Team  6 – For our team modality, Khan Artists chose the Khan Academy and learning style of course modality. My question asks, does the Khan Academy meet requirements for Alberta’s governing bodies in accreditation through the educational regulatory standards and policies from the Government of Alberta.  Could the Khan Academy program be implemented as an accredited or approved program to meet all three educational options, School Authority programs, Home Education or Blended programs regulations? Taylor, I. (2010) Home Education. Alberta. Handbook.

I started the research process by signing up for an introductory HTML and CSS computer skills course through the Khan Academy. Initially looked at how the course was presented through the following three mediums: iPhone, iPad with and without a key pad, and MacBook Pro lap top. I further tested the Khan Academy app for both iPad and iPhone looking at how the program functioned and compared it to the web access portal on all three access points. My first impressions with the Khan Academy process were both positive and negative. On the positive side, with personal motivation to learn about HTML and CSS protocols, the introduction to both topics, were interactive video instructions allowing for interaction with the subject learned and the ability to participate through challenges and demonstrated input. On the negative side, there were some issues in the technology depending on the method of accessing the course material and the device used. The Khan Academy app didn’t link to the same course structure and I found that the Web Access point performed much better and provided the full list of available courses that the app didn’t.

Thompson, (2011) discusses the benefits and advantages found from the student’s point of view through their testimonials and teachers finding accessed from their achievements and accomplishments. The Khan Academy training methodology isn’t always received with the same enthusiasm and has been compared to being a high tech version of the simple lecture and drills. Thompson, (2011) further stated that according to the constructionist viewpoint, which follows the train of thought that students lose interest in the topic when the content or material isn’t connected to everyday life. As Hogle (2018) stated in her description of the ARCS model, An E-learning design  that bases design properties through the acronym ARCS, which stands for  Attention, Relevance, Confidence and Satisfaction. This model is designed with the understanding of how identifying relationship between  motivational gaps and learning. In Hogle’s report she references Keller’s website, ARCSModel.com with  a quote:

“Motivational design refers to the process of arranging resources and procedures to bring about changes in motivation,” according to Keller’s website, ARCSModel.com.

Justice, Rice, Roy, Hudspith, & Jenkins. (2009) described the Pedagogy of inquiry based learning and the difficulties of implementing new pedagogies, reflecting on the term inquiry and Dewey’s belief that through inquiry critical thinking skills are developed and not based on memorization skills.  The assumption is that higher learning and critical skills are developed through instructor support, to encourage the act of seeking and exploring new knowledge. Thompson, (2011) which in many ways relate to Khan’s philosophy in his view of the flipped classroom and having students engage in instructor lead learning utilizing their study time learning through the Khan Academy courses and expanding that knowledge through more of an Inquiry based learning events. This brings me back to the question of “Is this method compatible with our current system and what or where do the differences lay? Does this make the Khan Academy process a logical area to grow into or does this relegate this process to being a supplemental learning environment?

 

References

Hogle, P. (Learning S. M. (2018) ‘ARCS Model Aids in Designing for Motivation : Learning Solutions Magazine’, 57774, pp. 1–9.             Available at:                                                          https://www.learningsolutionsmag.com/articles/2523/?utm_campaign=lsmag&utm_medium=email&utm_source=lsm-news&utm_content=link.

Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009).

Inquiry-based learning in higher education: administrators’

perspectives on integrating inquiry pedagogy into the curriculum.

Higher education, 58(6), 841. Retrieved from

https://www.researchgate.net/profile/Dale_Roy/publication/226493136_Inquiry-based_learning_in_higher_education_Administrators%27_perspectives_on_integrating_inquiry_pedagogy_into_the_curriculum/links/5551dd0908ae93634eca729d.pdf

Khan Academy. (2018). Retrieved from https://www.khanacademy.org/

 

Taylor, I. (2010) Home Education. Alberta. Alberta Education. Home Education Handbook. ISBN

978-0-7785-6151-4 1. Home schooling Alberta Handbooks, manuals, etc. I. Title. LC40.A33

2010 371.042 http://education.alberta.ca/parents/choice/homeeducation.aspx

 

Taylor, I. (2018). Home Education (1st Americ, p. 322). N. Y. D. A. & C. (2018) ‘Home Education’, p. 322. Available at: http://www.qp.alberta.ca/documents/Regs/2006_145.pdf.

 

Thompson, C. (2011). How Khan Academy is changing the rules of education. Wired Magazine, 126, 1-5. Retrieved from http://www.academia.edu/download/40764790/Khan_Academy_technology.pdf

Team  6 – Khan Artists chose the Khan Academy and it’s Video learning style of course modality. My question asks, does the Khan Academy meet educational regulatory standards in AB or should this program only be used as a supplement to current curriculum? I started the research process by signing up for a Intro to HTML and CSS computer skills course through the Khan Academy. Initially looked at how the course was presented through the following 3 mediums I-phone, I-pad with and without a key pad, and Mac book pro lap top. I further tested the Khan Academy App for both I-pad and I-phone looking at how the program functioned and compared it to the web access portal on all three access points. My first impressions with The Khan Academy process were both positive and negative. With personal motivation to learn about HTML and CSS protocols, the Introduction to both topics, were interactive video instruction allowing for interaction with the subject learned and the ability to participate through challenges and demonstrated input. There were some issues in the Technology depending on the method of accessing the course material and the device used. The Khan Academy App didn’t link to the same course structure and I found that the Web Access point performed much better and provided the full list of available courses that the App didn’t. Thompson, (2011) discusses   the benefits and advantages found from the students point of view with testimonials on the achievements and accomplishments. This holistic view point isn’t always received with the same enthusiasm and has been compared to being a high tech version of the simple lecture and drills. Thompson, (2011) further stated that according to the constructionist viewpoint, which follows the train of thought that students loose interest in the topic when not connected or seeing a value with everyday life. As Hogle (2018) stated in her description of the ARCS model, and its relationship to considering and identifying motivational gaps. E-learning designers that base design properties through ARCS model look at Attention, Relevance, Confidence and Satisfaction. In Hogle’s report she references Keller’s website, ARCSModel.com with  a quote:

“Motivational design refers to the process of arranging resources and procedures to bring about changes in motivation,” according to Keller’s website, ARCSModel.com.

Justice, Rice, Roy, Hudspith, & Jenkins. (2009) described the Pedagogy of inquiry based learning and the difficulties of implementing new pedagogies, reflecting on the term inquiry and Dewey’s belief that through inquiry critical thinking skills are developed and not based on memorization skills.  The assumption is that higher learning and critical skills are developed through instructor support, to encourage the act of seeking and exploring new knowledge. Thompson, (2011) which in many ways relate to Khans philosophy in his view of the reversed classroom and having students engage in instructor lead learning utilizing the their study time learning through the Khan Academy courses and expanding that knowledge through more of an Inquiry based learning events. Bringing me back to the question of “Is this method compatible with our current system and what or where do the differences lay? Does this make the Khan Academy process a logical area to grow into or does this relegate this process to being a supplemental learning environment?

 

References

Hogle, P. (Learning S. M. (2018) ‘ARCS Model Aids in Designing for       Motivation : Learning Solutions Magazine’, 57774, pp. 1–9.             Available at:                                                          https://www.learningsolutionsmag.com/articles/2523/?utm_campaign=lsmag&utm_medium=email&utm_source=lsm-news&utm_content=link.

Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009).

Inquiry-based learning in higher education: administrators’

perspectives on integrating inquiry pedagogy into the curriculum.

Higher education, 58(6), 841. Retrieved from

https://www.researchgate.net/profile/Dale_Roy/publication/226493136_Inquiry-based_learning_in_higher_education_Administrators%27_perspectives_on_integrating_inquiry_pedagogy_into_the_curriculum/links/5551dd0908ae93634eca729d.pdf

Khan Academy. (2018). Retrieved from https://www.khanacademy.org/

Thompson, C. (2011). How Khan Academy is changing the rules of education. Wired Magazine, 126, 1-5. Retrieved from http://www.academia.edu/download/40764790/Khan_Academy_technology.pdf

Khan Artists, Team 6.  Alphonso, Jason,  Klaus, May, & Sean,

Khan Academy is an educational website that, as its tagline puts it, aims to let anyone “learn almost anything— for free.” (Thompson, 2011). The Khan Academy training strategies were initially thought of as a supplement to the normal curriculum; however, it has become an educational revolution (Thompson, 2011).  Khan found repetition through accessible reviewable videos that allow students to re-access and review any topic in privacy without the fear of ridicule or embarrassment.

Khan combined these ideas with his programming skills to create an online application which automatically generates questions that only allows students to move forward once mastery has been accomplished. Khan found support through Google and The Gates Foundation, and in 2006, developed Khan Academy. Borrowing from software trends such as gamification, Khan Academy rewards success through digital badges and points students that students complete lesson modules to collect. Khan Academy received both positive and negative feedback: constructionists felt Khan’s program was nothing more than lecturing and drills, (Thompson, 2011, p5) however, Khan describes it differently. Khan states that “the more that teachers flip their classrooms— with students watching his lectures at home—the more time is freed up for creative activities during the school day, like arts, games, or collectively brainstorming more abstract stuff…you’re actually liberating the classroom; you’re making it more human” (Thompson, 2011).

Many teachers, in general, have always been adaptive and tried to flip their classrooms by combining Google Docs and other software to track and aid their students to succeed. As the quality of online resources increases, teachers and administrators are realizing that there is no need to reinvent the wheel; somewhere the information has been written that explains the process better. Student-directed learning through Inquiry-based learning processes leads to deeper learning for the students (Justice et al., 2009). Justice (2009) discusses the difficulties institutions have when introducing new pedagogies. Inquiry-based learning is expected to include both seeking new knowledge and understanding through discussion and review. In regards to Khan Academy administration, there can be issues affecting current teaching practices. Instructors need to change or modify their perspectives in building relationships, providing the teaching style that enables the student to focus more on open-ended projects and student-centered assignments and assessments. Noer (2012) discusses that much of the current educational system is based on the Prussian Model that introduced free elementary schooling for reading, writing, and mathematics. This is a one size fits all approach, with synchronous communication between teacher and student where the teacher speaks and the student listens. Khan’s philosophy moves the learning through lectures or working on problems in students’ own time, leaving the classroom for mentoring and one-on-one tutoring. Technology in Khan Academy allows instructors to observe student progress through a dashboard, coaching students through questions that evolve as students progress towards mastery which is needed before students can move forward. Khan’s goal of changing education outlines a radical vision of the future of education.

Khan’s vision is to re-create the once common mixed-age classrooms, which in his opinion, encourages older learners to take responsibility for younger ones. He wants to provide different perspectives from teachers and students preferring a more qualitative approach to assessment and delivery process. Lofty dreams or future reality, Khan’s free short videos have already made substantial contributions to the online learning ecosystem. Pappano (2012) points out the difficulties and drawbacks of learning without some form of recognized certification and considers whether the simple act of learning suffices. In my opinion, leaving many of the questions unanswered, the following and successful reviews and testimonials all point to the possibility that there is value in Khan Academy. However, many questions remain: Does flipping the classroom work with all students and how does the change affect teaching procedures and mindsets? How is gamification used in Khan Academy and is it effective?  Which elements of the Khan Academy experience facilitate the self-discipline required for student-directed learning? To what degree is accessibility (WCAG standards) supported, and how might this impact the learning experience? What is needed to transition teachers and students when blending the Kahn Academy program into the current curriculum?

 

References

Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculum. Higher education, 58(6), 841. Retrieved from https://www.researchgate.net/profile/Dale_Roy/publication/226493136_Inquiry-based_learning_in_higher_education_Administrators%27_perspectives_on_integrating_inquiry_pedagogy_into_the_curriculum/links/5551dd0908ae93634eca729d.pdf

 

Khan Academy. (2018). Retrieved from https://www.khanacademy.org/

 

Noer, M. (2012). One man, one computer, 10 million students: How Khan Academy is reinventing education. Forbes. pp. 1-8. Retrieved from http://www.prisim.com/wp-content/uploads/2013/12/One-Man-One-Computer-10-Million-Students-How-Khan-Academy-Is-Reinventing-Education-Forbes.pdf.

 

Pappano, L. (2012). The Year of the MOOC. The New York Times, 2(12), 2012. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html.

Thompson, C. (2011). How Khan Academy is changing the rules of education. Wired Magazine,126, 1-5. Retrieved from http://www.academia.edu/download/40764790/Khan_Academy_technology.pdf