Using a Connected Learning Framework to Promote Democratic Education during a Transition to Online Learning

Autor/inn/en	Baker, Abigail H.; Kassimer, Jennifer L.
Titel	Using a Connected Learning Framework to Promote Democratic Education during a Transition to Online Learning
Quelle	In: Middle Grades Review, 7 (2021) 1, Artikel 2 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-4690
Schlagwörter	Middle School Students; Democracy; Electronic Learning; Instructional Design; Lesson Plans; Web Based Instruction; COVID-19; Pandemics; Virtual Classrooms; Technology Uses in Education; Units of Study; Feedback (Response); Student Evaluation; Formative Evaluation + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Demokratie; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Web Based Training; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lerneinheit; Schulnote; Studentische Bewertung
Abstract	In this essay, we discuss how a Connected Learning (CL) approach to education can offer students and teachers a democratic framework to follow when designing instruction, especially with the recent shift to online and hybrid instruction due to the global pandemic. We present literature on the opportunities and challenges of transitioning to online instruction in the midst of the pandemic. We then discuss how the CL framework promotes a democratic approach to teaching and learning. Finally, we offer guidance on how to design a unit or lesson plan using a CL framework to provide both a connected and democratic learning experience for students. We also offer suggestions on how to foster an innovative, authentic learning experience that includes elements of an online or hybrid context to support connected learning. Drawing on a classroom example from the field, we conclude with recommendations for utilizing non-traditional, formative assessments to fairly assess a range of learning outcomes as demonstrated by students. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01