An item from the folks at the Digital Learning Collaborative.

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What is SPARK!? The DLC is excited to announce yet another professional learning resource — SPARK! Leader and Teacher editions. These bi-weekly posts are designed to address a problem of practice and to ”ignite” digital learning through shared experiences and ideas that support our digital leader and teacher members and users. SPARK! is archived in our members-only document library, and written by the DLC team, members, and other contributing DLC community members. Contact CAO Allison Powell with your ideas and to contribute. Click here to join the DLC and access more members-only resources. Addressing the challenge of emergency remote teaching By Jeff Simmons; Idaho Digital Learning Alliance (IDLA) The post-COVID world of online learning presents online educators with a new challenge. Before the pandemic, not all students had online learning experiences. Online schools had the opportunity to define “online learning” by presenting online coursework to first-time online learners. During the pandemic, all learners became online learners. The experience each student had during mandatory lockdowns is now how they and their families define online learning. Many of these learners did not experience quality online education, but a lesser form termed “Emergency Remote Teaching” (ERT). Hodges et al. (2020) define ERT as “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances.” This temporary experience for most students now defines their online learning concept today. As online educators, how do we combat the potential misunderstandings about online learning caused by the implementation of ERT? Trade Secrets Tips to help students and families redefine their concept of online learning Check me out. Look, we all did the best we could during the pandemic, but the significant difference between what is present in online learning and what is absent in ERT is course design (Hodges et al., 2020). Find ways to demonstrate what a course experience looks like for students in your program that shows intentional, standards-based course design. Have the students do the talking. I can tell you how excellent our program is all day long, but I’m a little biased, right? Feature students sharing their experiences in your online program. Student testimonies carry more weight to those who may still be skeptical. My data don’t lie. Wherever possible, use data from your program that is the same as data utilized in the field. “Apples to apples” comparisons help demonstrate value to those investigating the program. Can you see me now? Transparency… that can be a scary word. Providing opportunities for parents to “visit” their student’s virtual classroom can reassure them. Parents in today’s educational environment are more empowered than ever. Leverage that so they can see the great things happening in your classrooms (and so they change their concept of what online learning is). Resources Watch Recording Jeff Simmons Jeff Simmons is the Superintendent of Idaho Digital Learning Alliance (IDLA), Idaho’s online supplemental program. Jeff holds an MA in Education Leadership from the University of Idaho and a BA in Social Studies and English Education from Northwest Nazarene University. Jeff has worked in public education since 2001 and is a doctoral student at the University of Idaho. Download PDF

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