Key Insights from the ACTP Conference

Student Success is an Evolving Discipline

The field of Student Success has been undergoing significant transformation, evolving into an integral part of each student’s college experience. This evolution has been characterized by dynamic collaboration between tutors, coaches, mentors, and advisors, who blend their roles into a unified support system for students to achieve their academic and personal goals.

The dynamic nature of student support reflects the sector’s responsiveness to the changing demands of education and student populations. As the landscape of higher education shifts—impacted by technological advancements, changing demographic profiles, and evolving academic expectations—so too does the approach to student success.

We noticed that institutions are embracing innovative delivery methods to enhance the support offered to students. These novel approaches are tailored to meet the diverse needs and preferences of today’s learners. Some of the notable approaches include peer-to-peer tutoring, hybrid workshops, and virtual academic coaching.

• Peer-to-peer tutoring makes great use of the available student resources to connect students with their peers for guidance and support. This approach not only facilitates academic help but also a sense of belonging within the student body. 

• Hybrid workshops recognize the benefits of both in-person and online learning environments, providing flexibility of remote access with personal interactions of face-to-face sessions. 

• Virtual platforms enable one-on-one coaching sessions, group discussions, and access to online resources. Virtual academic coaching sessions leverage these platforms to provide students with easy access to assistance who may be unable to attend traditional, on-campus sessions due to geographical, financial, or time constraints. 

Overcoming Hurdles in Enhancing Student Success Services

Despite the growing importance of Student Success Services, driven by the surge in demand from students who feel under-prepared in the post-pandemic educational landscape, our discussions with conference attendees revealed three prominent challenges:

• One pressing issue is the unwillingness of some college students to participate in “tutoring classes” or seek academic assistance. This reluctance can stem from a variety of factors, including concerns about stigma or the misconception that seeking help is a sign of weakness. This perception can be particularly strong among first-year students or those who have traditionally excelled academically without extra support. The challenge lies in changing the narrative around tutoring and academic assistance to portray these services as tools for empowerment and growth, rather than as remedies for failure.

• Another challenge that tutoring centers and student success centers face is reaching and assisting a larger group of students. Despite their efforts to advertise services and make resources available, many students remain unaware of the help at their disposal or how to access it. Limited resources and staffing can also strain these centers, making it difficult to offer personalized attention to each student who seeks help. Additionally, the rapid shift to online or hybrid learning models in many institutions has introduced new complexities in delivering support services effectively and maintaining the same level of engagement and accessibility.

• Many student success coaches or tutoring service providers face the challenge of maintaining consistent and effective communication channels outside live sessions. Managing the flow of information across various platforms has become a daunting task for both educators and students. Tutors and coaches often find it difficult to reach out to students precisely when support is needed, whereas students often struggle to access the most relevant information they need. This confusion risks diminishing student engagement outside live sessions, dissipating the essential support framework. Thus, creating a more streamlined and intuitive access to resources and communication is thus essential to ensure students can easily access the support they need when they need it.

Tutoring Centers are Implementing Some Very Cool Technology 

We had the opportunity to attend a number of sessions presented by educators that highlighted some very cool and new technology that’s being used on campus. 

Gionni Carr and Belinda Lee from Tennessee State University presented an in-depth demonstration of how they’re using virtual reality in their tutoring centers. Essentially, when students come in for a session, they’re outfitted with a VR headset and both the tutor and the student conduct the session from there. Seeing Gionni’s demonstration was like watching Mrs. Frizzle’s Magic School Bus – imagine being tutored in biology from within the human brain! They also showed how students can access an AI learning buddy from within the virtual reality set up, export notes that are taken, and easily access other learning supports.  Most notably, Gionni pointed out that one of the main issues with today’s students is solved by this tutoring method: students can’t be looking at their phones or other devices if they have the VR goggles on! 

Another session we attended was presented by Raye Mahlberg and Rosie Rey from Nightingale College. They walked through their 100% online nursing program and showed the ecosystem they’d built for students to access – a one stop shop for everything from course materials to requesting assistance and more. It was a great example of how to build an online “campus” for students who access materials totally online. Plus, they showed some interesting simulators for how students can learn and demonstrate understanding of nursing practices. 

ClassIn Helps You Build Thriving Learning Communities

If the challenges discussed resonate with you, ClassIn presents innovative solutions that effectively bridge the gap between students’ needs and the support services offered by learning and support centers.

• Sustained Interactive Learning: ClassIn enhances the learning experience with its infinitely scrollable blackboard, which accommodates typing, writing, and the presentation of various multimedia resources. All of the content can be saved for later review to facilitate continuous learning. Enhanced with video conferencing capabilities and over 20 engagement tools, ClassIn fosters a dynamic, supportive, and collaborative environment for both teachers and students.

• Accommodated Learning Modalities: Compatible with PCs, tablets, mobile devices, and interactive flat panels, ClassIn supports a range of learning scenarios, including in-person sessions, peer-to-peer tutoring, or hybrid workshops. Our solution guarantees flexible learning opportunities that cater to various student preferences and schedules. 

• Streamlined Communication: Addressing the communication challenges outside live sessions, ClassIn integrates built-in features like ClassIn Chat and ClassIn Drive to facilitate both synchronous and asynchronous interactions. These tools simplify how educators connect with students and how students find necessary information and resources. Functions such as setting up temporary office hours and making announcements to different classes or groups is straightforward with just a click of a button.

• Enhanced Engagement and Accessibility: ClassIn’s web-streaming capabilities for large webinars significantly extend the reach of resources while maintaining high engagement and accessibility levels. Supporting up to 2000 participants in a single session, it empowers tutoring and student success centers to expand their influence, making sure more students have access to and can participate in the support services they need.

Looking Ahead with ClassIn and the Coaching & Tutoring Community

As we reflect on our experiences and look to the future, we invite educators, tutors, and technologists to join us in our mission to enhance student success through technological innovation. Together, we can tackle the challenges of today’s educational environment and create a brighter future for learners everywhere.

To learn more about how ClassIn can support your educational goals and to stay updated on our latest developments, feel free to contact us here. Let’s make a meaningful impact on education together!

What We Learned at the  ACTP Conference: Innovations and Inspirations in Tutoring and Coaching最先出现在ClassIn。

1. There will be a lot of one capability solutions. 

AI tools are popping up every day and, as is the case with all emerging technologies, most of them only do one thing – or at least do one thing well. When you’re thinking about what solutions to try in your classroom, remember that every new tool will need to be integrated into your existing teaching & learning methods. Be mindful of not to overwhelm yourself by adding too much at once.

2. AI isn’t just for students. 

Much of the current focus on AI tools centers on their potential impacts on students – concerns about increased plagiarism, challenges in assessing understanding, and the difficulty of incorporating technology while still offering challenging assignments. While these are all good questions, ask not what AI can do for your students but what AI can do for you! New solutions are being introduced everyday that can free up your time by helping create lesson plans, instructional materials, and assessment questions, among other tasks. Finding ways for AI to simplify your workflows could go a long way towards taking tasks off your plates, allowing you to focus on what truly matters: teaching and inspiring your students. 

3. Pay attention to the interface when evaluating new products. 

As of now, most AI tools are built off the same few language models. This means that the primary value offered by new entrants in the market often comes down to how easily they allow users to extract meaningful results. When you’re evaluating AI tools, pay careful attention to their user interface and the design of their prompting structures; the more user-friendly and intuitive these elements are, the better the overall quality of the product. 

4. Remember that AI doesn’t work without a human touch. 

For years, there have been concerns that technology, and educational technology in particular, is going to displace the human element crucial to teaching and learning. Particularly with AI, there’s been a lot of conversation about how Ai solutions will impact hiring and staffing. However, it is important to remember that the language models are far from flawless – and likely never will be. Current models don’t come near 100% accuracy on simple things like high school algebra, so it’s unlikely they will come to a place that removes the need for a human to guide, facilitate, and check the use of the tool. 

5. Does your district have a defined code of conduct for AI? You probably don’t need one yet.

Districts around the country are looking to each other for someone to be the first mover in publishing a thoughtful, useful policy regarding the use of AI tools that can be replicated. Current district policies are running the gambit from “all use of AI is considered cheating” to “Educators – use this year to explore tools while we put together a steering committee”. Most guiding bodies are advocating a wait and see approach and there’s a thought that this academic year’s student conduct cases will inform future policy development.

6. Be wary of the tools that lack educator input. 

Technologists are off to the races to develop AI solutions. They have a vision of the future that they are aggressively working towards. What’s missing from that vision? In many instances, there’s a lack of educator input in the solutions being developed. When you are evaluating new tools (not just AI tools!), make sure that the companies behind them have consulted with teachers.Whether it’s through advisory boards, educator feedback programs, or having recent educators on their staff; such consultations are essential to ensure the solution is classroom-friendly. 

7. Get ready to embrace change! 

Education is an ever adapting discipline; as the world changes, so does the process of teaching and learning. Throughout history, teachers have worried over the impact of new technologies on students – wondering, for example, if calculators would make learning basic arithmetic obsolete, or if Wikipedia would undermine one’s ability to evaluate valid sources.In each case, the educational landscape has adapted so that the new tools enhance, rather than compromise, what students learn. Generative AI will be no different; it’s up to today’s teachers, learners, and technologists to define the role that AI tools will have on education going forward. 

Want to learn more? 

ClassIn has recently visited 70+ key players in the AI industry and have put together a comprehensive guide on what solutions are being developed, how they’ll impact teaching & learning, and what to look out for next.  Download our full guide here.

Seven Things to Think About Regarding Generative AI This School Year最先出现在ClassIn。

Transform the way you teach science with NoBook Virtual Lab最先出现在ClassIn。

SEL helps children perform effectively in school and life. On a personal level, SEL is great for managing emotions, formulating plans, making effective decisions, and tackling tough challenges. On a social level, it contributes to evoking empathy and building affinities. Children with strong social-emotional skills such as self-awareness, self-control, and interpersonal communication are more likely to benefit academically, professionally, and socially.

More and more research also points out that schools that promote social and emotional learning are instrumental to the academic, professional, and social success of students. Keep reading for 7 tips on how to enhance social-emotional learning in virtual classrooms!

7 Tips to Enhance Social and Emotional Learning in a Virtual Classroom

1. Emotional Check-Ins

Emotional check-ins give students an opportunity to pause, reflect on, and share how they feel. Set aside some time each day and encourage students to describe their emotions in a safe environment. If someone is reluctant to share in front of a big group, you may conduct one-on-one check-ins or offer the option to express through drawings or quotes.

Although without the in-person connection, online learning often comes with many bells and whistles to make emotional check-ins fun. For instance, students can send emojis to articulate their feelings, write down their thoughts on ClassIn’s individual small blackboards, or create a drawing on the interactive board.

2. Apps, Games, and Websites

Take advantage of SEL-specific tools to help students practice social and emotional learning.

• Breathe, Think, Do: this app teaches problem-solving, self-control, planning, and task persistence.

• Sanford Harmony SEL App for Teachers and Students: this app helps create lesson plans and activities to strengthen classroom relationships.

• Digital Gaming: games such as “consequences,” “circle of friends,” and “wisdom: the world of emotions” help deal with anger, stress, depression, etc. and foster cooperative and group learning.

• Emotional ABCs: this website teaches students to identify their feelings and make decisions based on their emotions.

• GoNoodle: this website uses movement and mindfulness videos to promote physical wellness, academic success, and social-emotional health.

A kid plays an online game

 

3. SEL Activities

 

In a virtual classroom, you can actively and carefully design some brainstorming activities to promote SEL. Activities like student journals, interactive videos, or webinars are highly recommended. They can aid students in personally regulating emotions and socially interacting with others.

 

 

Journaling for mental wellness

 

Some kids may not love journaling or sharing. Don’t worry! Self-reflection through art is another fantastic way to assist students in minutely understanding their feelings and creatively expressing them. Ask your class to paint their feelings or tell a story through what they’ve drawn. By using visual techniques and engaging sensory practices, virtual classrooms find a new path to promote SEL.

 

4. Collaborative Classrooms

 

A collaborative virtual classroom helps students understand the group in a socially interactive way, cultivating students’ self-awareness and cooperative consciousness. As a hub for social learning, these collaborative virtual classrooms comprehensively showcase diverse roles of individuals and how they interact with each other.

 

Collaborative classrooms give rise to group learning which plays a vital role in distance teaching. A diverse and inclusive virtual classroom allows students to self-reflect, work independently within a group, and eventually function as team members. Also, they interact with and learn from their peers in a cooperative way as they will do in society.

Communicate with families about their kids’ emotions, behaviors, and social goals. Remind parents to give a helping hand when their children are frustrated and an encouraging smile when their children perform well in team works.

At the same time, educate parents on the value of failure. An appropriate degree of difficulty is necessary for children’s SEL. Just step back and let them experience struggles and growth.

7. Build Communities

Many characterize virtual learning with a sense of disconnection. Students seem to be isolated from their teachers and classmates, and parents are further separated from schools, which could spell big trouble for social-emotional health.

Educators can take steps to rebuild connections in virtual classrooms. Daily sharing is one productive way. Dedicate the first few minutes of each class to telling stories about your emotions and life. Let it become a routine and mark of your communities.

Setting eyes on the larger picture, Mahatma Gandhi Institute of Education for Peace and Sustainable Development of UNESCO referred to SEL as “learning that allows all learners to identify and navigate emotions, practice mindful engagement and exhibit prosocial behaviour for human flourishing towards a peaceful and sustainable planet.”

How to Enhance Social and Emotional Learning in a Virtual Classroom最先出现在ClassIn。

What Is Game-Based Learning (GBL)?

Game-based Learning vs. Gamification

Typically, video games begin with design, either with a great idea or by pursuing a creative solution to a complex problem. It is critical to test and refine your ideas to ensure they meet the requirements of an excellent educational game.

The design phase expands your initial design concept, similar to going from a rough outline to your first draft of a paper. Going from a pitch concept to a finished game is the game development equivalent.

In the production phase, all the work and communication have been done to make the game’s actual development run as smoothly as possible. Production is a time-consuming and expensive phase. It is relatively simple if everything goes according to plan.

Board games: Monopoly can be thought of as an educational game. It contains all the necessary elements, including a story, characters, points, competition, and many other features. There are numerous examples of Monopoly-like school games with modified rules for various subjects, such as History Monopoly or Math Monopoly.

Real-life games: Real-life games, as the name suggests, are based on reality-based scenarios. These games have proven to be highly motivating but also cause stress in some situations. Children are required to make body movements and use their brains. These games engage the learners in almost every aspect of their education.

GBL in hybrid space: Hybrid learning spaces are spaces that can be filled with a variety of resources. You can use digital resources in various ways, such as media games or any open media, as well as physical spaces as a creative space for those resources to be engaged with.

GBL is a great way to improve young learners’ creativity, critical thinking, and problem-solving skills. GBL is highly based on the notion of imagination. Instructors can give students the freedom to come up with solutions and ideas which boost their level of creativity.

ClassIn Gamification and Game-based Learning Tools

Virtual Badges

Reward students by providing badges based on the quality of their performance. If a shy ESL student finally speaks up in ClassIn classroom, you can give him/her a trophy.

Dice and Slot Machine

Many students are hesitant to raise their hands and participate in online classes. Use slot machine to randomly choose who is the next player to guess the word.

Authorize Function

You can easily manage the class and students by using the toolbars underneath the teacher and students’ cameras. Once you ‘authorize’ student, they will have access to a range of interactive tools.

EDB Template

Use ClassIn Blackboard Editor to create EDB files and make your online class engaging. EDB files combine the traditional chalkboard with the digital teaching tools. What makes EDB files stronger and easier is that EDB files can be edited at your convenience, and can be saved and reused whenever you need them. You can import images, type words and hand-write on a ClassIn board. When the class begins, you can import the prepared materials from the cloud to save time.

Why Game-based Learning is important?最先出现在ClassIn。

Before embarking on this journey, we ask ourselves: what is lifelong learning? What competencies are we looking to develop, and how do we build lifelong learning skills? Keep reading to find out!

What is lifelong learning?

Lifelong learning is a form of self-initiated education that gives rise to personal development. Even though it is hard to determine a standardized definition of lifelong learning, this term, more often than not, is associated with learning that occurs outside of a formal educational institute, such as a school, university or corporate training. Its purpose lies in achieving personal fulfilment.

The UNESCO Institute for Lifelong Learning (UIL) highlighted that “Our rapidly changing world calls for opportunities to learn throughout life, for individual fulfilment, social cohesion and economic prosperity.” As a result, the institute works hard to formulate effective and inclusive lifelong learning policies and systems, positioning its goal to be skills enhancement for the benefit of individuals, communities, and the planet.

On the other hand, Dr. Maylyn Tan, Assistant Dean and Head of Academic Development at Singapore Institute of Management (SIM) cautioned that “some of us might be ambitious to jump into the deep water and transition fully outside that takes totally different skills, while lifelong learning is about incremental changes and looking at what can you do right now and combine it with different disciplines to create more value.”

The changes and skills in the 21st century, therefore, should be identified to promote value creation via lifelong learning.

What are the skills for the 21st century?

The skills for the 21st century help students succeed in keeping up with this ever-changing era. Specifically, Applied Education Systems stressed 12 essential abilities: critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, and social skills.

Such skills are also theorized and integrated into national systems. Most prominently, Singapore’s Ministry of Education identified core values-based 21st-century competencies, which prepare students for a globalized context and a future of challenges.

Charles Fadel, global education thought leader and author, underscored in his speech for OECD, “We are currently preparing students for jobs and technologies that don’t yet exist . . . in order to solve problems that we don’t even know are problems yet.”

Educators in the 21st century are prompted to think about new environment adaptability, the fourth industrial revolution, and innovative pedagogical approaches to foster students’ skills. Nayeema Rahman, senior lecturer and LMS specialist at Daffodil International University, pointed to characteristics such as being globally aware, civically engaged, collaborative as well as thinking critically.

But how can we get there? Here are 6 tips.

6 tips to develop skills for lifelong learning

1. Cultivate a growth mindset

While a fixed mindset hinders you from becoming a lifelong learner, a growth mindset emphasizes student agency and continuous changes. With a growth mindset, “you believe your intelligence and life skills can be developed with concerted effort and thoughtful feedback, not that they’re innate and immutable,” the University of Phoenix shared. If you have an idea of what you want, there’s always a way to get there.

Students who are armed with a growth mindset continue to improve their skills and grow both personally and professionally during every season of life. Kevin Dickinson, writing for Big Think, suggested that students should “recognize that they will always have room to grow.”

2. Set SMART goals

SMART goals are specific, measurable, achievable, relevant and timely, which help keep lifelong learning on track. The following five questions can help you make sure the goals you agree are SMART:

• Specific: what do I need to do?

• Measurable: how will I know I have been successful?

• Achievable: can I do it on my own or with a little help?

• Relevant: will it help me be better at one certain subject?

• Timely: when do I need to complete it?

Such a framework can help students become disciplined and emboldened to set goals and obtain achievements in an effective manner. It also boosts continual reflections, allowing students to “view their investments of time, energy, and resources through the lens of what is most important for them to achieve their aspirations.”

3. Find motivations

Figuring out what inspires you puts you in the driver’s seat to achieve what you want to do. Curiosity may have killed the cat, but it’s what sustains a lifelong learner. Re-igniting what makes you tick as a person reduces boredom, makes life more interesting, and can even open future opportunities.

Dickinson believed that “the transition from studying course material to obtain a good grade to learning in order to attain continual self-improvement or career advancement may be the most important paradigm shift that a lifelong learner will make.”

4. Encourage independent learning

Online education that predominates in the 21st century can serve as a practical model where many teachers laid more emphasis on students’ autonomic and independent learning with the aid of technology.

As a pioneering advocate of the adoption of self-directed learning, Malcolm Knowles dissected such mode into five steps: individuals take the initiative, with or without the assistance of others, in

1) diagnosing their learning needs,

2) formulating learning goals,

3) identifying human and material resources for learning,

4) choosing and implementing appropriate learning strategies, and

5) evaluating learning outcomes.

In a word, research showed that independent and self-directed learning offers learners the “freedom and autonomy to choose the what, why, how, and where of their learning.”

5. Foster critical thinking

Dr. Peter Facione defined critical thinking to be “purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based.”

It is intertwined with diverse cognitive, interpersonal and intrapersonal competencies, including creativity, self-direction, motivation, effective communication, and more, which pave the way for students to become lifelong learners.

6. Use technology

We live in an age with access to an abundance of information, rapid changes in technology tools, and the ability to collaborate and make individual contributions on an unprecedented scale. To be lifelong learners in the 21st century, students must be able to exhibit a range of independent learning and critical thinking skills related to information, media and technology.

One way to blend technology with lifelong learning is through the use of edtech. There are plenty of platforms directed at online learning, among which ClassIn plays an active and essential role. For example, it provides a platform for learners to learn independently, think creatively, and act cooperatively.

How to Build Lifelong Learning Skills最先出现在ClassIn。

For the particular term of gamification–the use of game design elements in non-game contexts, researchers found its first documented uses in 2008 and widespread adoption in the second half of 2010.

As the term entered public discourse, gamification of education had also become a mainstream and structured practice.

The Institute of Play (IoP) was founded in 2007 in New York City, signaling a growing interest in gamifying education. “There was a golden era for funding games and learning from the mid-2000’s to the mid-2010’s…Our goal was to develop toolkits, frameworks and resources and share our work,” Katie Salen Tekinbaş, co-founder of IoP, told EdSurge.

Meanwhile in 2007, James Paul Lee, emeritus professor at Arizona State University, published his classic book What Video Games Have to Teach Us About Learning and Literacy. Soon in 2013, academia witnessed a steep rise in the number of publications on gamification in education.

Most recently, gamification strategies were naturally integrated into online learning environments during the pandemic, in an effort to boost engagement and connection.

How Does Gamification Benefit Learning?

Scot Osterweil, research scientist and creative consultant to the Education Arcade and Game Lab at the Massachusetts Institute of Technology (MIT), laid down guiding principles for gamification with the Four Freedoms of Play. In cooperation with Oxford Analytica, the World Government Summit further explained that

• The Freedom to Fail: Games are predicated on the assumption that mistakes and failures will repeatedly happen but with little consequence, which mitigates the natural human tendency to avoid failure in learning.

• The Freedom to Experiment: Games encourage exploration and discoveries of different strategies. With gamification, students are better prepared for self-directed learning.

• The Freedom to Assume Different Identities: Taking on new roles and perspectives, students open their eyes to diverse viewpoints and develop language skills as well as empathy.

• The Freedom of Effort: The internal rhythm of games allows students to shift between highly focused learning sessions and relaxing breaks. Students will have the chance to refresh their attention spans and efficiently carry on long-term tasks.

Outside of pedagogical transformation, gamification is most commonly associated with improving engagement in class. Researchers from Spain summarized that game elements, including leaderboards, points, simulation, and quizzes, led to reports of “an increase of and/or motivation”.

What Are the Pitfalls of Gamification in Practice?

Is it gamification, or is it mandatory fun? Taking one of the most successful educational games, Math Blaster, as an example, MIT professor Eric Klopfer observed that “It’s also what others have referred to as chocolate-covered broccoli…one of the problems with this methodology is it’s actually teaching kids that math isn’t any fun.”

On top of reflecting on the underlying messages of the game design, the World Government Summit cautioned that when misused in education, gamification can end up hindering learning outcomes.

Specifically, the report Gamification and the Future of Education published by the World Government Summit pointed out that poorly designed gamification courses will distract students from intended teaching objectives. In addition, while games take into account social dynamics, group assignments with inadequate execution may give rise to social tension. For instance, when there are freeloaders in a project, the entire team could still get the same grade.

Taking a deeper look into the impact of gamification, researchers in Turkey conducted learning activities with elementary school kids for three weeks to examine the effect of awarding badges. Establishing a positive relationship between rewards and extrinsic motivation, the study found little increase in intrinsic motivation.

How to Shape Gamification Strategies for Better Learning Outcomes?

“Understanding the role of gamification in education, therefore, means understanding under what circumstances game elements can drive learning behavior,” scholars at Teachers College Columbia University suggested.

Similarly, in his book, Kapp debunked gamification as simply incorporating points and badges. He encouraged approaching the learning experience in its entirety, where game mechanics have to work well with storytelling, motivation, and more.

Mindful course design also means taking into consideration individual differences of students, especially as education shifts toward personalized learning. Conducting an empirical study with 40 college students, researchers discovered that “gamification in general and, especially the ranking element, is more beneficial to introverts.”

Looking beyond gamification designs and student characteristics, educators face implementation in different capacities.

On a micro-scale, which is often the case for gamifying learning, individual teachers make ad hoc introductions of gamification to class activities and lesson plans. It may be as small as incentivizing a reading assignment or something grander like taking a novel approach to a college class. However, researchers at the University of Almería warned that improvising a gamified environment is often associated with unclear guidelines, and therefore little participation from students.

On rare occasions, gamification is integrated on an institutional level. Quest to Learn (Q2L), a fully gamified middle and high school operated by the New York City Department of Education, was made possible with the support of donations and IoP’s game theory-based curriculums.

“In practice, few people will ever get the opportunity to design a school from scratch,” scholars at Teachers College Columbia University recognized. “However, we believe there is an important role for gamification projects that stretch beyond single classes.”

At last, researchers believed gamification of education can transcend beyond any particular learning environment, whether it is in-person or online learning. Reviewing gamification practices during COVID-19, researchers not only found that the approach can be effectively integrated with traditional teaching methods, but they also expressed great optimism for the role gamification will play in a technology-enhanced future of education.

Gamification of Learning: From Theory to Practice最先出现在ClassIn。

Changes in the learning environment and trials of online instruction have turned the page to a new chapter in education, Online-Merge-Offline (OMO) learning.

The OMO approach, compared to in-person or online learning, amplifies the functions of a traditional classroom, expands access to learning opportunities, and gives rise to personalization.

In the meantime, OMO learning comes with greater complexities and challenges, which calls for more common understanding and technological support accordingly. Therefore, we hereby present 7 strategies for effective practice of the OMO method to achieve better learning outcomes.

1. Integration of OMO into the Entire Learning Process through an LMS

Instead of setting eyes on a particular activity or lesson, the OMO approach requires a systematic view to understand technology and plan the learning process.

The adoption of a learning management system (LMS) brings together goals, resources, assignments, and assessment on one platform, which can better support different stages of learning at all times.

The primary strategy of practicing OMO learning also means constant updates and optimization of the system, perhaps with a resources management system, homework management system, and more.

At the very least, educators can start from a simple online class group, affording a space for synchronous and constant class communication.

2. Mindful Designs for Online Education

As the name OMO suggests, the method seamlessly integrates online and in-person learning. In particular, the online part of OMO is not limited to livestreamed instruction and interaction but places an emphasis on student agency, where students exert control over the time, location, pathways, and pace of learning.

In turn, the design of online learning has to partly shift from the instructor’s one-sided lecturing to autonomous learning by the students.

To be more specific, learners can study at their own pace by pausing or fast-forwarding learning materials or determine by themselves when to attend class and how to finish an assignment. It’s important to note how passive learning turns to proactive engagement.

Additionally, educators can devise assignments and assessment better focused on the learning materials, which allows students to collaborate, discuss, and even tutor each other.

OMO learning infused with mindful online instruction designs has been put to practice in many schools and districts. Whether it is employing online learning for specific days and modules or offering flexible online pathways, these innovations continue to open new doors for the development of OMO learning.

3. Ensure Online Access to All the In-Person Classes

Can we join in-person class via online channels anytime we want?

A great number of schools have made steps toward simultaneously hybrid access where classrooms are equipped with cameras in combination with edtech platforms such as ClassIn.

Catering to a more accessible learning environment as well as emergency scenarios, an OMO ecosystem meets the needs of various situations. Beyond entirely in-person or online classes, teachers and students can all join from wherever at their convenience. For instance, the instructor can teach a classroom of kids from home, or students have the choice to partly attend class online.

No matter what the circumstance is, participants will be empowered to interact in real time, and a virtual blackboard can also assist with visuals and scribbling.

Even when teachers and students are together in one classroom, connection and accessibility of the class are still meaningful.

Behind this classroom of infinite connection and limitless access is a powerful edtech solution. The platform automatically records class content and stores everything in a cloud-based database, and in turn, digitized resources will stitch together every step of the learning process.

As a result, we set out to highlight the importance of digitization on a larger scale–digitization of educational resources, tools, and platforms–for more well-rounded designs and application of OMO learning.

4. Support Learning Module with Multiple Resources

It is challenging for a traditional offline classroom to break the limitations of time and space when accessing resources. Through OMO learning, teachers are equipped with a cloud-based platform of educational materials.

Teachers leverage digital resources such as text, images, videos, datasets, and virtual experiments to support students in developing deep learning in authentic contexts.

Resource in constructing authentic contexts includes:

– Texts: being descriptive or explanatory.

– Images: focus on visualization and figurative frames.

– Videos: being authentic or process-oriented.

– Datasets: highlight structure and objectivity.

– Virtual experiments: focus on simulation and interactivity.

Digital learning resources serve as a learning field for constructing real situations and helping students face, analyze, and solve problems.

The instructional materials design indicates the teacher’s philosophy. Teachers choose effective content and resources for literacy development and guide students to digest learning content from fragmentation to structure, from abstract generalization to contextual immersion.

Effective resources include slides, pre-recorded video, presentation clips, interactive software resources, virtual experiment platforms, excerpts from quality lessons, or meeting links of videos automatically generated after a class.

Teachers can select and reorganize resources with a target and put them in cloud drives. Then give students specific guidelines to facilitate their use of learning resources.

Digital resources should shift the focus from the teacher to the learners, from in-class time to curriculum construction.

5. Use Proper Tools to Develop Cognitive and Collaborative Learning

Integrating technology tools into the classroom is a scenario-and phase-based process. Both teachers and students need to know how to use technology and develop cognitive and collaborative learning with technology.

However varied technology access may be, there are three ways to integrate tech tools into a classroom:

– Interactive teaching screen + Students (without terminal equipment).

– Interactive teaching screen + One terminal equipment for each group of students.

– Interactive teaching screen + One terminal equipment for each student.

An intelligent terminal is a way to provide students with technology integration for recording, searching, sharing, collaborating, and creating. Using an Intelligent terminal helps to cultivate students’ self-construction, team cooperation, curiosity in science and innovation, and humanistic vision in the teaching process.

Choose appropriate tools to promote student cognition and collaboration.

Tools include interactive features (such as polling, selection, matching games, and mind mapping) and subject-based cognitive development features (such as virtual labs, geometric boards, and electronic instruments. Some tools, such as collaborative documents, small blackboard, and breakout room, promote collaboration.

In Challenge Based Learning (CBL), integrate multiple tools that support information research, cognitive processing, and collaborative learning. The technology-integrated learning tasks should be conducted and designed as a unit in a systematic way, rather than using fragmented resources.

6. Adopt Different Teaching Models

ClassIn transforms a traditional offline classroom space from the same school or even across schools into a connected learning experience so that we can re-design the curriculum.

Many schools have already carried out many AI+OMO classroom innovative practices, here are some examples:

– One-to-Many Model: one teacher interacts with students from different offline classrooms.

– Two Teacher Model: one lecturing teacher delivers the lecture online via live-streaming, and one assistant teacher will be in present in the class.

– Team Teaching: teachers are instructing students at the same time.

Teachers encourage students to ask questions and facilitate authentic communication through an interactive virtual learning environment.

Connection is not for taking up time or space. Instead, it allows students to choose where and when they feel most comfortable, participate in versatile learning activities, and enhance human-computer interaction.

7. Create Data-based Personalized Learning

The dilemma of the traditional classroom is a one-size-fits-all curriculum with a standardized level, pace, and path of learning.

Sometimes students who take online courses have to review through offline classes. Therefore, keep systematic recording of each student’s learning progress, and set the class level based on the content.

Teachers could fall into the past trap when they keep recording students’ processes and fail to provide effective feedback even if they have acquired a certain level of data. Utilize data collection, analysis, and feedback through an online learning platform; and give assessment, examination, and evaluation supported by technology.

For example, some schools carried out Virtual Course Registration, allowing students access to different levels of online virtual classrooms with one terminal. It is a typical case of customizable learning based on learning feedback data, thus creating a new way of organizing learning.

Integrating new technologies in evaluation shifts teaching from a one-time process to a personalized and adaptive approach. Online platforms and terminals enable teachers to adjust their teaching activities quickly and give customized feedback.

7 Effective Strategies to Realize Online-Merge-Offline (OMO) Learning最先出现在ClassIn。

Why do we need to practice lifelong learning in K-12 schools?

1. Develop habits

3. Provide spaces for collaboration

Classrooms should not be constructed as sectioned-off spaces to keep students until the bell. Instead, we need to design these spaces as opportunities to promote interaction and cooperation. For example, we can use moving seats and even movable walls to create breakout space for group work. Another famous K-12 school design trend is the use of blended learning spaces. Rather than building separate spaces for students who need extra support or resources, we incorporate these needs into every room!

4. Encourage community building

“Taking the time to get to know your students and for them to know each other will make for a better learning environment, enhance student belonging, and lower the barrier for students to come to you when they may need to ask for more flexibility,” according to Yale Poorvu Center for Teaching and Learning. The center advocates for such activities as writing exercises or short discussions to mediate stressful moments as well as to build a community with shared affection and atmosphere.

5. Use technologies in classrooms

To be lifelong learners in the 21st century, students must be able to exhibit a range of independent learning and critical thinking skills related to information, media and technology. One way to blend technology with lifelong learning is through the use of edtech tools. For example, ClassIn, an online and hybrid learning solution, provides a platform for learners to learn independently, think creatively, and act cooperatively.

Success stories of K-12 schools with flexible designs

1. Map Academy

Map Academy is a free, charter public high school open to all Massachusetts students up to age 24. It holds the belief that every student can succeed though some may take some detours along the way towards success, “putting students at the center of their own learning journeys.”

Students choose Map Academy for a number of reasons, but often as a result of insurmountable barriers in other schools. Map provides a new start for young dropouts or exiles to continue their plans and goals in K-12 education.

Map Academy allows students’ learning experience to flow within the space and outside the walls in flexible ways. Its model is founded on four key principles:

• Competency-Based – Students master skills or knowledge before moving on

• Highly-Supportive – Students get what they need to succeed

• Flexible Pathways – No one path to success looks the same

• Career Development – Students are ready for life after high school

In this way, students are involved in their own learning and already live in the real world, making education relevant, engaging and meaningful and preparing for lifelong learning after high school. At Map Academy, “I get to experiment on what I want,” commented Virginia, a beneficiary of Map. “It opens my mind and challenges me more. . . . It helps me find myself as a person in a way too.”

2. Lakeville Schools

Lakeville Schools in Lakeville, Minn., serving 10,800 students, have gained tremendous value in long-term planning with flexible designs. Designed to meet current and future needs, Lakeville schools accommodate seamless additions and renovations along with demographic shifts, programming changes and technology.

Lakeville schools implement seven strategies to ensure their flexibility in support of the educational programming of future generations. The strategies include collaborating during design, designing with change in mind, designing for the greater community, investing in quality materials, considering expansion, assuming technology will change, and considering the future of energy.

“Discussing proactive consideration and implementation of these strategies into a school’s design will facilitate future adaptability,” Vaughn Dierks of Wold Architects & Engineers, a partner of Lakeville for 25 years, observed.

What Does Lifelong Learning Mean in K-12 Education?最先出现在ClassIn。

Reduced Risk of Infectious Diseases

The COVID-19 pandemic has highlighted the importance of reducing the risk of transmission of infectious diseases in schools. Hybrid classrooms can help to achieve this by allowing students to attend classes remotely, which can reduce the number of people on campus and create a safer learning environment.

Improved Quality of Education

Hybrid classrooms can also improve the quality of education by providing students with a variety of learning materials and resources. With the use of technology, such as ClassIn. teachers can provide lectures, videos, and interactive activities that can make the learning experience more engaging and interactive for students. This can also help to support different learning styles and allow students to learn at their own pace.

Furthermore, hybrid classrooms can allow teachers to use a variety of teaching methods and approaches, such as project-based learning or flipped classrooms, which can enhance student learning and engagement.

Increased Engagement and Participation

Hybrid classrooms can also increase student engagement and participation in class. By allowing students to attend class remotely, teachers can reach a wider audience and include more students in discussions and activities. This can be especially useful for students who may be hesitant to speak up in a traditional classroom setting.

In addition, hybrid classrooms can also enable teachers to use collaborative tools, such as online forums and group projects, which can promote teamwork and collaboration among students.

Professional Development Opportunities for Teachers

Hybrid classrooms can also provide professional development opportunities for teachers. By using technology in the classroom, teachers can learn new skills and techniques for incorporating online learning into their teaching practices. This can help teachers to stay up-to-date with the latest educational trends and best practices, and can also enhance their own professional development.

Challenges of Hybrid Classrooms

While there are many benefits to hybrid classrooms, it is important to note that they do come with some challenges. One of the main challenges is ensuring that all students have access to the necessary technology and internet connectivity to participate in online learning. It is also important for schools to provide training and support for both students and teachers to ensure that they are able to effectively use technology in the classroom.

In addition, there can be challenges in maintaining a sense of community and connection in a hybrid classroom, as students may not see each other as often as they would in a traditional classroom setting. It is important for teachers to create opportunities for students to interact and connect with each other, both online and in person, to help foster a sense of community.

Conclusion

In conclusion, hybrid classrooms offer a number of benefits for schools and educators, including flexibility for students, reduced risk of infectious diseases, improved quality of education, increased engagement and participation, and professional development opportunities for teachers.

Overall, it is important for schools and educators to carefully consider the benefits and challenges of hybrid classrooms, and to implement them in a way that meets the needs of their students and community. By providing a combination of traditional in-person instruction and online learning, schools can create a flexible and adaptable learning environment that supports the success of all students.

ClassIn offers a one-stop solution including hardware and software for schools to build up their hybrid learning environment. It offers a range of features and tools that can benefit schools when building up a hybrid classroom, including live and recorded classes, interactive whiteboard and screen sharing, collaborative tools, attendance tracking, etc.

ClassIn’s range of features and tools can help schools to create a flexible and adaptable learning environment that supports the success of all students.

5 Reasons Why Hybrid Classrooms are Great to Schools and Educators最先出现在ClassIn。