagement in an Online Mathematics Course through Windows into Teaching and Learning
Teresa Petty and Abiola Farinde
261-270
* Case Studies *
Blended Learning: An Institutional Approach for Enhancing Students' Learning Experiences
Joanna Poon
271-289
Online Student Support Services: A Case Based on Quality Frameworks
Barbara L. Stewart, Carole E. Goodson, Susan L. Miertschin, Marcella L. Norwood, and Shirley Ezell
290-303

Back-to-School Tips for Parents & Teachers

FIRST DAY Back from Summer Vacation Welcome Back

K12 Back to School Ideas for Parents and Teachers this September

NEW TEACHER SURVIVAL KIT

NEW TEACHER TRAINING: CLASSROOM MANAGEMENT AND DISCIPLINE

THE #1 DIFFERENCE IN CHILDREN’S SCHOLASTIC SUCCESS
Research done by US military schools has shown success depends on parental involvement. You can model their success by simply inviting your parents into your school and ask them to be active in the classroom. Make parents feel welcomed anytime they can come, and call their employers asking them to give parents time to come. Parents who are supported by the work place and encouraged to actively participate in the classroom will improve test scores more than any other single activity. Study after study shows that students with involved parents make better grades, enroll in higher-level programs, attend school regularly, have better social skills and go on to college. But involvement by parents often turns on whether they are encouraged, and few developments are more encouraging than the Community Report Card for Parents. The report card is not about making judgments or finding fault. It’s all about giving parents the facts and encouraging them to find out how they can be a positive force for quality schools.

If you hate testing tell the ESEA by 9/29/13

Pencils Down

As required by ESEA, the Department reviews and approves certain state assessments through panels of peer reviews.  This process has been instrumental in helping states improve the reliability of their assessment systems and the accessibility of these assessments for all students, including English Learners and students with disabilities.  However, the agency suspended the process in December 2012 in order to update it to align with the new and more robust demands of what high-quality assessments should be.  Now, as a step in that direction, the Department is asking the public — and, particularly, experts in assessments — to respond to questions related to the peer review of state assessments.  All responses should be directed to ES*************@**.gov (subject: “Title I Peer Review”) by September 30, 2013.