Some key points to consider when planning to take your face to face class / school fully online.

View our last workshop on how to ensure learning takes places. This explores how we can make learning visible, track it, and respond.

To mark 25 years of virtual learning in New Zealand we have compiled a collation of research and reports that focus on the policy and practice of online, flexible and distance learning in New Zealand schools.

How do we approach learner well-being online? View the recording of the workshop to fully explore this question.

Access the full recording of the panel discussion exploring what we have learned from our recent lockdown and what opportunities that experience has presented.

Access the recording and follow up resources from the recent Designing for Engagement Workshop

Recordings from the workshop on how to adapt face to face contexts online.

Full recording and follow up links for Workshop one from the VLN Community PLD series

What are we aiming for in online learning? Do we want to replicate a classroom online? Or do we want to develop a community?

As a parent and educator it has been very interesting to watch schools respond to our current lock down situation.

If we are to prepare our learners for an ever changing world we need to see online learning as more than a bolt on to our local curriculum

Netiquette is the term used to refer to etiquette, or rules of acceptable behavior, on the Internet.

There is no definitive approach to a video conference/hangout lesson. Some teachers treat it like a tutorial, while for others it looks much more like a structured traditional lesson.

When we talk about community, then, we are talking about the feeling of belonging. This concept applies within the walls of the classroom (virtual, though they may be), as well as outside those walls. A major benefit that online environments have over traditional brick-and-mortar environments is that they allow us to easily negotiate connections within local, national, and global networks.

Professor Kwok-Wing Lai, examines some of the key findings on Knowledge Building from the literature.

The Knowledge Building (KB) pedagogical approach developed by Marlene Scardamalia and Carl Bereiter (2006) at the University of Toronto aims to support the development of young people’s knowledge-building capability.

The social, economic and political well-being of modern societies will rely on the capacity of their citizens to be able to innovate and work creatively with knowledge across all fields (OECD, 2008).

Philippa Mallinson draws on some of the key aspects of Knowledge Building highlighted by the literature.

KB Singapore's excellent representation of the KB Principles

Advice pulled together from teachers who teach online

Copyright and Creative Commons was the focus of the workshop on 3 September by Mandy Henk from Tohatoha Aotearoa Commons for NEX online teachers.

Recording of a workshop on how to apply knowledge building approaches to learning

Putting a course together that is clear, follows a logical structure, promotes student interaction and that develops engaging approaches to learning is no easy feat. The following section is designed to give you some ideas on how to do this.

How you design learning online is an integral part of enabling learning online. Design needs to be carefully thought through and implemented.

Traditional learning design can constrain. Emergent design refers to an approach to online learning that is learner centred and directed, flexible, and collaborative

Learner-centeredness is about enabling the construction of knowledge based on goals that are important to the learner. It is the recognition of learners as diverse individuals with different interests, needs, and capabilities.

As mentioned in the vide, just putting together a series of resources online that you expect students to work through is not engaging for them. How you design the learning is important when trying to engage learners. Think about the following

COVID19 is having a huge impact in Aotearoa New Zealand and globally. How are you preparing for when the impacts are closely felt in your school and community? NZ eteachers recently participated in an online workshop designed to support them with the basics of preparing to teach online.

It is really important at this time for schools to prepare, plan, and practise for online learning in their schools.

The term 'online learning' is often used in its broadest sense to reflect any form of learning using the internet, but what form can learning take when moved into a barrier free, online environment? What are the possibilities for connected forms of learning over the next ten years? Join Steve Wheeler in an exploration of 'Connected Pedagogy'.

How can we encourage our students to practise what they learned outside the online classroom and use more target language in our short online sessions?

How can we work together as eDeans and eTeachers to enable each student to build the skills and dispositions that allows them to be a successful learner?

All teachers fear the out-of-control classroom. In fact, it is a common belief that teaching online allows avoiding all of the discipline and classroom management issues found in face-to-face classrooms. Unfortunately, this is not always the case.

How can I support my students to develop key learning dispositions in the online environment?

How can community be developed in the online space and how can authentic learning be captured?