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Online Learning K-12

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  • 1. Online Learning in K-12 Schools
    Gideon Dudgeon
  • 2.
    • Type of distant education or formal study in which teachers and learners are separate in time or space
    • 3. Distant education may be electronic, such as online or video-based study, or non-electronic, such as print-based independent study
    Reference
    Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.
    2
    What is Online Learning?
  • 4. Expand access to education
    Provide curricular options
    As educators, we should be using technology
    as a critical design factor, in combination with
    Research on how people best learn.
    Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.
    Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.
    3
    Purpose of Distant Education
  • 5. Statewide online learning programs
    Online learning consortia
    College or university-based online learning programs
    Cyber charters
    Local school programs
    Private providers
    Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.
    4
    Types of K-12 Online Learning Programs
  • 6. Provide every student access to e-learning
    Enable every teacher to participate in e-learning training
    Explore create ways to fund e-learning opportunities
    Encourage the use of e-learning options to meet NLCB requirements for HQT
    Develop quality measures and accreditation standards for e-learning that mirror those required for course credit
    Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.
    5
    Progress in Implementing K-12 Online Learning
  • 7. Clear expectations
    Concrete deadlines with some flexibility
    Outlines of course requirements
    Study guides
    Meaningful curriculum
    Opportunity for rich interactive collaboration among students and teachers
    Teacher quality
    Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.
    6
    Critical Success Factors
  • 8. Is the practice of using computer software to organize and manage courses, course materials, students, grades, quizzes, and communications. Course and learning management systems are usually web-based.
    Can be used as an add-on for a regular course allowing teachers to manage various aspects of teaching. It can also be used in distance learning or hybrid courses as the primary mean of communication among teachers and students.
    7
    Learning Management System
  • 9. Moodle - is a course management system designed to help educators who want to create quality online courses.
    RCampus - is a comprehensive Education Management System and a collaborative learning environment.
    8
    Popular Learning Management Systems
  • 10. Class website
    Gradebook
    Messaging
    Team Management
    Roster Management
    Coursework and Assignments
    Automate online submissions
    Document center
    Email Alerts
    Calendar
    Student self registration
    Single login, cross-campus
    9
    Rcampus Features
  • 11. Course reports
    Assignment module
    Chat module
    Choice module
    Forum module
    Glossary module
    Lesson module
    Quiz module
    Resource module
    Survey module
    Wiki module
    Workshop module
    10
    Moodle Features
  • 12. Typically, a teacher has full control over all settings for a course.
    Choice of course formats settings such as by week, by topic or a discussion-focused social format
    An individual course theme and layout can be created for any course.
    Flexible array of course activities - Forums, Quizzes, Glossaries, Resources, Choices, Surveys, Assignments, Chats, Workshops
    Recent changes to the course since the last login can be displayed on the course home page - helps give sense of community
    Mail integration - copies of forum posts, teacher feedback etc can be mailed in HTML or plain text. Users can set a preference for daily emails in their profile
    Custom scales - teachers can define their own scales to be used for grading forums and assignments
    Specific course activities and resources can be imported from another existing course
    11
    Overview of Course Managment
  • 13. Resistance of faculty members who may have earned their graduate degree without technological innovations
    Few incentives for innovative teaching
    Additional training and time for professional development
    Lack of specific outcomes and performance measures for curriculum related to technology
    Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93.
    12
    Potential Obstacles
  • 14. “Education must offer students a chance to achieve their dreams.”
    Young, J., Birtolo, P., & McElman, R. (2009). Virtual Success. Learning & Leading with Technology, 36(5), 12-17. Retrieved from EBSCOhost.
    13
    Conclusion

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