LIVRO PUC EDUCAÇÃO 100 ON LINE

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EDUCAÇÃO 100% ONLINE
Heather Staker – Aula 01
APRESENTAÇÃO
DE APOIO
É pesquisadora adjunta do Christensen Institute e presidente da
Ready to Blend. Ela é coautora do livro “Blended: Using Disruptive
Innovation to Improve Schools” (San Francisco: Wiley, 2015) e
cofundadora da Brain Chase Productions, que produz desafios de
aprendizado on-line disfarçados de caças ao tesouro em todo o
mundo para alunos do 1º ao 8º ano. .
HEATHER STAKER
Professora Convidada
LÚCIA MARIA GIRAFFA
Professora PUCRS
É professora titular da Escola Politécnica/Computação da
Pontifícia Universidade Católica do Rio Grande do Sul.
Pesquisadora e professora permanente do Programa de Pós-
Graduação da Escola de Humanidades/PUCRS desde 2011. Possui
graduação em Licenciatura Plena Em Matemática pela
Universidade Federal do Rio Grande do Sul (1979), graduação em
Licenciatura Curta Em Ciências pela Universidade Federal do Rio
Grande do Sul (1979), Especialização em Análise de Sistemas pela
Pontifícia Universidade Católica do Rio Grande do Sul (1987),
Mestrado em Educação pela Pontifícia Universidade Católica do
Rio Grande do Sul (1991), doutorado em Ciências da Computação
pela Universidade Federal do Rio Grande do Sul (1999) e Pós-
Doutorado na Universidade do Texas (Austin) no College of
Education, Bolsista CAPES, visto J1(2011). Associado da Sociedade
Brasileira de Computação (SBC) e da ANPED (Associação
Nacional de pesquisadores em Educação).
Professores
A educação online como proposta metodológica de ensino centrada no
aluno. A educação online como possibilidade de construção de redes. Reconhecimento
de diferentes plataformas para o desenvolvimento do ensino online.
Ementa da disciplina
UOLCURSOS TECNOLOGIA EDUCACIONAL
@HSTAKER
Fully Online Education
Educação 100% Online
2
~ 1 ~
Online teaching is changing the way 
the world learns
O ensino online está mudando a 
maneira como o mundo aprende
@HSTAKER
4
Learning objectives Objetivos de aprendizado
4@R2BLEND @HSTAKER
5
Learning objectives Objetivos de aprendizado
I can see the pattern of 
disruptive innovation
Eu posso ver o padrão 
de inovação disruptivao
5@R2BLEND @HSTAKER
6
Learning objectives Objetivos de aprendizado
I can see the pattern of 
disruptive innovation.
Eu posso ver o padrão 
de inovação disruptivao.
I can define online and 
blended learning.
Posso definir aprendizagem 
online e híbrida.
6@R2BLEND @HSTAKER
7
Learning objectives Objetivos de aprendizado
I can see the pattern of 
disruptive innovation.
Posso ver o padrão de 
inovação disruptivao.
I can define online and 
blended learning.
Posso definir aprendizagem 
online e híbrida.
I can articulate my reasons 
for online education.
Posso articular minhas 
razões para a educação 
online.
7@R2BLEND @HSTAKER
8
Learning objectives Objetivos de aprendizado
I can see the pattern of 
disruptive innovation.
Posso ver o padrão de 
inovação disruptivao.
I can define online and 
blended learning.
Posso definir aprendizagem 
online e híbrida.
I can articulate my reasons 
for online education.
Posso articular minhas 
razões para a educação 
online.
I can name some of the main 
risks of online education. Posso citar alguns dos 
principais riscos da educação 
online. 8@R2BLEND @HSTAKER
9
10@R2BLEND @HSTAKER
Shark Tank Game
PROPOSAL
We want to change from traditional classrooms 
to online education because children can get 
everything that they need from a computer.
Queremos mudar das salas de aula tradicionais 
para a educação online porque as crianças 
podem obter tudo o que precisam de um 
computador.
11@R2BLEND @HSTAKER
Shark Tank Game
PROPOSAL
We want to change from traditional classrooms 
to online education because children can get 
everything that they need from a computer.
Queremos mudar das salas de aula tradicionais 
para a educação online porque as crianças 
podem obter tudo o que precisam de um 
computador.
12@R2BLEND @HSTAKER
Shark Tank Game
PROPOSAL
We want to change from traditional classrooms 
to online education because students are more 
engaged with iPads.
Queremos mudar das salas de aula tradicionais 
para a educação online porque os alunos estão 
mais engajados com os iPads.
13@R2BLEND @HSTAKER
Shark Tank Game
PROPOSAL
We want to change from traditional classrooms 
to online education because students are more 
engaged with iPads.
Queremos mudar das salas de aula tradicionais 
para a educação online porque os alunos estão 
mais engajados com os iPads.
14@R2BLEND @HSTAKER
Shark Tank Game
PROPOSAL
We want to change from traditional classrooms 
to online education so that every student learns 
the right lesson, at the right time, in the right 
place, and in the right way.
Queremos mudar das salas de aula tradicionais 
para a educação online para que cada aluno 
aprenda a lição certa, na hora certa, no lugar 
certo e da maneira certa.
15@R2BLEND @HSTAKER
Shark Tank Game
PROPOSAL
We want to change from traditional classrooms 
to online education so that every student learns 
the right lesson, at the right time, in the right 
place, and in the right way.
Queremos mudar das salas de aula tradicionais 
para a educação online para que cada aluno 
aprenda a lição certa, na hora certa, no lugar 
certo e da maneira certa.
@ R 2 B L E N D @ H S T A K E R
I can see the pattern of disruptive innovation.
Posso ver o padrão de inovação disruptivao.
Which of the following is an example of 
disruptive innovation?
1. BMW designs a faster, more elegant 
car.
2. Teachers use electronic SMART-board 
instead of chalkboard.
3. Colombians without bank accounts are 
using mobile wallets instead.
Quiz
17@R2BLEND @HSTAKER
Qual das alternativas a seguir é um exemplo 
de inovação disruptiva?
1. A BMW projeta um carro mais rápido e 
elegante.
2. Os professores usam o SMART-board 
eletrônico em vez do quadro-negro.
3. Colombianos sem contas bancárias 
estão usando carteiras móveis.
Which of the following is an example of 
disruptive innovation?
1. BMW designs a faster, more elegant 
car.
2. Teachers use electronic SMART-board 
instead of chalkboard.
3. Colombians without bank accounts are 
using mobile wallets instead.
Quiz
18@R2BLEND @HSTAKER
Qual das alternativas a seguir é um exemplo 
de inovação disruptiva?
1. A BMW projeta um carro mais rápido e 
elegante.
2. Os professores usam o SMART-board 
eletrônico em vez do quadro-negro.
3. Colombianos sem contas bancárias 
estão usando carteiras móveis.
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
19@R2BLEND @HSTAKER
20@R2BLEND @HSTAKER
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
21@R2BLEND @HSTAKER
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
22@R2BLEND @HSTAKER
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
23@R2BLEND @HSTAKER
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
24@R2BLEND @HSTAKER
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
25@R2BLEND @HSTAKER
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
26@R2BLEND @HSTAKER
2 6
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
27@R2BLEND @HSTAKER
2 7
Disruptive innovation follows a pattern
A inovação disruptiva segue um padrão
28@R2BLEND @HSTAKER
Disruptive innovation begins in areas of 
nonconsumption
2 8
A inovação disruptiva começa em áreas de não consumo
29@R2BLEND @HSTAKER
Substitution follows the S-curve pattern
% novo
tempo
A substituição segue o padrão da curva S
S o u r c e : C l a y t o n C h r i s t e n s e n , D i s r u p t i n g C l a s s
30@R2BLEND @HSTAKER
Substitution follows the S-curve pattern
% novo
tempo
A substituição segue o padrão da curva S
S o u r c e : C l a y t o n C h r i s t e n s e n , D i s r u p t i ng C l a s s
31@R2BLEND @HSTAKER
Substitution follows the S-curve pattern
% novo
tempo
A substituição segue o padrão da curva S
S o u r c e : C l a y t o n C h r i s t e n s e n , D i s r u p t i n g C l a s s
32@R2BLEND @HSTAKER
Successful disruptions improve over time
Inovações disruptivas melhoram com o tempo
S o u r c e : C l a y t o n C h r i s t e n s e n , D i s r u p t i n g C l a s s
33@R2BLEND @HSTAKER
S o u r c e : C l a y t o n C h r i s t e n s e n , D i s r u p t i n g C l a s s
Successful disruptions improve over time
Inovações disruptivas melhoram com o tempo
34@R2BLEND @HSTAKER
S o u r c e : C l a y t o n C h r i s t e n s e n , D i s r u p t i n g C l a s s
Successful disruptions improve over time
Inovações disruptivas melhoram com o tempo
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
@ R 2 B L E N D @ H S T A K E R
I can define online and blended learning.
Posso definir aprendizagem online e híbrida.
37@R2BLEND @HSTAKER
Online learning is not . . .
O aprendizado online não é . . . 
38@R2BLEND @HSTAKER
Online learning is not . . .
O aprendizado online não é . . . 
39@R2BLEND @HSTAKER
A aprendizagem online é quando 
a Internet fornece conteúdo e 
instrução.
Online learning is content and 
instruction that the Internet delivers.
40@R2BLEND @HSTAKER
O aprendizado híbrido é um 
programa de educação que inclui 
aprendizado online E aprendizado 
presencial.
Blended learning is an education 
program the includes online 
learning AND in-person learning.
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNINGAprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
VIRTUAL LEARNING
Aprendizado 100% Online
Dimensions:
Comprehensiveness Supplemental
(individual course)
Full-time School
(full course load)
Delivery Asynchronous Synchronous
Teacher-Student 
Interaction High Moderate Low
Student-Student 
Interaction High Moderate Low
ONLINE LEARNING
Aprendizagem Online
BLENDED LEARNING
Aprendizado Híbrido
Sources: Michael Horn & Heather Staker, Blended: Using Disruptive Innovation to Improve Schools, San Francisco: Wiley, 2015; and Gregg Vanourek, “A Primer on Virtual Charter Schools: Mapping the Electronic Frontier,” Issue Brief for National 
Association of Charter School Authorizers, August 2006
@ R 2 B L E N D @ H S T A K E R
I can articulate my reasons for online education
Posso articular minhas razões para a educação online.
53@R2BLEND @HSTAKER
55@R2BLEND @HSTAKER
@R2BLEND @HSTAKER
Fixed-time, variable learning
Deliver content to 
students
Tempo fixo, aprendizado variável
@R2BLEND @HSTAKER
Fixed-time, variable learning
Deliver content to 
students
Testing & 
assessment
Tempo fixo, aprendizado variável
@R2BLEND @HSTAKER
Fixed-time, variable learning
Deliver content to 
students
Testing & 
assessment
Progress to next grade, 
subject, or body of 
material
Tempo fixo, aprendizado variável
@R2BLEND @HSTAKER
Fixed-time, variable learning
Deliver content to 
students
Testing & 
assessment
Progress to next grade, 
subject, or body of 
material
Receive results
Tempo fixo, aprendizado variável
60@R2BLEND @HSTAKER
Different learning needs at different times
Long-term Memory
Declarat ive
Episodic Semantic
Procedural
Skil ls Habits
As pessoas têm necessidades de aprendizagem diferentes em momentos diferentes
61@R2BLEND @HSTAKER
The Swiss-cheese problem in education
O problema do queijo suíço na educação
62@R2BLEND @HSTAKER
Mastery learning
Offer learning 
experiences to 
students
Testing & 
assessment
Receive real-time 
interactive feedback
Aprendizagem por competências
63@R2BLEND @HSTAKER
Mastery learning
Offer learning 
experiences to 
students
Testing & 
assessment
Receive real-time 
interactive feedback
Progress to next body 
of material
Aprendizagem por competências
64@R2BLEND @HSTAKER
65@R2BLEND @HSTAKER
The power of a tutor
O poder de um tutor
Using 1-on-1 Check-ins to Nurture Habits, https://youtu.be/q9xgcjMlRaU
Play Video
https://youtu.be/q9xgcjMlRaU
67@R2BLEND @HSTAKER
@ R 2 B L E N D @ H S T A K E R
I can name some of the main risks of online education
Posso citar alguns dos principais riscos da educação online.
69@R2BLEND @HSTAKER
Potential risks
Riscos potenciais
Riscos potenciais
Potential risks
~ 1 ~
Online teaching is changing the way 
the world learns
71
71@R2BLEND @HSTAKER
~ 1 ~
O ensino online está mudando a 
maneira como o mundo aprende
~ 1 ~
Online teaching is changing the way 
the world learns
72
72@R2BLEND @HSTAKER
The pattern of disruptive innovation helps us see 
that online learning will continue to change the way 
that people learn.
~ 1 ~
O ensino online está mudando a 
maneira como o mundo aprende
O padrão de inovação disruptiva nos ajuda a ver 
que o aprendizado online continuará mudando a 
maneira como as pessoas aprendem.
~ 1 ~
Online teaching is changing the way 
the world learns
73
73@R2BLEND @HSTAKER
The pattern of disruptive innovation helps us see 
that online learning will continue to change the way 
that people learn.
~ 1 ~
O ensino online está mudando a 
maneira como o mundo aprende
O padrão de inovação disruptiva nos ajuda a ver 
que o aprendizado online continuará mudando a 
maneira como as pessoas aprendem.
Online learning is content and instruction that the 
Internet delivers. Blended learning includes online 
learning and in-person learning.
A aprendizagem online é o conteúdo e a instrução 
que a Internet oferece. A aprendizagem híbrida 
inclui a aprendizagem online e a aprendizagem 
presencial.
~ 1 ~
Online teaching is changing the way 
the world learns
74
74@R2BLEND @HSTAKER
The pattern of disruptive innovation helps us see 
that online learning will continue to change the way 
that people learn.
~ 1 ~
O ensino online está mudando a 
maneira como o mundo aprende
O padrão de inovação disruptiva nos ajuda a ver 
que o aprendizado online continuará mudando a 
maneira como as pessoas aprendem.
Online learning is content and instruction that the 
Internet delivers. Blended learning includes online 
learning and in-person learning.
A aprendizagem online é o conteúdo e a instrução 
que a Internet oferece. A aprendizagem híbrida 
inclui a aprendizagem online e a aprendizagem 
presencial.
Online learning solves some of the design problems 
of the traditional instructional model so that students 
can learn the right lesson in the right way for them.
O aprendizado online resolve alguns dos problemas 
de design do modelo instrucional tradicional para 
que os alunos possam aprender a lição certa da 
maneira certa para eles.
~ 1 ~
Online teaching is changing the way 
the world learns
75
75@R2BLEND @HSTAKER
The pattern of disruptive innovation helps us see 
that online learning will continue to change the way 
that people learn.
~ 1 ~
O ensino online está mudando a 
maneira como o mundo aprende
O padrão de inovação disruptiva nos ajuda a ver 
que o aprendizado online continuará mudando a 
maneira como as pessoas aprendem.
Online learning is content and instruction that the 
Internet delivers. Blended learning includes online 
learning and in-person learning.
A aprendizagem online é o conteúdo e a instrução 
que a Internet oferece. A aprendizagem híbrida 
inclui a aprendizagem online e a aprendizagem 
presencial.
Online learning solves some of the design problems 
of the traditional instructional model so that students 
can learn the right lesson in the right way for them.
O aprendizado online resolve alguns dos problemas 
de design do modelo instrucional tradicional para 
que os alunos possam aprender a lição certa da 
maneira certa para eles.
Design for each level of Maslow’s Hierarchy of 
Needs to avoid some of the risks.
Projete para cada nível da Hierarquia de 
Necessidades de Maslow para evitar alguns dos 
riscos.
~ 2 ~
Building individual relationships 
with students
Construindo relacionamentos 
individuais com os alunos
@HSTAKER
Why are some managers so great?
Por que alguns gerentes são tão bons?
Best 
Managers
2Source: Laszlo Bock, Work Rules @R2BLEND @HSTAKER
Bad Performers, 
Happy Teams
Why are some managers so great?
Por que alguns gerentes são tão bons?
3Source: Laszlo Bock, Work Rules @R2BLEND @HSTAKER
Good 
Performers, 
Unhappy Teams
Why are some managers so great?
Por que alguns gerentes são tão bons?
4Source: Laszlo Bock, Work Rules @R2BLEND @HSTAKER
Worst 
Managers
Why are some managers so great?
Por que alguns gerentes são tão bons?
5Source: Laszlo Bock, Work Rules @R2BLEND @HSTAKER
Best 
Managers
Bad Performers, 
Happy Teams
Good 
Performers, 
Unhappy Teams
Worst 
Managers
Why are some managers so great?
Por que alguns gerentes são tão bons?
6Source: Laszlo Bock, Work Rules @R2BLEND @HSTAKER
Learning objectives Objetivos de aprendizado
8@R2BLEND @HSTAKER
Learning objectives Objetivos de aprendizado
I can discover each
student’s individual needs.
Posso descobrir as
necessidades individuais
de cada aluno.
9@R2BLEND @HSTAKER
Learning objectives Objetivos de aprendizado
I can discover each
student’s individual needs.
Posso descobrir as
necessidades individuais de
cada aluno.
I can help my students
10@R2BLEND @HSTAKER
create Individual Profiles.
Posso ajudar meus alunosa
criar Perfis Individuais.
Learning objectives Objetivos de aprendizado
I can lead a positive 1-
on-1 check-in.
Posso liderar um check-in
positivo 1-on-1.
I can discover each
11@R2BLEND @HSTAKER
student’s individual needs.
Posso descobrir as
necessidades individuais
de cada aluno.
I can help my students
create Individual Profiles.
Posso ajudar meus alunos a
criar Perfis Individuais.
Learning objectives Objetivos de aprendizado
I can lead a positive 1-
on-1 check-in. Posso liderar um check-inpositivo 1-on-1.
I can discover each
12@R2BLEND @HSTAKER
student’s individual needs.
Posso descobrir as
necessidades individuais
de cada aluno.
I can help my students
create Individual Profiles. Posso ajudar meus alunos a
criar Perfis Individuais.
I can give written, audio,
and video feedback.
Posso dar feedback escrito,
em áudio ou em video.
@ R 2 B L E N D @ H S T A K E R
I can discover each student’s individual needs.
Posso descobrir as necessidades individuais de cada aluno.
Gaps represent individual circumstances that 
can prevent a student’s full participation in 
online learning.
Minding the gaps
16@R2BLEND @HSTAKER
Listen to Willis
Ouça Willis
Level 1
Physiological 
Needs
Level 3
Social 
Belonging
Level 5
Self-
Actualization
Level 4
Esteem
Level 3
Social 
Belonging
Level 2
Safety 
Needs
17@R2BLEND @HSTAKER
Look and Listen—Willis, https://youtu.be/aDVk9NGArOs
18@R2BLEND @HSTAKER
Play Video
http://www.youtube.com/watch?v=aDVk9NGArOs
Copy our Module 2 Learning Organizer
Copie nosso Organizador de Aprendizagem do Módulo 2
https://bit.ly/3RAI3GN
19@R2BLEND @HSTAKER
20
What gaps do you expect to see with your 
students across the Hierarchy?
Que lacunas você espera ver com seus alunos em toda a Hierarquia?
Be ready to share your priorit ies.
Level 5 - Self Actualizat ion 
Level 4 - Esteem
Level 3 - Social Belonging 
Level 2 - Safety Needs
Level 1 - Physiological Needs
21@R2BLEND @HSTAKER
Individual Student Needs Planner
pages 3-4
Fill out 
Description 
of Issue for 
all levels of 
Maslow’s 
Hierarchy of 
Needs.
Prioritize the 
importance of 
each issue.
Solutions-oriented thinking
Pensamento orientado para soluções
Solutions-oriented thinking means 
that you focus more on the solution 
than on the problem.
23@R2BLEND @HSTAKER
page 5
Fill out Group 
Brainstorm 
with solution 
ideas.
Fill out Your Solutions
with your plan for your
students.
Individual Student Needs Planner
pages 3-4
Description of Issue: Students sit too much.
Potential Solution: Help online students set fitness goals. 
Potential Solution: Coach and guide online students to reach 
their fitness goals.
Examples of potential solutions for 
Level 1: Physiological Needs
26@R2BLEND @HSTAKER
Description of Issue: There may be incidents of child abuse.
Potential Solution: Recognize child abuse and neglect.
Potential Solution: Report child abuse and neglect. 
Potential Solution: Support maltreated children with warmth, 
sympathy, and opportunities to experience achievement.
Examples of potential solutions for 
Level 2: Safety Needs
27@R2BLEND @HSTAKER
@ R 2 B L E N D @ H S T A K E R
I can help my students create Individual Profiles.
Posso ajudar meus alunos a criar Perfis Individuais.
Example from Vermont Agency of Education
29@R2BLEND @HSTAKER
High School Profile
Example from Vermont Agency of Education
High School Profile, continued
30@R2BLEND @HSTAKER
Example from Vermont Agency of Education
31@R2BLEND @HSTAKER
High School Profile, continued
Art, photos, quotes, colors, and images I like
Rebekah’s Profile
10th Grade
33
Practice developing an Individual 
Profile
Pratique o desenvolvimento de um 
perfil individual
@R2BLEND @HSTAKER
pages 6-8
35@R2BLEND @HSTAKER
1-on-1 Check-in with Ms. Nikki and Rae: https://youtu.be/tR-
9N5qERHk
36@R2BLEND @HSTAKER
Play Video
http://www.youtube.com/watch?v=tR-9N5qERHk
https://youtu.be/tR-9N5qERHk
https://youtu.be/tR-9N5qERHk
http://www.youtube.com/watch?v=tR-9N5qERHk
@ R 2 B L E N D @ H S T A K E R
I can lead a positive 1-on-1 check-in.
Eu posso liderar um check-in positivo 1-on-1.
38@R2BLEND @HSTAKERSource: Laszlo Bock, Work Rules
Why are some managers so great?
Por que alguns gerentes são tão bons?
Best 
Managers
What is the best use of 1-on-1 Check-ins?
Qual é o melhor uso dos Check-ins 1-on-1?
1. Get to know all students and impact their lives.
2. Give feedback on a work product.
3. Help students select and practice habits of success.
4. Revisit classroom norms to establish a strong culture.
5. Discuss individual student goals.
39@R2BLEND @HSTAKER
Asset-based feedback
Feedback baseado em ativos
a protocol developed by Zaretta 
Hammond for giving feedback to 
students. The core tenets include 
making a positive connection with the 
student, acknowledging the difficulty of 
the task and affirming the student’s 
ability to succeed, and providing 
specific feedback that advances 
learning.
40@R2BLEND @HSTAKER
Asset-based Feedback Framework
Element
1 Connect . Begin with a few minutes for making a positive connection with the 
student. Ask about the student and what is going on in his or her life and the 
student’s feelings.
2 State the purpose of the meeting. Explain the focus for the meeting, such as to 
identify and practice a habit of success, review a norm, discuss goals, or work on a 
learning target.
3 Validate and acknowledge. Acknowledge the difficulty of the task and affirm the
student’s ability to do it.
4 Provide specific feedback that advances learning. The feedback should be 
specific, actionable, and timely. Restate what the final goal is and what mastery 
looks like. Then show the student where he or she is in relationship to the goal.
41@R2BLEND @HSTAKER
5 Listen. Create space for the student to react to the feedback and share how he 
or she feels about it.
6 Give the student specific act ions to take to improve. Discuss new strategies,
instructions on what to tweak, and/or action steps to take. Provide some ways
to track progress.
7 Check for Understanding. Ask the student to paraphrase the conversation.
8 Encourage and affirm. Offer emotional encouragement and restate belief in
the student’s ability to accomplish the task or reach the learning target.
9 Follow up. Set up a time to follow up and check progress.
42@R2BLEND @HSTAKER
Asset-based Feedback Framework
page 9
43
page 10
44
@ R 2 B L E N D @ H S T A K E R
I can give written, audio, and video feedback.
Posso dar feedback escrito, em áudio ou em video.
High-quality feedback
Feedback de alta qualidade
Students want feedback with 
specific, detailed directions for 
future improvement, offered in a 
manner that is both constructive 
and encouraging.
And they want that advice sooner 
rather than later.
46@R2BLEND @HSTAKER
Students want feedback with 
specific, detailed directions for 
future improvement, offered in a 
manner that is both constructive 
and encouraging.
And they want that advice sooner 
rather than later.
• Rubrics: online scoring guides to 
evaluate students’ work.
• Annotations: notes or comments 
added digitally to essays and other 
assignments.
• Audio: a sound file of your voice 
giving feedback on students’ work.
• Video: a recorded file of you
offering feedback either as a “talking 
head,” a screencast, or a mix of 
both.
47@R2BLEND @HSTAKER
High-quality feedback
Feedback de alta qualidade
Using an LMS to give feedback in a variety of formats: https://youtu.be/O8-
12okGxUs
Play Video
https://youtu.be/O8-12okGxUs
https://youtu.be/O8-12okGxUs
https://chronicle.com/article/how-to-give-your-students-better-
feedback-with-technology/#2
page 11
https://chronicle.com/article/how-to-give-your-students-better-feedback-with-technology/
https://chronicle.com/article/how-to-give-your-students-better-feedback-with-technology/
page 12
~ 2 ~
Building individual relationships 
with students
51
~ 2 ~
Construindorelacionamentos 
individuais com os alunos
51@R2BLEND @HSTAKER
~ 2 ~
Building individual relationships 
with students
52
~ 2 ~
Construindo relacionamentos 
individuais com os alunos
Building positive relationships with each student is 
foundational to nurturing a high-performing, happy class 
of online learners. To begin, look for gaps that could 
inhibit any student’s ability to learn online. Then find 
opportunities to address each level of Maslow’s 
Hierarchy of Needs.
52@R2BLEND @HSTAKER
Construir relacionamentos positivos com cada aluno é 
fundamental para nutrir uma turma feliz e de alto 
desempenho de alunos online. Para começar, procure 
lacunas que possam inibir a capacidade de qualquer 
aluno de aprender online. Em seguida, encontre 
oportunidades para abordar cada nível da Hierarquia 
de Necessidades de Maslow.
~ 2 ~
Building individual relationships 
with students
53
~ 2 ~
Construindo relacionamentos 
individuais com os alunos
Building positive relationships with each student is 
foundational to nurturing a high-performing, happy class 
of online learners. To begin, look for gaps that could 
inhibit any student’s ability to learn online. Then find 
opportunities to address each level of Maslow’s 
Hierarchy of Needs.
53@R2BLEND @HSTAKER
Construir relacionamentos positivos com cada aluno é 
fundamental para nutrir uma turma feliz e de alto 
desempenho de alunos online. Para começar, procure 
lacunas que possam inibir a capacidade de qualquer 
aluno de aprender online. Em seguida, encontre 
oportunidades para abordar cada nível da Hierarquia 
de Necessidades de Maslow.
One way to strengthen individual relationships at the
start of a course is to work with students to co-create
Individual Profiles.
Uma maneira de fortalecer os relacionamentos 
individuais no início de um curso é trabalhar com os 
alunos para co-criar Perfis Individuais.
~ 2 ~
Building individual relationships 
with students
54
~ 2 ~
Construindo relacionamentos 
individuais com os alunos
Building positive relationships with each student is 
foundational to nurturing a high-performing, happy class 
of online learners. To begin, look for gaps that could 
inhibit any student’s ability to learn online. Then find 
opportunities to address each level of Maslow’s 
Hierarchy of Needs.
54@R2BLEND @HSTAKER
Construir relacionamentos positivos com cada aluno é 
fundamental para nutrir uma turma feliz e de alto 
desempenho de alunos online. Para começar, procure 
lacunas que possam inibir a capacidade de qualquer 
aluno de aprender online. Em seguida, encontre 
oportunidades para abordar cada nível da Hierarquia 
de Necessidades de Maslow.
One way to strengthen individual relationships at the
start of a course is to work with students to co-create
Individual Profiles.
Then, throughout the course, prioritize time to meet 
individually with students for 1-on-1 Check-ins. These 
check-ins give teachers time to help students set goals, 
learn habits of success, and receive vital personal 
encouragement.
Uma maneira de fortalecer os relacionamentos 
individuais no início de um curso é trabalhar com os 
alunos para co-criar Perfis Individuais.
Em seguida, ao longo do curso, priorize o tempo para 
se reunir individualmente com os alunos para check-
ins individuais. Esses check-ins dão aos professores 
tempo para ajudar os alunos a estabelecer metas, 
aprender hábitos de sucesso e receber incentivo 
pessoal vital.
~ 2 ~
Building individual relationships 
with students
55
~ 2 ~
Construindo relacionamentos 
individuais com os alunos
Building positive relationships with each student is foundational 
to nurturing a high-performing, happy class of online learners.
To begin, look for gaps that could inhibit any student’s ability to
learn online. Then find opportunities to address each level of
Maslow’s Hierarchy of Needs.
55@R2BLEND @HSTAKER
Construir relacionamentos positivos com cada aluno é 
fundamental para nutrir uma turma feliz e de alto 
desempenho de alunos online. Para começar, procure
lacunas que possam inibir a capacidade de qualquer aluno de 
aprender online. Em seguida, encontre oportunidades para 
abordar cada nível da Hierarquia de Necessidades de
Maslow.
Uma maneira de fortalecer os relacionamentos individuais
no início de um curso é trabalhar com os alunos para co-criar 
Perfis Individuais.
Em seguida, ao longo do curso, priorize o tempo para se 
reunir individualmente com os alunos para check-ins 
individuais. Esses check-ins dão aos professores tempo para 
ajudar os alunos a estabelecer metas, aprender hábitos de 
sucesso e receber incentivo pessoal vital.
One way to strengthen individual relationships at the start of a
course is to work with students to co-create Individual Profiles.
Then, throughout the course, prioritize time to meet individually 
with students for 1-on-1 Check-ins. These check-ins give
teachers time to help students set goals, learn habits of success, 
and receive vital personal encouragement.
Finally, successful online teachers give high-quality feedback in a
variety of formats.
Por fim, professores online bem-sucedidos fornecem 
feedback de alta qualidade em vários formatos.
	Capa
	EDUCAÇÃO 100% ONLINE
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	Heather Staker - Aula 01
	Heather Staker - Aula 01
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	Fixed-time, variable learning
	Fixed-time, variable learning
	Fixed-time, variable learning
	Fixed-time, variable learning
	Different learning needs at different times
	The Swiss-cheese problem in education
	Mastery learning
	Mastery learning
	Número do slide 64
	The power of a tutor
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	Potential risks
	Potential risks
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	Heather Staker - Aula 01.1
	~ 2 ~
	Why are some managers so great?
Por que alguns gerentes são tão bons?
	Why are some managers so great?
Por que alguns gerentes são tão bons?
	Why are some managers so great?
Por que alguns gerentes são tão bons?
	Why are some managers so great?
Por que alguns gerentes são tão bons?
	Why are some managers so great?
Por que alguns gerentes são tão bons?
	Número do slide 7
	Objetivos de aprendizado
	Objetivos de aprendizado
	Objetivos de aprendizado
	Objetivos de aprendizado
	Objetivos de aprendizado
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	Listen to Willis
Ouça Willis
	Número do slide 18
	Copy our Module 2 Learning Organizer
Copie nosso Organizador de Aprendizagem do Módulo 2
	Número do slide 20
	What gaps do you expect to see with your students across the Hierarchy?
Que lacunas você espera ver com seus alunos em toda a Hierarquia?
	Individual Student Needs Planner
pages 3-4
	Solutions-oriented thinking
	page 5
	Individual Student Needs Planner
	Examples of potential solutions for Level 1: Physiological Needs
	Examples of potential solutions for Level 2: SafetyNeeds
	Número do slide 28
	Example from Vermont Agency of Education
	Example from Vermont Agency of Education
High School Profile, continued
	Example from Vermont Agency of Education
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	pages 6-8
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	I can lead a positive 1-on-1 check-in.
	Why are some managers so great?
Por que alguns gerentes são tão bons?
	What is the best use of 1-on-1 Check-ins?
Qual é o melhor uso dos Check-ins 1-on-1?
	Asset-based feedback
	Asset-based Feedback Framework
	Asset-based Feedback Framework
	page 9
	page 10
	I can give written, audio, and video feedback.
	High-quality feedback
Feedback de alta qualidade
	High-quality feedback
Feedback de alta qualidade
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	page 12
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	Capa
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