Asynchronous Learning Guide - Dr. Moss Pike, Director of Client Strategy (415) 635-4099 - Knowing Technologies
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Asynchronous Learning Guide Dr. Moss Pike, Director of Client Strategy mpike@knowingtechnologies.com (415) 635-4099
KT Asynchronous Learning Guide, March 2020
Table of Contents
Asynchronous Learning ................................................................................................................... 1
Introduction ......................................................................................................................................................... 1
Asynchronous vs. Synchronous Learning............................................................................................................. 1
Benefits of Asynchronous Learning ..................................................................................................................... 2
“Flipped” Learning Model.................................................................................................................................... 2
Key Considerations for Entirely Asynchronous Approaches ................................................................................ 3
Learning Objectives ......................................................................................................................... 4
Reflection and Feedback ..................................................................................................................................... 4
Inquiry-Based Learning ........................................................................................................................................ 4
Student Agency.................................................................................................................................................... 4
Creativity ............................................................................................................................................................. 5
Collaboration ....................................................................................................................................................... 5
Educational Technology Tools.......................................................................................................... 6
Learning Management Systems .......................................................................................................................... 6
G Suite Tools ........................................................................................................................................................ 6
Communication Tools .......................................................................................................................................... 7
Conferencing and Discussion Tools ..................................................................................................................... 8
Feedback Tools .................................................................................................................................................... 8
Student Response Systems .................................................................................................................................. 9
Support Considerations ..................................................................................................................10
Device and Infrastructure Considerations ......................................................................................................... 10
Age-Appropriate Activities ................................................................................................................................ 10
Note on Digital Citizenship and Data Privacy .................................................................................................... 11
Sample Activity Ideas .....................................................................................................................12
Example 1: Historical Interview ......................................................................................................................... 12
Example 2: Generic Flipped Activity .................................................................................................................. 13
Example 3: Screencast Video ............................................................................................................................. 14
Summary ........................................................................................................................................15
Resources .......................................................................................................................................16
Asynchronous Learning References................................................................................................................... 16
Discussions on Learning Outcomes ................................................................................................................... 16
Technology Tools ............................................................................................................................................... 17
About Knowing Technologies .........................................................................................................18
© Knowing Technologies, 2020 iKT Asynchronous Learning Guide, March 2020 Asynchronous Learning Introduction Educational technology has in recent years created opportunities for new modes of engagement in the learning process. In particular, it has allowed teachers to take new approaches toward designing activities for students, both inside and outside of the classroom. Given the power that technology offers schools to enhance the teaching and learning process, the Knowing Technologies Instructional Innovation team, which provides instructional coaching support to schools, advocates for leveraging technology tools to create asynchronous approaches for curriculum design, alongside more traditional synchronous approaches. This guide outlines starting points to develop asynchronous learning activities, including how technology might be useful in creating a model for remote learning. Whether teachers are interested in developing a more blended approach in their courses or in exploring asynchronous learning out of necessity, the approaches described here should be helpful. After describing some of the benefits and key learning outcomes to asynchronous learning, a few tools helpful for building an asynchronous approach emphasizing these learning outcomes will be described. Example lessons will also be shared, along with resources to continue developing an asynchronous learning practice, as well as an entirely remote teaching and learning model. Asynchronous vs. Synchronous Learning The traditional approach to teaching involving a teacher working with a classroom full of students. Lessons and learning activities happen in this space, and so learning in the classroom can be considered “synchronous,” with students engaged in the process and moving through activities together. While still an effective and important approach, technology has created new modes of engagement for teachers and students. “Asynchronous” learning, on the other hand, invites students to move through activities at their own pace. Asynchronous learning, moreover, can certainly happen in the classroom alongside synchronous teaching and learning, with students working side-by-side. It can also happen outside of the classroom in remote settings. While asynchronous learning need not solely depend on technology solutions, technology tools nevertheless are of great value in allowing teachers to construct meaningful asynchronous experiences for students. Online courses, including “MOOCs” (massively open online courses) that gained popularity in the early 2010s, have depended critically on asynchronous approaches to execute their curriculum. © Knowing Technologies, 2020 1
KT Asynchronous Learning Guide, March 2020 Blended learning combines synchronous and asynchronous approaches using technology in order to create a variety of experiences for students. Understanding the effectiveness of such approaches, schools are increasingly embracing blended learning approaches that give teachers and students more flexibility with respect to how they create learning experiences. Some schools, in fact, are building their models around a blended learning approach, as are the Ednovate schools in the Los Angeles (https://www.ednovate.org/) area and Mission Dolores Academy in San Francisco (http://mdasf.org/) that both emphasize a data-driven approach using technology. Benefits of Asynchronous Learning For a number of reasons, adding an asynchronous approach to curriculum can benefit both students and teachers. In addition to creating flexible modes of engagement, between synchronous instruction in the classroom and more student-driven opportunities in and outside of the classroom, asynchronous learning can bring excitement to the student experience. Additionally, leveraging digital tools to enhance student learning brings other advantages for the overall experience. • Teachers and students have more flexibility and versatility with activity design • Time can be used more efficiently and meaningfully • Learning can shift to focus more on student experience and outcomes • Teaching roles can shift to include more coaching “Flipped” Learning Model The “flipped” learning model that has gained popularity, thanks to the expansion of technology integration in schools, is based on an asynchronous approach. In this model, teachers “flip” the traditional classroom model that is based in teachers delivering content to students during synchronous meetings, while skills are developed outside of the classroom, typically through homework. Flipped learning creates flexibility for both students and teachers by allowing students to consume content at their own pace, while teachers gain the ability to assume different modes of engagement with students. A flipped activity, for example, is based on an approach involving delivering content asynchronously through a video (i.e., a traditional lecture), while content work and skill development are done synchronously in the classroom (i.e., traditionally done as homework). Rather than sit and listen to a more traditional lecture in the classroom, students in the flipped model can watch a video when they are able, pausing or watching again, as needed, perhaps taking a short assessment to measure their understanding after the video. They can then use class time for active application of the content of the video, and teachers can assume a coaching role in © Knowing Technologies, 2020 2
KT Asynchronous Learning Guide, March 2020 support of the activities, working with students on applying what they learned in the video. Given its strengths and versatility, the flipped classroom model will likely play an important role in asynchronous activity design. Key Considerations for Entirely Asynchronous Approaches Asynchronous learning can exist beside synchronous learning without necessitating too much to change for students and teachers—teachers can with relative ease employ asynchronous approaches beside the more familiar synchronous approaches. But in the event that learning is moved to an entirely asynchronous model (i.e., a remote or distance learning model), schools must necessarily consider how they can most effectively and efficiently support the model, beginning by identifying what they already do well with technology and defining success criteria for continued use. Because the asynchronous approach may not include facetime with students, teachers must ensure that clear expectations are established for their coursework and interactions. Before moving to a remote model with an asynchronous approach, schools should construct a clear instructional plan that is relevant to their community and addresses some key considerations: • What does the school do well with technology and how can it be amplified? • How is success defined in the context of asynchronous learning? • How will teachers and students communicate? How frequently? • Where will assignments and student work be shared and how frequently? • Will there be synchronous instruction, and if so, how and when? • What are the core technology tools expected to be used? • Is any training necessary for using the expected technology tools? If so, how? • How will technology support work for those who encounter issues? • How should expectations differ for younger students? In the event of fully remote learning, technology departments must also be prepared to facilitate the use of school technology off campus, depending on how the infrastructure is constructed, e.g., enabling specific G Suite tools or offering VPN access for onsite servers, if necessary. The remainder of this guide will cover additional considerations to asynchronous learning, including how the school’s device program will shape the approaches shared in this document. © Knowing Technologies, 2020 3
KT Asynchronous Learning Guide, March 2020 Learning Objectives Asynchronous learning offers teachers the opportunity to target a number of important learning objectives for students. Before considering the tools that facilitate asynchronous approaches, teachers should design the experience around the intended objectives, based on the goals for a particular activity. Though not particular to asynchronous learning approaches themselves, the outcomes described below align quite well with asynchronous models and should thus provide excellent focal points for activity design. Note that several of the learning objectives described below overlap and reinforce each other. Reflection and Feedback Reflection and feedback are critical for the learning process, in that they allow students to test their understanding and make learning more visible. In this way, technology can be used to create more opportunities for reflection and feedback that can facilitate student learning and even help the development of a growth mindset, in which they believe in their abilities as learners and take more agency in their growth (on which see “Student Agency” below). The flipped learning model is particularly useful in this respect in creating opportunities for students to share their thinking, after watching video content. Educational technology tools like Flipgrid or screencasting tools like Screencastify, along with student response systems, can be used to provide feedback on understanding for both students and teachers. Inquiry-Based Learning Inquiry-based learning invites students to pursue their own questions within a framework developed by teachers. Because the approach involves student exploration, it privileges curiosity and student agency. In this approach, students are provided by teachers with resources to do their own research based on questions they have developed, and they then develop their own presentation of their findings, perhaps using Google Slides or by creating a video. Reflective opportunities can also be built into the process. Students can use a number of technology tools to explore inquiry-based approaches, beginning with the G Suite set of apps or doing online research with reliable sources (cf. below for more on digital citizenship and internet safety). Student Agency In order for students to develop their passions and personal identities as learners, development of student agency and voice must be emphasized. Even within an asynchronous environment, © Knowing Technologies, 2020 4
KT Asynchronous Learning Guide, March 2020 technology can help teachers build a learner-centered environment. In this type of environment, students can ask questions and explore understanding through curriculum that features differentiation and personalization, thus offering students choice and ownership over their learning. Online, threaded discussions of the sort Flipgrid creates will prove valuable in creating student- centered environments and promoting voice. If the technology program does not offer students a learning management system (LMS), other discussion tools, whether text or video-based, can similarly be used to create discussion. Creativity Asynchronous learning activities provide ample opportunity for students to flex their creativity. By creating activities that challenge students to approach problems in different ways and make connections that they may have hitherto not yet seen, students can build more creative ways of thinking and solving problems, thereby pursing their curiosity and engaging in their learning more meaningfully. Building creativity can also help develop other important socio-emotions skills, like resilience through taking risks, empathy and collaborative skills from the working with others, and self-control in building patience through exploration of ideas. Whether writing in Docs, organizing ideas with Slides, or using other tools in the available to them, Google’s G Suite apps will be essential for building creativity and sharing work. Students can also bring creativity to their thinking in online discussions, including Flipgrid video discussions. Collaboration Despite not sharing the same space at the same time, effective collaboration can happen asynchronously. Just as teachers can work together using digital tools, students can learn to do the same with each other. Collaboration facilitates innovative thinking through learning how to value the thought process of others, while working together to solve problems. As with building creative skills, collaborative skills also include socio-emotional elements like active listening, empathy, and valuing diversity. In addition to G Suite tools like Docs and Sheets, Padlet can be a useful platform for allowing students to collaborate with each other. Screencasting tools may also be useful in creating asynchronous collaborative opportunities for students. © Knowing Technologies, 2020 5
KT Asynchronous Learning Guide, March 2020 Educational Technology Tools The modern educational technology catalog includes a wide variety of tools that can help teachers create the kinds of asynchronous learning experiences described above. The educational technology tools offered below are just a few of the Knowing Technologies Instructional Innovation Team’s recommendations, based on their experience working with them. Several of the tools, moreover, also have enthusiastic communities advocating for them and supporting educator growth using the tool. Generally, the tools are device agnostic and run easily within a web browser, like Google Chrome, or offer apps for tablet devices. Not exhaustive by any means, the apps below provide an excellent starting point for exploring asynchronous learning opportunities. Note that tools listed below are free unless otherwise noted, and links are shared in “Resources” at the end of this document. Learning Management Systems Learning management systems (LMS) often offer a centralized and shared suite of tools that facilitate communication and collaboration within a school community. While an LMS is not necessary for targeting the learning objectives described above, they make simpler the process of creating asynchronous and online experiences for students. Additionally, if a school is currently using an LMS within the community, it should provide the foundation for building and supporting an asynchronous approach. Teachers can push out assignments through the LMS for students to access anywhere and at any time. A good LMS, furthermore, will offer both communication and collaboration tools, including integration with the school’s G Suite platform, and the community will likely be at least moderately familiar with the system. The school’s LMS might additionally facilitate online discussions that help to create activities that foster student agency and collaboration. G Suite Tools Through its “G Suite” set of applications, including Google Drive, Docs, Forms, Sheets, and Slides described below, Google provides schools with powerful and free tools that enhance collaboration and communication. G Suite tools are quite versatile, easy to use and share with others, and tend to be familiar to teachers and student. As is the case with all G Suite tools, Docs is browser-based, allowing for ease of use across multiple platforms, and all data is stored in the “cloud” (i.e., not on physical hard drives) in Google Drive. Not surprisingly, Google Docs has become a staple technology tool in most classrooms. Google’s Chrome browser, the browser recommended by Knowing Technologies’ Instructional Innovation Team, may well be the single © Knowing Technologies, 2020 6
KT Asynchronous Learning Guide, March 2020
most valuable technology tool within a program, on account of its versatility and the fact that it
runs technology applications within the browser itself.
A school’s G Suite account also often allows students to login to other third-party applications
using their Google credential. Signing into accounts in this way allows students to use the tools
without needing separate accounts or passwords, which may be difficult for younger students.
• Docs—Google Docs is a powerful text-editing tool that allows multiple users to work
together in the same document. Students and teachers can create and share their own
documents or collaborate in a single document.
• Forms—Google Forms is a survey question tool that can be used for assessment and general
data collection in collaboration with others. As with Docs, students can create and shar
Forms, including the collected data, which can be exported into a Google Sheet.
• Sheets—Google Sheets is a spreadsheet tool offering users powerful features for
manipulating and sharing data in useful ways and can allow multiple people to collaborate
within a single document.
• Slides—Google Slides allow users to create and share slideshows that can be used to
capturing ideas and reflecting thinking within a group of students or teachers.
Communication Tools
As described above, an LMS can offer students and teachers a centralized location for
communication and collaboration. In the absence of an LMS, however, other excellent options
exist for creating and sharing work. Communication tools allow students and teachers to share
work and ideas with each other using a single platform.
• Google Classroom—Google Classroom functions similarly to an LMS, in that it allows
teachers to create a share digital space for student work. Teachers can easily share Google
Drive documents with students in the form of assignments, who, in turn, can submit them
back to teachers for evaluation. Classroom also offers discussion features.
• Padlet (free with additional paid features)—Padlet functions as a digital whiteboard space
that can be used to share and organize ideas and resources in a variety of ways, and it allows
users to comment on shared posts (if the feature is enabled by teachers), making it an
excellent collaboration tool. Students can also sign in using their school Google credentials.
• Seesaw (free with additional paid features)—Similar to Google Classroom in providing
teachers a central location to create and share activities with students, Seesaw has become
quite popular with teachers of younger students. It is a fantastic tool for creating reflective
© Knowing Technologies, 2020 7KT Asynchronous Learning Guide, March 2020
opportunities for students and sharing feedback on their progress through which teachers can
either create their own activities or use materials other teachers have created and shared.
Seesaw’s support community is also excellent.
Conferencing and Discussion Tools
Discussion tools can help teachers create the types of online interactions that allow students to
share their own thinking and reflect on their experiences. The tools shared here not only allow
students to respond to questions posted by teachers and other students, but also allow students to
give each other feedback. Especially when combined with the flipped classroom model,
discussion tools thus help students build agency and explore their curiosity and creativity.
• Flipgrid—Flipgrid is a video creation tool allowing students and teachers to record short
videos that they can share with each other. Students can respond to each other by creating
additional videos, thereby offering opportunities to collaborate and provide feedback. Since
video can often be more engaging that text, Flipgrid discussions are typically quite engaging,
and the tools has consequently gained in popularity in recent years.
• Google Meet—In addition to the other G Suite tools mentioned above, Google provides
enterprise users with a video chat tool, Google Meet. If enabled by administrators, users
within the school community can convene by video for discussion purposes.
• Screencastify (not available on iPad)—Screencasting is the process by which a recording of
a device’s screen is made to capture and share information, for example, in the form of a
“how to” video demonstration. Screencastify is an excellent Google Chrome-based tool that
allows users to record their screen and share the video in Google Drive. As such, it can be of
great use for reflective purposes, in addition to providing feedback.
Feedback Tools
Technology allows teachers to give quick and meaningful feedback to students, which drives the
reflection process and helps them to understand and measure their progress. Along with student
response systems, tools of the sort shared below allow teachers to build formative assessments
easily and quickly.
• Edpuzzle—Edpuzzle offers teachers the ability to include formative assessment within video
to reinforce understanding. Teachers and embed short quizzes within a video, whether they
made the video themselves or are using a video that others have shared. Given its usefulness
in providing asynchronous feedback, it could be of great use in the flipped classroom model.
Edpuzzle also offers Google integration, allowing students to sign in with their school
accounts.
© Knowing Technologies, 2020 8KT Asynchronous Learning Guide, March 2020
• Pear Deck (free with additional paid features)—Just as Edpuzzle allows teachers to embed
formative assessment into video content, Pear Deck works with Google Slides to allow
teachers to create interactive opportunities within a slide presentation. Teachers can then use
feedback provided by students to evaluate understanding and progress, while students are
more engaged with the activity. Pear Deck is intended for synchronous use in the classroom,
but teachers should be able to use it asynchronously by leaving sessions open for prescribed
periods of time.
• Quizlet (free with additional paid features)—Quizlet has taken the traditional flashcard
approach and added more engaging and useful features that allow students to practice
content. Both teachers and students can create sets to share with each other.
Student Response Systems
In addition to the feedback tools described above, student response systems (SRS) have become
quite popular in recent years. Formerly complicated and expensive buzzer systems, SRS tools are
now device-based and largely free for educators to use. A tool like Kahoot that now offers
asynchronous abilities, for example, provides teachers with the ability to create interactive,
game-like experiences for students that collect feedback given both teachers and students insight
into understanding.
• Gimkit (free with additional paid features)—Gimkit takes flashcards (e.g., including sets
created in Pear Deck) and turns them into interactive games students can play to practice and
review content. As with other SRS tools, it provides an excellent formative assessment tool.
• Kahoot (free with additional paid features)—Kahoot is one of the most popular SRS tools
used by teachers. It is used to gamify formative assessment through multiple-choice
questions in such a way that engages students, while creating excitement around practicing
material. Typically done in the classroom, Kahoot also now offers asynchronous capabilities.
• Socrative (free with additional paid features)—Socrative is another SRS tool for formative
assessment, but unlike Gimkit and Kahoot that involve all students in a single game, it is
more commonly used within an individual setting (even if it also offers game-like tools).
Teachers can create multiple-choice or short-answer questions that students answer on their
devices, after which they can review their work. Socrative is a particularly excellent choice
for teachers to create “exit tickets” measuring understanding at the end of an activity (i.e., a
few short questions that ensure students have grasped the essential points from a discussion
or lesson). Note that iPads offer native screen capturing capabilities.
© Knowing Technologies, 2020 9KT Asynchronous Learning Guide, March 2020 Support Considerations The growth of educational technology in schools has been fueled, in part, by the ease of use that they offer to students and teachers. In particular, most technology tools work across a number of different platforms, whether on laptops or tablet devices, and many of the most popular applications are browser-based. For this reason, technology support and troubleshooting needs tend to be relatively low, once students and teachers understand how to use the technology. Even though technology needs for the approaches described here in this document are minimal, it will prove helpful for teachers to understand the basic details defining their technology program, beginning with the device program. Decisions to use laptop vs. tablets, issue devices one-to-one vs. a shared model, and taking home devices vs. using them only while on campus will affect how teachers will create appropriate activities for their students. Device and Infrastructure Considerations Asynchronous learning need not happen outside of a traditional classroom setting; teachers can build asynchronous approaches into their normal mode of practice and use them as they deem necessary. In this case, teacher should have the usual support mechanisms in place, including support from the school’s technology department. But if teachers are designing asynchronous learning activities for students who are off campus in a remote setting, they must ensure that certain requirements are met, some of which will be out of their control. • Students and teachers have an appropriate device, e.g., school-issued or BYOD-approved • Students have wifi at home or wherever they are expected to work • Students have access to the desired applications, including login credentials Depending on the design of the technology program, including the device strategy, certain directions may be preferable. Schools that use tablet devices (e.g., iPads), for example, may experience more productivity with media-driven applications like Seesaw, but may need to adjust to typing more actively, if devices are issues without keyboards. Schools using Chromebooks will have a positive experience using G Suite tools, but may struggle to create media, on the other hand. Age-Appropriate Activities While older students may have little trouble manipulating their devices and the technology, asynchronous learning approaches within a remote environment may be difficult for younger students. Teachers must consequently take care in designing activities and setting expectations © Knowing Technologies, 2020 10
KT Asynchronous Learning Guide, March 2020 for teaching and learning goals (cf. “Key Considerations for Entirely Asynchronous Approaches” above for some of the important questions to answer). Schools must work with faculty and parents to set reasonable expectations for asynchronous learning in entirely remote settings, especially for younger students who are not yet taking devices home, which typically begins around grade 6 (unless schools decide to issue devices to students during an extended time away from campus). While most students have access to technology at home, it may prove difficult to set reasonable expectations around technology use and normalize interactions outside of a supportive environment like a classroom. For this reason, a technology-based approach to asynchronous learning in a completely remote setting for younger students may be quite difficult and should be used sparingly. Note on Digital Citizenship and Data Privacy It is beyond the scope of this document to cover digital citizenship and data privacy in the full detail that the topics deserve. But teachers should certainly give attention to these areas, since they are growing more important each year on account of the spread of educational technology in school environments. First and foremost, when asking students to use digital tools for learning purposes, teachers must take care to ensure the safety of student identity and maintain the privacy of student information in all digital work assigned to students. Understanding the quality of digital tools and resources should help teachers to minimize the risk that the modern digital world poses to children and help them to keep students within safe spaces. Common Sense Media (https://www.commonsensemedia.org/), to share just one of many excellent recourses for digital safety, provides an excellent starting point to learn more about digital responsibility and safe practices for both students and teachers. © Knowing Technologies, 2020 11
KT Asynchronous Learning Guide, March 2020 Sample Activity Ideas Following the asynchronous approach in support of the learning objectives outlined above, example lessons will illustrate how the technology tools shared here can be used to create activities for students. When developing any kind of asynchronous activity, teachers should take care to create clear and complete descriptions of the activity, ensuring that all necessary resources are provided and that expectations are clearly articulated (i.e., the activity is described and shared in a Google Doc or an assignment post within the school’s learning management system). Before moving to a fully remote model, if at all possible, it is also recommended that teachers test out asynchronous approaches with students in synchronous environments to work out issues in advance of moving offsite. Example 1: Historical Interview • Activity Brief: Gain understanding for an important historical figure • Learning Objectives: Reflection/Feedback, Inquiry, Agency, Creativity • Tools: G Suite, Flipgrid • Grade Levels: Grades 6+ (2+ using Seesaw with adult support) In this activity, students will explore the life of a historical or political figure and will have the opportunity to think creatively about the important decisions and events that the figure shaped. The activity is focused around students building an understanding for their figure, followed by giving interviews and answering questions in the persona of their figure. After doing research on an individual (whether selected by the student or assigned by the teacher), students might be asked to write a short biographical summary of their figure using a template shared through a Google Doc or Slides or build an empathy map using Padlet (for more on the empathy map method see https://gamestorming.com/empathy-mapping/). Note that only appropriate research materials should be suggested to students (see the “Note on Digital Citizenship ant Data Privacy” above for more details). Students can next give a short introduction to the figure in a video in Flipgrid, emphasizing something important about the person in question (e.g., reasons why important decisions were made, etc.). After sharing their own introductions, students will then be asked to ask questions to at least two of their classmates, using the introductions they shared about their own figures. Students will be responsible for answering their classmates’ questions posed to them according to how they believe their historical figure would have answered. Finally, students will be given the opportunity to reflect on their work, including providing justification for how they answered certain questions. Google Forms may be useful to this end. © Knowing Technologies, 2020 12
KT Asynchronous Learning Guide, March 2020 Note that a similar activity could be offered to younger students using Seesaw, with the research process replaced by an interview (i.e., with a parent or other family member). To prepare, teachers should create a template in a Google Doc outlining the process and expectations for the activity, including links to Flipgrid and a reflection activity in a Google Form. Teachers will have to provide relevant digital resources facilitating student research, which should be included in the assignment description. Assessment criteria must also be considered and shared with students ahead of the activity, possibly using a rubric to evaluate their work. Example 2: Generic Flipped Activity • Activity Brief: Build an understanding of content and skills and practice application • Learning Objectives: Reflection/Feedback, Inquiry, Creativity, Collaboration • Tools: G Suite, Edpuzzle, Pear Deck, Student Response Systems • Grade Levels: Grades 6+ This example outlines how the flipped approach can accommodate an asynchronous instructional model, which may be useful for math teachers covering arithmetic or world language teachers introducing new verb conjugations, among other content-based ideas. Using this approach, teachers can create a video presentation of key ideas or skills, potentially using Edpuzzle to embed formative assessment within the video. Similarly, teachers can also use Google Slides to share the lesson content, optionally taking advantage of Pear Deck’s interactivity features to provide students with feedback and reflective opportunities (though note that Pear Deck will require some synchronous attention to open and moderate discussion). Once the video or slides are created, they can be shared through YouTube, on the school’s LMS, or as a link in Google Drive. Once students have watched the lesson on their own time, they can apply their skills through an activity designed by the teacher, whether on their own or in collaboration with other classmates. In line with the content areas suggested above, students may practice math skills or speark and write using new verbs in the target language. Teachers might also assume a coaching role, if they create “open office hours” when they can work with students using a conferencing tool like Google Meet. Students may be asked to Flipgrid, G Suite, and Padlet may all be effective in helping students to share work they do. SRSs tools can help with assessment and feedback in the learning process, for example, by using Socrative to give students opportunity to check understanding after watching videos or practicing skills. © Knowing Technologies, 2020 13
KT Asynchronous Learning Guide, March 2020 Example 3: Screencast Video • Activity Brief: Share understanding of a place or text through a video • Learning Objectives: Inquiry, Agency, Creativity • Tools: Screencastify (or similar iPad tools), Google Drive • Grade Levels: Grade 6+ (2+ using Seesaw with adult support) Screencasting allows students to share ideas and thinking, and so it provides students with an opportunity to take agency over their learning. The approach can be used in this way to create their own videos on a topic given by a teacher or selected themselves. For example, students could be invited to make something and then give a tour or overview of their construction, including building a structure with LEGOs or in Minecraft (https://www.minecraft.net/), reviewing photos or a map of an interesting location, or even reconstructing a scene from something they have read, followed by giving “visitors” a tour of the work or space. Students could also use the screencasting approach to discuss literary works by annotating key features of a given passage or poem and identifying literary devices like alliteration, repetition, and rhyme. Younger students may again do a similar and simplified activity in Seesaw, in which they talk through something they made or observed. Once the videos have been made, they can be shared using the LMS or in Google Drive. Ideally, students should watch at least some of their classmate’s videos and have the opportunity to provide feedback to their peers and ask questions. To complete the activity, teachers may wish to invite reflection using a Google Form, welcoming students to share their surprises and challenges in the process. © Knowing Technologies, 2020 14
KT Asynchronous Learning Guide, March 2020 Summary In conclusion, asynchronous learning, beside more traditional synchronous approaches to engaging students, is gaining in popularity among educators, thanks to the spread of educational technology in schools. Asynchronous approaches can give students and teachers more flexibility in how they engage with each other, as well as increase the overall engagement with the curriculum. Whether in a completely remote model (i.e., “distance learning”) or simply as a complement to what teachers are already offering to students, asynchronous approaches can facilitate key learning objectives within the learning process. Reflection and feedback, student agency, and creativity, for example, can all be effectively developed and reinforced through asynchronous activities. Schools whose technology infrastructures include device programs for students can begin implemented asynchronous approaches right away, using some of the technology tools and approaches shared in this guide. Provided that teachers have a requisite understanding of both the capabilities of the technology available to them and the skills to support those capabilities, they can begin designing their own asynchronous activities similar to those shared above. The tools shared by the Knowing Technologies Instructional Innovation Team, moreover, are just a few of several excellent applications that can allow teachers start building their own asynchronous approaches, as they scale and expand their modes of interaction with students. Hopefully, teachers will share their successes within their communities, thus contributing toward building a community of professional learning. © Knowing Technologies, 2020 15
KT Asynchronous Learning Guide, March 2020
Resources
Resources for building on the ideas shared in this document are provided below, including
references to other sources outlining approaches to asynchronous learning. The resources shared
represent only a small fraction of the technology integration discussion happening online and
should thus not be taken to represent an authoritative view on the topic. Instead, they serve as
starting points for more extended conversations about technology integration.
Asynchronous Learning References
References outlining approaches to asynchronous learning (or “distance learning”) are shared
below.
• Online Learning: A Strategic Approach for K-12 Schools:
https://www.iss.edu/community/online-learning
• Readiness and Emergency Management for Schools (REMS):
https://rems.ed.gov/docs/Supporting_Continuity_of_learning_and_education.pdf
• You Can Do It: Online and Blended Learning When You Need It Most:
https://www.theatlis.org/index.php?option=com_dailyplanetblog&view=entry&year=2020&
month=02&day=27&id=75:you-can-do-it-online-and-blended-learning-when-you-need-it-
most
Discussions on Learning Outcomes
Blog posts discussing the learning objectives described in this document are offered below, and
several others can be found by searching for relevant topics.
• “10 Tips for Developing Student Agency”:
https://www.gettingsmart.com/2015/12/201512tips-for-developing-student-agency/
• “Benefits of Collaboration”: http://neatoday.org/new-educators/benefits-of-collaboration/
• “Flipping the Classroom”: https://www.washington.edu/teaching/topics/engaging-students-
in-learning/flipping-the-classroom/
• “How Teachers Use Self-Reflection and Evaluation in Education”: https://resumes-for-
teachers.com/blog/professional-development/teachers-use-self-reflection-self-evaluation-
education/
• “The State of Creativity in America’s Schools”: https://www.gettingsmart.com/2019/12/the-
state-of-creativity-in-americas-schools/
• “What the Heck Is Inquiry-Based Learning?”: https://www.edutopia.org/blog/what-heck-
inquiry-based-learning-heather-wolpert-gawron
© Knowing Technologies, 2020 16KT Asynchronous Learning Guide, March 2020 Technology Tools The technology tools mentioned in this document are listed below, along with a link to each application’s home page. All of the tools are free to use, even of additional features depend on a paid subscription, as indicated earlier in this document where the tools are described in detail. • Edpuzzle: https://edpuzzle.com/ • Flipgrid: https://info.flipgrid.com/ • Gimkit: https://www.gimkit.com/ • Google Chrome: https://www.google.com/chrome/ • Google Classroom: https://edu.google.com/intl/en/products/classroom/ • Google Drive: https://www.google.com/drive/ • Google Meet: https://meet.google.com/_meet • G Suite: https://gsuite.google.com/ • Kahoot: https://kahoot.com/ • Padlet: https://padlet.com/ • Pear Deck: https://www.peardeck.com/googleslides • Screencastify: https://www.screencastify.com/ • Seesaw: https://web.seesaw.me/ • Socrative: https://socrative.com/ • Quizlet: https://quizlet.com/ © Knowing Technologies, 2020 17
KT Asynchronous Learning Guide, March 2020 About Knowing Technologies Knowing Technologies is committed to helping schools make positive impacts to the student learning experience through the meaningful and effective use of technology. As such, we provide technology strategy and instructional consultation to schools. In no way is the company affiliated with the technology tools and organizations mentioned in this document, and the opinions shared here belong solely to Knowing Technologies. © Knowing Technologies, 2020 18
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