Online roadkill

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Great eLearning vs. Online Roadkill, a presentation created for Lead 3.0. How can you tell if an online course is any good?

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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.
  • Provide time after each section for audience reflection and questions.
  • Ask: who is currently using blended learning?How did you select courses?Did you pick your courses for these models or did you select courses first and then choose a model.
  • Provide examples/stories about each model.As you think about these ask, Did you choose the content or did it choose you?
  • What problem are you hoping to solve?Financial?Class size?Insufficient #s of students to fill a course?No qualified teacher to teach a course?Individual students who need filler coursesStudents who need to recover creditsCompetition with surrounding districts who are offering online courses
  • If the current crop of online courses are also like Kodak's 1991 digital camera, who would subscribe to these resources? Online courses meet the needs of a variety of non-consumers. If you’re a student at a small high school who would like to take Mandarin as your world language requirement, it’s likely you wouldn’t find 30 similar students or a part-time, credentialed Mandarin teacher at your site. Perhaps you’re a student who needs an extra class or two to graduate, but your class schedule doesn’t match the times local classes are offered. You’d like to take AP Calculus, but your school doesn’t offer it. Or, maybe you’re home-schooled and your parents want to ensure you have access to challenging courses and opportunities to collaborate with other students. All of these options are cited by both Clayton Christensen in his book, Disrupting Class, and within The Sloan Consortium's report, K-12 Online Learning: A Survey of U.S. School Administrators, as current consumers of online learning courses.
  • Implication is that they want to switch providers. Point out they didn’t go through a change process; stakeholders; course vetting; professional development; customer/student needs survey;They didn’t choose what was needed. They chose what vendors featured.
  • Story about districts that choose a product for one year; don’t like it, buy something else during year two; settle on a product because they can get a good price the next year.What if a superintendent said, I have this below-average teacher for your school. I don’t know if she’s any good, but I can get her for cheap.Do you take the inferior teacher, sacrifice student learning, and save some money?Or do you take the time to review a number of candidates to select the best instructional leader for your students?
  • Choosing a process to select quality courseware.
  • 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.
  • Just as your district keeps tabs on content and instruction for each course, the same expectations should exist for online courses. How can you know that a course addresses all the content standards for a subject so that your students are prepared for state-mandated testing? Do you and your staff pilot each course and participate in all the activities so that you can verify the content standards and guarantee that a course meets California's social content review?
  • Graphic should be clickable.
  • Graphic should be clickable.
  • Graphic should be clickable.
  • You don’t enter the online revolution with the courses you want. You enter it with the courses you have.
  • Short video clip of a boring teacher?If you walked into a f2f class and saw this type of teaching/learning, would you be impressed? Would you recommend this class to other students? Would you send a struggling student there?
  • Image a great face to face courseStimulating lectures, just in time reading, active learning, activities that go beyond simple knowledge and comprehension. Individual and group activities that require you to create, evaluate, and analyze.Variety of assessment types that are aligned to what was being taught. Multiple choice tests are not the best choice always.
  • 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)
  • 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.
  • Online roadkill

    1. 1. Great eLearning vs. Online Road Kill Kelly SchwirzkeOnline Learning Coordinator, Santa Cruz COE Brian BridgesDirector, California Learning Resource Network
    2. 2. Today’s EntreesWho is eLearning & what models are they using?What’s the difference between a quality online course and online roadkill?How are schools blending instruction and which models are being implemented?
    3. 3. Dessert PossibilitiesWhat processes and tools can I use to evaluate courses in alignment with our district goals?How do I take an online course for a test drive and extract meaningful feedback?
    4. 4. Learning Resource Network Your one-stop source forstandards-aligned electronic learning resources
    5. 5. Electronic LearningResources Software, Internet, video, & online courses Six subject areas Common Core State Standards or original CA content standards
    6. 6. FreeWeb InformationLinks• Reviews of 5,600 free and commercial-free web sites• Primary, secondary, & reference materials• Free software and web tools• iPad & Android Apps
    7. 7. Required reading for the revolutionDisrupting Class  Clayton Christensen & Michael HornThe Rise of K-12 Blended Learning  Heather StakerKeeping Pace  Evergreen Group
    8. 8. How are your studentsgoing to learn online?Full-time virtual schoolBlend online learning with classroom instruction
    9. 9. The Rise of K-12Blended Learning May 2011Michael Horn & Heather Staker
    10. 10. Blended learningBlended learning is any time a studentlearns at least in part at a supervised brick-and-mortar location away from home and atleast in part through online delivery withsome element of student control overtime, place, path, and/or pace.
    11. 11. Blended LearningOnly 10% of students will join virtual schools.Blended learning (blended/hybrid) will dominateFour probable models
    12. 12. Four Blended ModelsRotationFlexSelf-BlendEnriched Virtual: Hybrid Virtual School
    13. 13. 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.
    14. 14. Rotation VarietiesStation RotationLab RotationIndividual RotationFlipped Classroom
    15. 15. Flex ModelStudents take all or a majority of their courses online (at school) and on-site teachers or paraprofessionals provide support.
    16. 16. Self-blendStudents take one or more courses entirely online (at home or at school) to supplement their traditional schedule.
    17. 17. Enriched Virtual:Hybrid Virtual SchoolIndependent Study or other students, who take all or most of their courses online, at home, but visit a physical campus.
    18. 18. 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
    19. 19. Census MotivationCollect accurate virtual and blended learning populationsUnderstand the blended models in useDiscover the publishers in play
    20. 20. Census Question SetCollaborated with Evergreen Education GroupPestered Horn/Staker for updated definitions
    21. 21. 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?
    22. 22. Question SetWhat blended learning models are being utilized?How many schools are participating?Students from which grade levels are participating?
    23. 23. 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?
    24. 24. Census QuestionsFrom which companies are you purchasing content?Which supplemental software, Internet resources or open education resources are involved?
    25. 25. ChallengesBuilding a spreadsheet of all districts and direct-funded chartersTesting the question
    26. 26. Who is eLearning?California eLearning CensusMarch 1, 2012 – May 1, 20121634 K-12 districts & direct-funded chartersCurrent results from 414 districts (25%)
    27. 27. Districts vs. Direct-Funded Charters 933 Districts (57%) 701 Charters (43%) Districts 64% 36%
    28. 28. Who is eLearning? No: 55% Yes: 45%Charter/DistrictNo Difference
    29. 29. Who wants to eLearnnext year? Yes 63% 32%
    30. 30. Starting Small24% (33 districts) < 20 students onlinePredominant model: Self-blend
    31. 31. Blended ModelBreakdown
    32. 32. eLearning by Grade 28% 50% 82%
    33. 33. Content Publishers Apex Odysseyware
    34. 34. Self-Built Courses & OER
    35. 35. So….How Many?Virtual: 18,600Blended: 79,800Summer, 2011: 19,100
    36. 36. Blended Breakdown146/185 districts/charters blendingOne outlier: Riverside @ 22K studentsAverage: 394  AVG doesn’t include RVSMedian: 75
    37. 37. Blended BreakdownTop 20 districts: 65K students blending  81% of blended totalBottom 20 districts: 78 students86 districts < 100 students blending73 districts/charters utilized online learning during summer
    38. 38. 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
    39. 39. Before you jumpon thebandwagon….
    40. 40. Why eLearning?What problem are you trying to solve?
    41. 41. Project Tomorrow Why are Students choosing online courses?
    42. 42. 2010: Benefits of Online Learning
    43. 43. Online Course Non-Consumers Orphan College Credit Courses Summer  AP anything  World languages School Independent Home School Study Credit Recovery
    44. 44. Why do schools eLearnand under whichconditions do things gobadly?
    45. 45. Course selection pinball
    46. 46. How do you knowif it’s any good?
    47. 47. Has the course beenreviewed/approved byany agencies?CLRNUniversity of California a-g requirementsNCAACollege BoardTxVSN & WA DLD
    48. 48. Filters should onlyserve as a first levelof review
    49. 49. Does it teach the standards?
    50. 50. Content standards orCommon Core State StandardsQuantity, Depth and Degree
    51. 51. Not everything you read on the Internet is true.Or why all educational resources should be vetted.
    52. 52. Virginia Textbook ScandalOur Virginia: Past and Present  4th grade history textBlack soldiers fought for the South6K died at the Battle of Bull Run  Actually, 22KHundreds of factual errorsVirginia’s review committee did not include any trained historians
    53. 53. Self- Reviewing ResourcesJust like you do now for high school textbooks.
    54. 54. Has CLRN reviewed it?
    55. 55. CLRN’s Online CourseReviewsAlignment to the Common Core State Standards or to California’s original content standards.
    56. 56. CLRN HOme
    57. 57. CLRN Home Page
    58. 58. Math Browse
    59. 59. List View
    60. 60. Individual Course Review
    61. 61. How does it compare toother online courses?
    62. 62. iNACOL Standards forQuality Online Courses
    63. 63. Standards for OnlineCourses Southern Regional Education Board iNACOL Texas Virtual School Network California Learning Resource Network
    64. 64. iNACOL/TxVSN/CLRNOnline Course StandardsContentInstructional DesignStudent AssessmentTechnologyCourse Evaluation and Support
    65. 65. ContentContent depth and breadthInformation literacy skillsLearning resources and materialsCommunication process between teachers, parents, and studentsContent accuracy and bias
    66. 66. 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
    67. 67. 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.
    68. 68. TechnologyCourse architectureUser interfaceAccessibilityInteroperability
    69. 69. Course Evaluation andSupportEvaluating course effectivenessAccreditationTeacher and Student preparation and support
    70. 70. Individual Course Review
    71. 71. IndividualCourse: Online Standards Display
    72. 72. Standards Display 2
    73. 73. Are Teachers andStudents Prepared?Virtual courses are not f2fTeaching & learning differ
    74. 74. Online Vs. f2fThe Chronicle of Higher Education51K students from 2004-20098% gap in completion (f2f/virtual)Online students more likely to drop-out
    75. 75. Structure & isolation Navigating online interfaces (students & staff) Time management issues (students) Technical support needed Extensive training in online-teaching methods (teachers)
    76. 76. Instructor PreparationE5: Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.
    77. 77. Instructor PreparationE7: Teachers have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.
    78. 78. Instructor PreparationE8: Instructor professional development includes the support and use of a variety of communication modes to stimulate student engagement online.
    79. 79. Instructor SupportE9: The provider assures that instructors are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.
    80. 80. Student PreparationE10: Students are offered an orientation for taking an online course before starting the coursework.
    81. 81. Leading Edge Certification
    82. 82. Leading EdgeCertificationCUE & Partners45 hour courseBased on iNACOL’s Standards for Quality Online TeachersThree units available
    83. 83. What is LEC? Highly-qualified online educator Based on iNACOL’s National Standards for Quality Online Teaching Focused on how tools are implemented to improve teaching and learning 45-60 hours Course + portfolio = certification
    84. 84. LEC ModulesOnline Learning: History & ConceptsPedagogyBuilding CommunityOnline AccessibilityAssessment and EvaluationPolicies and Preparation
    85. 85. What do othereducators and studentsthink about the course?
    86. 86. Individual Course Review
    87. 87. Feedback: Educator Q
    88. 88. 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?
    89. 89. 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
    90. 90. User Feedback: Complete Results
    91. 91. Feedback Questions: Student
    92. 92. 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)
    93. 93. 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.
    94. 94. 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.
    95. 95. User Feedback: Complete Results
    96. 96. Selecting a great course Or How Not to Buy a Car
    97. 97. Right Process/ Wrong People CCSC TTSC Survey of Online Credit Recovery Programs August 2010
    98. 98. Describe the SelectionProcessVendor demonstrationsCommittee reviewOpen bid to vendorsUC approvedCost
    99. 99. The Need for Multiple Filters• CLRN• Self-review of content and course standards• Customer feedback
    100. 100. Have you taken the course for a test drive?Would you buy a car sight unseen?
    101. 101. Course Test DriveFully functioning demoStudent and Teacher accounts
    102. 102. Play as a studentParticipate in several units, spread across the courseBe a great studentBe a struggling student
    103. 103. Be a teacherAccess the LMSCan you add content / projects?Check for student progress  Formative & summative assessments
    104. 104. Course Test DriveIs the course engaging?Does teach beyond Knowledge and ComprehensiveText based vs. multi-media
    105. 105. Laying the foundationfor future high-qualitycoursesYou don’t enter the online revolutionwith the courses you want. You enter itwith the courses you have.
    106. 106. Course EvolutionSeries of slides here about how coursescurrently look/work vs. the vision laid outin Disrupting Class.
    107. 107. What should weexpect from great online courses?
    108. 108. What is not a greatonline courseClass 1: Read, self-assess, self-grade, take multiple choice test, repeatClass 2: Watch lecture, complete worksheets, take a multiple choice test, repeatMoving a textbook online is not a foundation for a great course.
    109. 109. Expect moreA great online course should not look like a textbook.
    110. 110. High-quality courseStimulating lectures WritingJust-in-time reading Students create, evaluate, andActive learning analyze.Engaging activities Variety of that go beyond assessment types knowledge and comprehension
    111. 111. Make use of themediumRich media  Lecture clips, video demonstrations and clips, variety of multi-media, simulations,Ease of use  LMS helps inform instruction. Students/teachers always know where they are.
    112. 112. Make use of themediumMultiple learning paths  Teacher is informed of problems. Students are provided alternative lessons.Engaging  Active learning, online discussions, writing & analyzing, authentic activities
    113. 113. Has CLRN reviewed it?
    114. 114. CLRN OCR ExpansionSpring 2012  History-social science  Science  Visual & Performing Arts (music & visual arts)2012-13  World languages  CCSS high school math course standards  New national science standards  Planning for grades 6-8
    115. 115. e-LearningStrategiesSymposium
    116. 116. eLearning StrategiesSymposium CLRN/CUE partnership December 7-8, 2012 Hilton Orange County/Costa Mesahttp://elearns.orgTwitter: elearns
    117. 117. Call for SpeakersEarly-bird deadline: April 27thStrands  Big Picture  Content  Capacity Building  Gear  Pedagogy
    118. 118. SymposiumRegistrationEarly Bird: $159  Until June 30thPre-registration: $215  Until November 30thOn-site registration  If available: $299
    119. 119. eLearning StrategiesSymposiumhttp://elearns.org
    120. 120. Presentation slides and links http://brianbridges.org
    121. 121. Great eLearning vs. Online Road Kill Kelly SchwirzkeOnline Learning Coordinator, Santa Cruz COE Brian BridgesDirector, California Learning Resource Network

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