Proposal for Online Independent Directed Studies

Proposal for Online Independent Directed Studies for Gifted Students in BC

Claire Burgoyne John Cunnian David Horn Julie Ormiston Steven Siebold Heather Wik

ETEC 510 University of British Columbia Professor Jeff Miller June 12, 2011

Proposal for Online Independent Directed Studies Introduction The goal of this project is to provide academically gifted grade 11 and 12 students in British Columbia with a web-based environment to facilitate the completion of an independent study project (IDS) for course credit. This group has been selected because they are a population who are identified as having special needs in our education system but for whom few resources have been made available due to educational budget cuts over the last few years. The following sections will provide details as to why gifted students have been selected as the target group, the theories and intentions behind the project, design considerations, and a plan for execution and assessment of the project. Key Frameworks In the BC education system students identified as gifted are designated as having special needs, but additional funding for enrichment resources and specialized teaching are not allocated. Traditionally, gifted students were identified because of their high IQ but now the term gifted includes a wide range of attributes, from the traditional intellectual measures to interpersonal abilities (British Columbia Ministry of Education, 2010). When considering the design of the project and the learners involved, several different authors have posed ideas in regard to engaging gifted learners. Renzulli (1986) identified three over-lapping concepts: above average intelligence, creativity, and task commitment that come together to generate the characteristics of a gifted individual. Work by Thomson (2010) found that online courses afforded opportunities to gifted students not available via the regular face-to-face model of the regular classroom, including a format more conducive to individualized learning, differentiated curricula, and the ability for gifted students to progress at their rate of learning while still providing more time for

Proposal for Online Independent Directed Studies reflection and a sense of control over the learning process. Finally, current literature in regards to digital natives and the digital divide also indicates that opportunities to use technology and media not only benefit the learner but also better prepare them for an information age economy (Chapman, Masters & Pedulla, 2002; Kimber, Pillay, & Richards, 2002). It is with these studies in mind that we focus our project design on gifted students. The project is anchored within a constructivist approach, which assumes that knowledge is individually constructed and socially constructed by learners based on their interpretations of experiences in the world (Jonassen, 1999, p. 217). It incorporates problem-based learning that requires students participate in activities that are interesting, relevant and engaging (Jonassen, 1999, p. 219). Thus we have set out to create and develop activities and media to promote skills associated with above average intelligence, which require and often provide opportunities for creativity in learning and execution. Our project provides the framework for self-directed study where the students develop their own designs for the curriculum. Although the online IDS varies greatly from the traditional classroom, the teacher still plays a critical role in the learning process by teaching specific strategies for varied learning tasks and encouraging both reflective and meta-cognitive development. Teachers play an essential role but ultimately students control the learning process as they progress through a cycle of planning, implementing, monitoring, and evaluating their learning (Thornton, 2010). Reigheluth (1999) extended these concepts by also identifying the importance for students to create authentic learning paths within a customized learning-focused paradigm. The IDS program will help build the competencies of 21st century learners, who are defined as students who are active, responsible participants in the planning of their own learning

Proposal for Online Independent Directed Studies (Premiers Technology Council Report, 2010). Our course will be offered through Moodle, as the use of computer-aided instruction provides information to guide students through the learning process within a technology framework. Program delivery via Moodle acknowledges Paperts (1984) idea of learning without curricula leading to students as epistemologists, active builders of their own intellectual structure. Moodle enables the outcomes for the IDS to be linked to the method and media of teaching. A final e-portfolio or collection of artifacts will demonstrate mastery of the large overarching concepts, while smaller more specific facets (blogs, podcasts, and discussion) provide the supporting details and exemplars of the learning outcomes. As well as developing and accessing the abilities of gifted learners, students in BC enrolled in IDS may earn credits towards graduation, and thus there is a practical aspect to the online IDS. Intentions and Positions In the last few years, there has been a movement within the Ministry of Education towards individualized education. This is a key tenet in the philosophy of 21st Century learning, a philosophy that the province has adopted and is in the process of implementing. This change in paradigm calls for students to have greater control and options in their own education (Premiers Technology Council Report, 2010). We believe that the IDS program that we are developing is a solid example of how our education system can embrace this philosophy to the benefit of our students. In creating an online independent studies option we intend to create a place where gifted students can work with a personalized curriculum and thrive. The design allows for student autonomy and may provide some balance and challenge for students who are perhaps underwhelmed with the regular classroom experience and the tedium of meeting the prescribed

Proposal for Online Independent Directed Studies outcomes in courses required for graduation. Students participating in IDS have opportunities to demonstrate attributes of knowledge-based learning including: critical thinking skills and problem solving, communications and media literacy, personal organization, motivation, selfregulation and adaptability, (Premiers Technology Council Report, 2010, p. 2). In addition, this personalized learning experience encourages students to move beyond acquiring information and directs them to a more authentic second-order environment (Scardamalia & Bereiter, 1994, p. 267). A focus of 21st Century Learning and the Premiers Technology Councils (PTC) vision of education is for students to become full participants in a knowledge-based society, (2010, p. 1). Part of the vision is to transform education to provide opportunities for students to develop skills to become inquisitive, independent and lifelong learners. The PTCs 2010 report states that learning will increasingly take place in blended environments rather than traditional face-to-face environments. A valid concern regarding independent study is that this type of course does not provide for direct socialization with peers or participation in collaborative projects. With this argument in mind, we have designed this IDS course so that students will realize success by working with a teacher/mentor and where possible a community mentor. They will be encouraged to share and collaborate with their peers in similar IDS courses with a final goal of contributing new ideas and thoughts to an existing body of information. Some might argue that students in the program could become too focused on a particular learning outcome and as a result miss out on the bigger picture of the subject or that our program focuses on a student population already succeeding in the system have been considered. The IDS course will be organized so that students will be required to begin by exploring a broad

Proposal for Online Independent Directed Studies subject area before focusing their study on a narrower topic. We chose to focus on gifted students rather than focusing on vulnerable at-risk learners, as we believe that gifted students are also in danger of becoming disenfranchised and disengaged with their education if more challenge and autonomy are not offered. Furthermore, although the gifted population is the focus of this project, it holds the potential to benefit other students including those who appear unmotivated or disengaged and who may see their potential for learning more fully realized in an environment that allows them to approach education on their own terms. Our IDS course is designed to assist students in defining a specific interest, planning the direction of their study, and determining the outcomes of their exploration. It is organized into four units as follows: introduction, exploration, concentration, and presentation. In all but the introductory unit students are expected to initiate conversation weekly, to share work that is in process, and to work collaboratively. It is with these goals in mind that we began the process of selecting an appropriate Learning Management System (LMS). A primary concern was the cost of an LMS as there is no longer any additional funding for gifted students in the province of BC. Of almost equal concern was ease of use and support of the LMS we selected. To assist in the selection of an appropriate LMS for our IDS course, the SECTIONS model of LMS selections was drawn upon (Bates & Poole, 2003). We chose Moodle because it is open-source and, as such, is relatively inexpensive. Moodle has evolved since its introduction in August 2001 with each new version bringing upgrades to improve ease of use. It is now common for Moodle to be supported by many districts and schools, making it a natural choice for the IDS program. For educators who may lack technical support through their district

Proposal for Online Independent Directed Studies or school there is an online Moodle community (moodle.org) offering free support and information. From a design and use perspective, Moodle is highly useable and adjustable, requiring minimal expertise but still providing flexibility in terms of the types of interactions. Moodle is easily used with a range of Web 2.0 tools and can be used with Elluminate for ease in offering virtual classroom experiences. There are few barriers to the implementation of Moodle. There is an initial set-up time required, but after that changes are easily and quickly accomplished. Depending upon whether or not Moodle is a new program at the school there many be some novelty effect but this is likely to be the case with the introduction of any new technology. Moodle can be configured by teachers to support a constructivist approach where students are encouraged to independently explore their topic to build their own knowledge and understanding as they progress through self designed tasks guided by the interactivities we will provide. Key Concepts and Contexts The key goal of this project is to provide an educational environment that allows for a learning experience that reaches beyond conventional course boundaries. Our design project will provide students with the opportunity to explore two competencies: developing expertise in a subject area of their choice and improving their skills in the use of technology to research and present their knowledge using a web-based environment. Students prior conceptual knowledge in several domains will be an important consideration for predicting success in this IDS environment. Learners need to have effective communication skills and be motivated and self-disciplined. If students are experiencing either technological or contextual difficulties, these need to be communicated to the instructor

Proposal for Online Independent Directed Studies (Thomson, 2010). Time management skills and an understanding of the role of critical thinking and decision-making, as part of the learning process is paramount for success. Of equal importance is an understanding of the value of a built-in support system for discussing and sharing what is being learned and for reinforcing knowledge-building. Learners must truly believe in the value and potential of an IDS project and the online environment in order to experience success (Illinois Online Network, 2010). It has also been suggested that gifted learners may benefit from the freedom from stereotyping and judgments that sometimes accompany a traditional classroom setting (Ng & Nicholas 2007). An online environment will provide a less judgmental setting, while still ensuring support through the collaborative elements previously outlined. With the anonymity afforded by online learning, students should also have an understanding that online etiquette is necessary for a productive and supportive online environment (Thomson, 2010). Appropriate goal setting on the part of the participants is a priority to allow participants to focus on their desired learning outcomes from this IDS experience. The procedural knowledge will concentrate on communication and digital skills available in the Moodle environment to support the creation of a final product in the format the student will choose. Students should be comfortable with computers and web-based environments; advanced computer skills will not be necessary to use the Moodle environment we will provide. The relevant literature reviewed illustrates the benefits an online course can provide when designed with gifted learners' unique learning styles in mind. In a literature review of the uses of websites in the education of gifted students, Besnoy (2006) states that websites are the most

Proposal for Online Independent Directed Studies powerful IT tool available in the gifted classroom because they are versatile and studentcentered...(and) allow teachers of the gifted to differentiate the curricula...to provide a rigorous leaning environment that challenges students at their individual instructional level (p. 29). This illustrates how, in an online environment, learners are able to work at their own pace that is consistent with their learning rate. Thomson (2010) states that in one study where gifted students and teachers were interviewed after participating in an online course felt that the online environment is conducive to a more individualized and differentiated learning experience than is often possible in a regular classroom (p. 663). Furthermore, gifted learners indicated that using their auditory sense (as opposed to tactile and kinesthetic senses) for learning was not preferred. According to Thomson, gifted learners want to be able to concentrate on ideas and be able to extrapolate as opposed to listening to an instructor. Academic scholarship also suggests that gifted learners have learning styles that independent study would compliment nicely. Gifted learners perceive themselves to be highly motivated, responsible, and committed to their learning. Students also prefer to learn alone and require a less structured, organized, and guided learning environment (Thomson, 2010). They also appreciate the challenges and rewards offered by independent study projects. In a survey of 90 gifted high school students who completed a yearlong independent study program, respondents reported the projects contributed to higher self-esteem, growth in terms of work, and study habits, and feeling better prepared to enter college (Davalos & Haensly, 2010). Participation in the online IDS course will afford gifted learners the opportunity to identify their own area of interest and realize the educational benefit of having autonomy over their learning. Based on the literature cited, we believe this will help the growth of the individual in

Proposal for Online Independent Directed Studies both the conceptual and procedural areas noted above, as well as in their depth of knowledge in the subject area they choose. Designed specifically to meet the unique learning styles and preferences of gifted learners, the IDS course will enable their learning to go beyond what is currently available in regular classrooms. InterActivities Students who choose to complete an online IDS course will use the Moodle course we will provide. The course will provide a framework for the students to work within and will host a variety of tools and activities through which the students will create their learning paths. The IDS will be scheduled into the timetable as elective blocks for the Grade 11 and 12 students to ensure that time is available in their day for the program. A single teacher will be responsible for overseeing the delivery of the program, while each student will also have a mentor teacher in their particular subject area to consult with about the learning goals and the social network they establish for their learning community. The program is intended to be delivered entirely online, so there will be both asynchronous communication (forums) and synchronous communication (Elluminate). Although it is intended to be fully online, times for traditional face-to-face meetings between students and teachers may be scheduled as needed. Discussions and dialogue within the IDS community will revolve around procedural knowledge and modalities for completing the learning tasks since each student we be exploring a different topic. Moodle will contain four modules for students enrolled in the IDS, designed to focus and scaffold student learning:

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Module 1 - Introduction - no marks Introductions - Student(s), teacher, mentor Course requirements - forums and participation including: mentorship, sharing, and collaboration; portfolio; establishing and meeting goals. Organization - Overview of modules Tutorials (For creating a variety of artifacts.) blog website video podcast portfolio wiki Resources - study skills, links to study guides, paper checker, information on plagiarism Module 2 - Breadth / Exploration 30% Selection of general area of study. Research a broad topic with the goal of narrowing the focus to a specic topic. Rubric to be developed in collaboration with the teacher. Student goals for this module should be used to create a personalized rubric. Forum for sharing and collaboration. Frequent student initiated contact (minimum once each week). Summary of research or exploration. A clearly articulated journey illustrating how the general interest was narrowed to a specic topic. Module 3 - Concentration / Focus 30% Topic specic research with a goal of identifying at least one contribution that can be made to the existing body of research. Rubric to be developed in collaboration with the teacher. Student goals for this module should be used to create a personalized rubric. Forum for sharing and collaboration. Frequent student initiated contact (minimum once each week). A clearly articulated journey illustrating what was discovered and how that has led to the choice for what is to be contributed to the existing body of knowledge.

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Module 4 - Quality / Presentation 40% Final presentation of a specic topic. Demonstration of knowledge of a specic area of interest and a description of how the student has added to the body of knowledge. Rubric to be developed in collaboration with the teacher. Student goals for this module should be used to create a personalized rubric. Forum for sharing and collaboration. Frequent student initiated contact (minimum once each week). A website, e-portfolio, wiki or other online option for nal presentation of what has been researched and what the student has added to the existing body of knowledge.

Students will be provided with much freedom to determine how they will develop their project, but their established community (supervising teacher, mentor, and other support) will provide guidance in establishing the goals and activities for their course. The marking rubric will be developed in collaboration with the teacher and reflect the areas of conceptual and procedural knowledge discussed previously. Student goals in each module will be used to form a personalized rubric. In order to produce the required materials, we will create a detailed outline of the various documents and tools that will be needed in the course (e.g., timeline template, rubric samples, how to videos, etc). Access to a variety of programs will be required to construct these activities and artifacts, and each member of our group will contribute to the provision of these based on individual interest and access to specific technology. We anticipate exploration of various authoring applications including Prezi, Lectora, Powerpoint, and others to model the variety of tools available to the students when completing their projects. Communication tools such as Google docs, web-ex, and Elluminate will also be made available to students to connect with teachers, mentors, and peers while completing their projects.

Proposal for Online Independent Directed Studies References Bates, A.W., & Poole, G. (2003). A framework for selecting and using technology. In A.W. Bates & G. Poole, Effective Teaching with Technology in Higher Education (pp. 75-108), San Francisco: Jossey-Bass. Besnoy, K.(2006). How do I do that? Integrating web sites into the gifted education classroom. Gifted Child Today. 29(1). 28-34 British Columbia Ministry of Education. (2010). Gifted education A resource guide for teachers Identifying gifted students. Retrieved June 2, 2011 from http:// www.bced.gov.bc.ca/specialed/gifted/whoare.htm British Columbia Ministry of Education. (2010). Gifted education A resource guide for teachers Who are our gifted students? Retrieved June 2, 2011 from http:// www.bced.gov.bc.ca/specialed/gifted/identifying.htm Chapman, L., Masters, J., & Pedulla, J. (2002) Do digital divisions still persist in schools? Access to technology and technical skills of teachers in high needs schools in the United States of America. Journal of Education for Teaching. 36(2), 239-249. Davalos, R.A., Haensly, P.A. (1997) After the dust has settled: Youth reflect on their high school mentored research experience, Roeper Review, 19(4), 204-207. Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. New York: Basic Books. Illinois Online Network. (2010) Pedagogy and Learning: What makes a successful online student. Retrieved from http://illinois.online.uillinois.edu/resources/tutorials/pedagogy/ studentpropfile.asp

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Proposal for Online Independent Directed Studies Kimber, K., Pillay, H., & Richards, C. (2002). Reclaiming teacher agency in a student centred digital world. Asia-Pacific Journal of Teacher Education 30(2). 155-167. Ng, W., & Nicholas, H. (2007). Conceptualizing the use of online technologies for gifted secondary students. Roeper Review. 29(3) 190-196. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books. Premiers Technology Council. (2010) A vision for 21st century education. Retrieved May 26th, 2011 from http://www.gov.bc.ca/premier/technology_council/ Reigheluth, C.M. (1999). What is Instructional-Design Theory and How is it Changing? In C.M. Reigheluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory, Vol. 2. Mahway, NJ: Lawrency Erlbaum Associates. Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 53-92). New York: Cambridge University Press. Renzulli, J.S. (1976). What makes giftedness? Re-examining a definition. Phi Delta Kappan 60 (3), 180-184. Scardamalia, M., & Bereiter, Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283. Thomson, D.L., (2010). Beyond the classroom walls: Teachers and students perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics. 21(4) 662-712.

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Proposal for Online Independent Directed Studies Thornton, K. (2010). Supporting self-directed learning: A framework for teachers. Language Education in Asia, 1.

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