Blackboard World 2011 -- Online Learning
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Blackboard World 2011 -- Online Learning

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2011 Blackboard World presentation about online learning framework and data from large school district

2011 Blackboard World presentation about online learning framework and data from large school district

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Blackboard World 2011 -- Online Learning Blackboard World 2011 -- Online Learning Presentation Transcript

  • What We Are Learning about Learning Online Jeffrey L. Hunt, Ed.D.
  • Today’s Overview
    • Framework of Program
    • Promising Practices
    • Course Design
    • Online Student Demographics
    • Survey Results
    • Recommendations
  • Indian Prairie School District 204
    • Suburban Chicago
    • Enrollment: 29,000
    • Demographics:
      • White (61%), Black (9%), Hispanic (7%), Asian (19%), Multiracial (4%)
      • Low Income (10%), LEP (4.5%), IEP (9%), Mobility (8%)
    • 90% of all students meet or exceed state testing
    View slide
  • Definition of Terms http://www.sloanconsortium.org/ View slide
  • Why do we create opportunities for students?
    • Legal
    • Co-curricular for complete experience at school.
    • Prepare student for the future
      • AP Courses
      • School to Work
      • STEM
      • Career
      • Learn online
    @IPSD
  • Five Trends in K12 Education Cloud Computing Personal Devices Open Source Increasing Bandwidth Digital Content
    • OER
    • Online Courses
    • Web 2.0
    • Social Networking
  • Trends in online learning
    • 2009, 1.5 million (est.) students enrolled online in K-12.
    • K-12 on-line growing at 30% per year.
    • 70% of school districts offer at least one course online.
    http://iwww.nacol.org
  • Trends in On-Line Learning
    • In 2009, 5.6 million students enrolled on-line, 21% Increase over previous year, yet overall enrollment increased by 1.2%
    In Higher Education http://www.sloanconsortium.org/ Nearly 30% of all students in higher education taking courses in fall 2009.
  • Remote Education Act Public Act 96-0684
    • Allows school districts to provide non-traditional programs outside school hours and school walls to claim General State Aid.
    Image credit
  • PROMISING PRACTICES
    • Delivering an Engaging and Challenging Course.
    Image Credit
  • PROMISING PRACTICES
    • Using the same course outlines, major assessments and courses examinations as face-to-face courses.
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  • PROMISING PRACTICES
    • Proctoring major assessments and final exams.
    Image Credit
  • PROMISING PRACTICES
    • Using live virtual sessions with software like Elluminate or Wimba Classroom .
    Image Credit
  • PROMISING PRACTICES
    • Requiring students have interactivity with the teacher and other students.
    Image Credit
  • PROMISING PRACTICES
    • Requiring weekly, purposeful communication between the teacher and individual students.
    Image Credit
  • PROMISING PRACTICES
    • Adding oral exams at milestone points in the course to check for understanding.
    Image Credit
  • PROMISING PRACTICES
    • Challenging problems for accelerated (gifted) students.
    Image Credit
  • PROMISING PRACTICES
    • Regular formative assessments, followed by periodic formal evaluations by outside reviewers.
  • Redefining Teacher Practices
    • Developing -Revising content.
    • Working with struggling students.
    • Individual instruction.
    • Focused Grading.
  • Interaction Triangle Student Teacher Student Content
    • Essential Understandings
    • Course Goals
    • Student insights
  • Lesson Design Audio Video Text Learning Students should have option to select the mode of their learning.
  • Research: Who can be successful?
    • Achievement and Self-Esteem Beliefs – Students require a high degree of self-motivation, and [they] must perceive that their success depends on their own contributions, rather than those of the course or teacher.
    • Responsibility/Risk Taking – Students have to take the initiative [to] complete tasks, even when all the information may not be given and the correct way to proceed may not be clear.
    • Technology Skills and Access – Students in on-line courses not only must be skilled at using on-line resources but also should have better-than-average access to them.
    • Organization and Self-Regulation – Even more than other academic activities, on-line environments seem to require students to have excellent organization and study skills.
    • Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high school students: Preliminary results from an educational success prediction instrument.
  • Course Technology
  • Blackboard Student Users
  • Blackboard Historical 2001-2011
  • Blackboard 2010-2011
  • Course Design -- Navigation Health Astronomy Consumer Economics
  • Course Design -- Visual
  • Course Design -- Organization
    • Unit Cover Page
    • Internal Navigation
    • Graphics
    • Video Podcast
    • Preview Unit
    • Goals
  • Course Design – More Organization
    • Unit ToC
    • Checklist
    • Study Guide
    • Recorded Session
    • Content
    • Assessments
    • For Further Understanding
    Consumer Economics Astronomy
  • Course Design -- Lesson
    • Colorful Text in Large Font
    • Attractive Graphics
    • Appropriate Citations
    • Audio & Video
    • Content Consistent with Traditional Curriculum
  • Course Menu
      • Astronomy
      • Consumer Economics
      • English IV: 20 th Century Literature
      • English IV: AP
      • Health
      • U.S. History
      • Middle School Math Course 3
      • Middle School Pre-Algebra
  • Who are the students?
  • Who are the students?
  • Student Comparison
    • District
    • White – 61%
    • Black – 9%
    • Hispanic – 7%
    • Asian – 19%
    • Multiracial – 4%
    • Online
    • White – 77%
    • Black -- 4%
    • Hispanic – 8%
    • Asian – 9%
    • Multiracial – 3%
  • Who are the students?
  • What are their grades?
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  • Interaction Triangle Student Teacher Student Content
    • Essential Understandings
    • Course Goals
    • Student insights
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  • Advice for future students
    • Only take this course if you are self-motivated enough to do it. It’s not bad at all if you manage your time wisely and set goals for yourself to finish it on time. I wrote down all of the due dates in my assignment notebook so I could see when they were coming up to remind myself or else I knew that I would probably forget.
  • Who is the 204 High School E-Learner?
    • Female (White, 46%; Asian, 6%)
    • Pass course with “A,” “B” or “C” – 92%
    • Completes work at home during traditional homework hours.
    • Enjoys flexibility and pacing.
    • Seeks quiet to study.
    • Understands the self-discipline requirements.
    Based on 8 semesters of participation data
  • Recommended Course Target Audiences Excellent Students, “A”, “B” Average Students, “C” Struggling Students Credit Recovery
  • Please provide feedback for this session by emailing jeff_hunt@ipsd.org. The title of this session is: What we are Learning about Learning Online