OLTD COURSES
Click on the course buttons below to see further evidence and reflections from each course.
OLTD 502 - The Digital Learning Continuum
Instruction - Randy Labonte
Spring 2021
An exploration of the continuum of learning that can take place in online environments from supplementing face-to-face class teaching to mounting hybrid/blended or fully online courses. Topics include comparing pedagogical approaches, creating and selecting resources, building levels of interactivity for learning, Universal Design for Learning (UDL), and facilitating change. The following are two pieces of evidence, with the reflections, from OLTD 502.
OLTD 502 - Reflection on Tony Bates materials
In reviewing the Tony Bates’ videos and blogs posts I am struck by several key points. First, in the video, Online Learning in K-12: Hits, Misses, and Where to from Here? one of the things that Bates (2021) says is that having the proper bandwidth is essential for online learning. This is an issue in many households, especially in remote communities. Video conferencing is not something that is easy for people to access. In the Canadian Mental Health Association program that I facilitate many of the learners came from smaller communities with low bandwidth. Having the right tools to access programs is also an issue. Often, the learners would only be able to sign on with audio and video capabilities.
When I started delivering programs from my home office, I had to upgrade my equipment to deliver programs consistently. This is a luxury that many households cannot afford. Bates talks about this quite a bit in both the introduction of the video, and the blog post, Online learning and (k-12) schools: 2. Technology and cost issues.
The other point that he talks about is the quality of the materials. I found, as a consultant, that I had to spend considerable time ensuring the materials that I show are well organized. This may seem like a trite skill, but learners appreciate an organized, well-thought-out, with activities that have been intentionally designed to suit the online program environment. A very irritating factor is having the instructor fumbling around.
In the article, What needs to be done about online learning in the school sector? 1. An introduction, Bates (2021) notes that knowing who the learners are is a critical element of a well-designed program. I work with a huge variety of learners, and I have learned to take time before I start to understand the learner’s profiles. In the long run, the activities are more meaningful if they are designed for the audience in which they are intended.
I find that for my consulting practice have routines and schedules helps me to stay focused on my work. Bates (2021), in the blog post, Online learning and (k-12) schools: do we need a different curriculum for online learning? explains why very nicely through emphasizing how have a rigid structure is important for home learners. I am applying what he describes through my OLTD studies as well.
References:
Bates, T. Online learning and (k-12) schools: do we need a different curriculum for online learning?
https://www.tonybates.ca/2021/01/12/online-learning-and-k-12-schools-do-we-need-a-different-curriculum-for-online-learning/
Bates, T. Online Learning in K-12: Hits, Misses, and Where to from Here?
https://www.youtube.com/watch?v=iZLu_IphhoY
Bates, T. Online learning and (k-12) schools: 6. Strengths and limitations of online learning in the school
sector. https://www.tonybates.ca/2021/01/19/online-learning-and-k-12-schools-strengths-and-limitations-of-online-learning-in-the-school-sector/
Bates, T. Online learning and (k-12) schools: Online learning and (k-12) schools: 2. Technology and cost
issues. https://www.tonybates.ca/2021/01/10/online-learning-and-k-12-schools-2-technology-and-cost-issues/
Bates, T. Research reports on Covid-19 and emergency remote learning/online learning.
https://www.tonybates.ca/2020/07/27/research-reports-on-covid-19-and-emergency-remote-learning-online-learning/
In reviewing the Tony Bates’ videos and blogs posts I am struck by several key points. First, in the video, Online Learning in K-12: Hits, Misses, and Where to from Here? one of the things that Bates (2021) says is that having the proper bandwidth is essential for online learning. This is an issue in many households, especially in remote communities. Video conferencing is not something that is easy for people to access. In the Canadian Mental Health Association program that I facilitate many of the learners came from smaller communities with low bandwidth. Having the right tools to access programs is also an issue. Often, the learners would only be able to sign on with audio and video capabilities.
When I started delivering programs from my home office, I had to upgrade my equipment to deliver programs consistently. This is a luxury that many households cannot afford. Bates talks about this quite a bit in both the introduction of the video, and the blog post, Online learning and (k-12) schools: 2. Technology and cost issues.
The other point that he talks about is the quality of the materials. I found, as a consultant, that I had to spend considerable time ensuring the materials that I show are well organized. This may seem like a trite skill, but learners appreciate an organized, well-thought-out, with activities that have been intentionally designed to suit the online program environment. A very irritating factor is having the instructor fumbling around.
In the article, What needs to be done about online learning in the school sector? 1. An introduction, Bates (2021) notes that knowing who the learners are is a critical element of a well-designed program. I work with a huge variety of learners, and I have learned to take time before I start to understand the learner’s profiles. In the long run, the activities are more meaningful if they are designed for the audience in which they are intended.
I find that for my consulting practice have routines and schedules helps me to stay focused on my work. Bates (2021), in the blog post, Online learning and (k-12) schools: do we need a different curriculum for online learning? explains why very nicely through emphasizing how have a rigid structure is important for home learners. I am applying what he describes through my OLTD studies as well.
References:
Bates, T. Online learning and (k-12) schools: do we need a different curriculum for online learning?
https://www.tonybates.ca/2021/01/12/online-learning-and-k-12-schools-do-we-need-a-different-curriculum-for-online-learning/
Bates, T. Online Learning in K-12: Hits, Misses, and Where to from Here?
https://www.youtube.com/watch?v=iZLu_IphhoY
Bates, T. Online learning and (k-12) schools: 6. Strengths and limitations of online learning in the school
sector. https://www.tonybates.ca/2021/01/19/online-learning-and-k-12-schools-strengths-and-limitations-of-online-learning-in-the-school-sector/
Bates, T. Online learning and (k-12) schools: Online learning and (k-12) schools: 2. Technology and cost
issues. https://www.tonybates.ca/2021/01/10/online-learning-and-k-12-schools-2-technology-and-cost-issues/
Bates, T. Research reports on Covid-19 and emergency remote learning/online learning.
https://www.tonybates.ca/2020/07/27/research-reports-on-covid-19-and-emergency-remote-learning-online-learning/
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Images used are either my own, or used with permission: Images are licensed CC0 Public Domain / FAQ Free for commercial use / No attribution required, the other images used were retrieved from, and/or are used with permission from https://www.canva.com/
Images used are either my own, or used with permission: Images are licensed CC0 Public Domain / FAQ Free for commercial use / No attribution required, the other images used were retrieved from, and/or are used with permission from https://www.canva.com/