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California eLearning Census
 

California eLearning Census

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  • What should you expect from a great online course? How do you know if it’s any good, if your students will be highly engaged, or if teaching and learning goes beyond knowledge and comprehension? We’ll review iNACOL’s quality course standards, share how to select engaging courses and speak to course features you should be expecting.  What questions you should ask? What course components should be required, even exemplary?   How do you spot a great online course or elearning program? Three projects that helped rewrite iNACOL’s standards for quality online courses Info: if our review shows it’s not there, then the course can still work in a blended environment if you augment. Perhaps, the course takes care of basic K&C, but the “guide on the side” takes care of upper blooms.
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  • Three levels for each standard.Demonstrate, Practice, and AssessList MET, Partially MET, and NOT MET.If partially met, we list the components missing from each standard.
  • Provide examples/stories about each model.As you think about these ask, Did you choose the content or did it choose you?
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  • Graphic should be clickable.
  • Big Picture: (Administration, Management, Assessment, Course and Program Evaluation, Research, Policy, & Advocacy)Content: (Curriculum and Online Course Development, Best Practices, Accessibility, & Instructional Design) Capacity Building: (Professional Development)Gear: (Tools, Technologies, Learning Management Systems, & Application Development)Pedagogy: Engaging Students, Teaching & Learning Pedagogies, Blended Learning Models, Learning Communities, & Assessment)

California eLearning Census California eLearning Census Presentation Transcript

  • California eLearning Census Brian BridgesDirector, California Learning Resource Network
  • Learning Resource Network CLRN.ORG Your one-stop source forstandards-aligned electronic learning resources
  • Electronic LearningResources Software, Internet, video, & online courses Six subject areas Common Core State Standards or original CA content standards
  • FreeWeb InformationLinks• Reviews of 5,600 free and commercial-free web sites• Primary, secondary, & reference materials• Free software and web tools• iPad & Android Apps
  • CLRN HOme
  • CLRN Home Page
  • Math Browse
  • List View
  • Individual Course Review
  • Content standards orCommon Core State StandardsQuantity, Depth and Degree
  • Standards for OnlineCourses Southern Regional Education Board iNACOL Texas Virtual School Network California Learning Resource Network
  • iNACOL/TxVSN/CLRNOnline Course StandardsContentInstructional DesignStudent AssessmentTechnologyCourse Evaluation and Support
  • ContentContent depth and breadthInformation literacy skillsLearning resources and materialsCommunication process between teachers, parents, and studentsContent accuracy and bias
  • Instructional DesignCourse design and organizationMeaningful and authentic learning experiencesMultiple learning paths for students to master the contentHigher-order thinking skillsInstructor-student and student-student interactions; and supplemental tools and
  • Student AssessmentAlignment between the course goals and activities and its assessment strategiesInsure that there are adequate and appropriate methods to assess studentsAssure that students are constantly aware of their progress.
  • TechnologyCourse architectureUser interfaceAccessibilityInteroperability
  • Course Evaluation andSupportEvaluating course effectivenessAccreditationTeacher and Student preparation and support
  • California eLearningCensus Analyze and blog about current eLearning research  http://brianbridges.org Assembled db of CA virtual schools  Blogged about their problematic academic achievement  Concerned with lack of data about who is blending Keeping Pace, 2011  Lack of quality data about online learning in California
  • Census MotivationCollect accurate virtual and blended learning populationsUnderstand the blended models in useDiscover the publishers in play
  • Census Question SetCollaborated with Evergreen Education GroupPestered Horn/Staker for updated definitions
  • The Rise of K-12Blended Learning May 2011Michael Horn & Heather Staker
  • Blended LearningOnly 10% of students will join virtual schools.Blended learning (blended/hybrid) will dominateFour probable models
  • Four Blended ModelsRotationFlexSelf-BlendRemote: Hybrid Virtual School
  • RotationStudents rotate on a fixed schedule between learning online in a one-to- one, self-paced environment and sitting in a classroom with a traditional face-to- face teacher.
  • Rotation VarietiesStation RotationLab RotationIndividual Rotation
  • Flex ModelStudents take all or a majority of their courses online (at school) and on-site teachers or paraprofessionals provide support.
  • Self-blendStudents take one or more courses entirely online (at home or at school) to supplement their traditional schedule.
  • Remote: Hybrid VirtualSchoolIndependent Study or other students, who take all or most of their courses online, at home, but visit a physical campus.
  • Question SetDo your students participate in online learning?  If not, are you discussing or planning to implement online learning?Does your school operate an on- campus virtual school?
  • Question SetWhat blended learning models are being utilized?How many schools are participating?Students from which grade levels are participating?
  • Census QuestionsHow many students participating in full-time virtual learning?How many students are participating in blended learning?How many students learned online during summer, 2011?
  • Census QuestionsFrom which companies are you purchasing content?Which supplemental software, Internet resources or open education resources are involved?
  • ChallengesBuilding a spreadsheet of all districts and direct-funded chartersTesting the question
  • Who is eLearning?California eLearning CensusMarch 1, 2012 – May 1, 20121634 K-12 districts & direct-funded chartersCurrent results from 374 districts (23%)
  • Districts vs. Direct-Funded Charters 930 Districts (57%) 701 Charters (43%) 36%
  • Who is eLearning? 46%
  • Who wants to eLearn? 61% 29% 28%
  • Starting Small24% (33 districts) < 20 students onlinePredominant model: Self-blend
  • Blended ModelBreakdown
  • eLearning by Grade 29% 51% 82%
  • Content Publishers Apex Odysseyware
  • Self-Built Courses & OER
  • So….How Many?Virtual: 18,500Blended: 76,300Summer, 2011: 17,500
  • Blended Breakdown135/171 districts/charters blendingOne outlier: Riverside @ 22K studentsAverage: 400  AVG doesn’t include RVSMedian: 75
  • Blended BreakdownTop 20 districts: 64K students blendingBottom 20 districts: 86 students80 districts < 100 students blending68 districts/charters utilized online learning during summer
  • The 90/10 PredictionOnly 10% of students will learn full-time at a virtual schoolRemaining 90% will learning online AT schoolCA eLearning Census confirms their prediction
  • Individual Course Review
  • IndividualCourse: Online Standards Display
  • Standards Display 2
  • Individual Course Review
  • Feedback Questions:EducatorWould you recommend this course to others?To what extent does this online course meet your overall expectations?To what extent does this course engage and maintain student interest?To what extent did the online course generally enable students to meet course objectives?
  • Feedback Questions:EducatorTo what extent does the online course need to be supplemented with face-to-face instruction and student support?To what extent was ongoing and periodic student performance assessment accessible online for you?Please list the major strengths or specific
  • User Feedback: Complete Results
  • Feedback Questions: Student
  • What was the reason fortaking this course?Course was taken for credit recovery.Course was a prerequisite for advanced level courses.Course was required for graduation.Course was not offered at school of attendance.Course at school was unavailable due to scheduled conflict.  Other (explain)
  • Feedback: StudentsCourse procedures were clearly posted.Necessary information and materials received on time.Instructions were clear for all materials & activities.Assignment and test grades were provided in a timely manner.Instructor feedback was timely and frequent.
  • Feedback: StudentsCourse was well organized.Activities supported course goals.Course provided opportunities for students to learn from each other.There were frequent tests and quizzes that reflected course content.Discussion groups were generally well organized.
  • User Feedback: Complete Results
  • CLRN OCR ExpansionSpring 2012  History-social science  Science  Visual & Performing Arts (music & visual arts)2012-13  World languages  CCSS high school math standards  New national science standards  Planning for grade 6-8
  • e-LearningStrategiesSymposium
  • eLearning StrategiesSymposium CLRN/CUE partnership December 7-8, 2012 Hilton Orange County/Costa Mesahttp://elearns.orgTwitter: elearns
  • Call for SpeakersEarly-bird deadline: April 27thStrands  Big Picture  Content  Capacity Building  Gear  Pedagogy
  • SymposiumRegistrationEarly Bird: $159  Until June 30thPre-registration: $215  Until November 30thOn-site registration  If available: $299
  • eLearning StrategiesSymposiumhttp://elearns.org
  • Presentation slides and links http://brianbridges.org