How to Start an Online Program


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iNACOL VSS 2011 preconference "How to Start Online Program" with David Glick, John Canuel, Holly Brzycki, and Phil Lacey

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  • We have seen the explosive growth of smartphones, now it makes sense to look at how that is changing what we are doing with the devices Many of you may have seen this study and slides from Morgan Stanley Discuss computing cycles and the evolution of those cycles. The mobile internet cycle is the 5 th of its kind and they tend to last 10 years In the 2000s desktop internet reached 1B devices, this study predicts that the mobile internet cycle will reach 10B devices before 2020 The study predicted back in 2009 that mobile internet users were going to surpass desktop internet users around 2013/2014 in Q4 2010, Smartphone sales exceeded PC sales for the first time (100.9 million smartphones, 92.1 million PC’s shipped; data from IDC). “ Smartphones” don't include the tens of millions of tablets and iPods which could be considered mobile smart devices as well. Smartphones have the equivalent computing power, they are essentially providing computing in your hand all the time anytime, anywhere access
  • How to Start an Online Program

    1. 1. How to Start an Online Program iNACOL Preconference  November 9, 2011
    2. 2. Introduction <ul><li>  </li></ul><ul><li>How to Start an Online Program </li></ul><ul><li>International Association for K12 Online Learning </li></ul><ul><li>  </li></ul><ul><li>Presented by </li></ul><ul><li>  </li></ul><ul><li>Holly Brzycki John Canuel David Glick Jeffrey Hunt Philip Lacey </li></ul><ul><li>  </li></ul>
    3. 3. Preconference Survey <ul><li>How long has your program existed? </li></ul>41 responses
    4. 4. Preconference Survey What is your experience with online learning?
    5. 5. Preconference Survey <ul><li>What best describes your program?  (Check all that apply.) </li></ul>
    6. 6. Definitions
    7. 7. iNACOL's Web Resource
    8. 8. Agenda   How to Start and Online Program Agenda 8:00 a.m. - 9:30 a.m.              Introductions, Starting Up 9:30 a.m. - 10:30 a.m.            Leadership and Staffing 10:30 a.m. - 11:30 a.m.          Policies and Procedures 11:30 a.m.  - 12:30 p.m.         Technologies -- LMS & Teacher 12:30 p.m. - 1:30 p.m.             Lunch 1:30 p.m. - 2:30 p.m.               Curriculum 2:30 p.m. - 3:30 p.m.               Professional Development 3:30 p.m. -4:30 p.m.                Quality Assurance 4:30 p.m. - 5 p.m.                     Wrap-up, Evaluation
    9. 9. Background, Funding, Stakeholders <ul><li>Jeffrey L. Hunt, Ed.D. </li></ul><ul><li>  </li></ul><ul><li>DuPage County (IL) Regional Office of Education </li></ul><ul><li>  </li></ul><ul><li>[email_address] </li></ul><ul><li>twitter:  @jeff_hunt </li></ul>
    10. 10. A Great Opportunity or How I Did I Get Roped Into This?
    11. 11. Program Planning <ul><li>(c) Jeffrey L. Hunt, 1995 </li></ul>
    12. 12. Background, Funding, Stakeholders <ul><li>Mission/ Purpose Statement </li></ul><ul><li>  </li></ul><ul><li>The purpose of our online school is to serve students who need course remediation. </li></ul><ul><li>  </li></ul><ul><li>  Our mission is to serve students who seek different modes of learning outside traditional settings. </li></ul>
    13. 13. Target Audience <ul><ul><li>Course Remediation </li></ul></ul><ul><ul><li>Special Education </li></ul></ul><ul><ul><li>Low Enrollment Courses </li></ul></ul><ul><ul><li>Students seeking new ways to learn </li></ul></ul><ul><ul><li>Students who cannot complete courses in traditional setting (medical, psychological, behavior, bullying, athletes) </li></ul></ul>
    14. 14. Stakeholders <ul><li>Who cares if the program is successful </li></ul><ul><li>(or not)? </li></ul><ul><li>  </li></ul>
    15. 15. Stakeholders <ul><li>Who will be impacted by the program? </li></ul>
    16. 16. Stakeholders <ul><li>Who can help create the program or solve specific issues or problems that arise? </li></ul>
    17. 17. Stakeholders <ul><li>Who brings knowledge or skills that would contribute to program development? </li></ul>
    18. 18. Stakeholders <ul><li>Who will benefit if the problem is solved or the issue is addressed? </li></ul>
    19. 19. Stakeholders <ul><li>Who would bring a diverse viewpoint to the project? </li></ul>
    20. 20. Funding <ul><ul><li>District Sources </li></ul></ul><ul><ul><li>Grants </li></ul></ul><ul><ul><li>Company sponsorships </li></ul></ul><ul><ul><li>Tuition </li></ul></ul>
    21. 21. Create Budget <ul><ul><li>Everything has a cost -- including staff time. </li></ul></ul><ul><ul><li>Curriculum  </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>Professional Development </li></ul></ul><ul><ul><li>Build in costs for unkown </li></ul></ul><ul><li>  </li></ul>
    22. 23. Leadership and Staffing John Canuel   [email_address]
    23. 24. Digital Teaching and Learning Organizational Belief <ul><ul><li>What role does online learning play in the organization’s core mission and belief? </li></ul></ul><ul><ul><li>How does online learning address organizational issues, not just online learning issues? </li></ul></ul><ul><ul><li>Role of Leaders </li></ul></ul><ul><ul><ul><li>Online Learning </li></ul></ul></ul><ul><ul><ul><li>Technology </li></ul></ul></ul><ul><ul><ul><li>Curriculum and Instruction </li></ul></ul></ul><ul><ul><ul><li>Finance and Operations </li></ul></ul></ul><ul><ul><ul><li>Senior level </li></ul></ul></ul><ul><ul><li>Endorsing is not Leading…. </li></ul></ul>
    24. 25. Why Online? <ul><ul><li>Is the investment worth the benefit? </li></ul></ul><ul><ul><li>How can Online Learning be a solution to budget crisis? </li></ul></ul><ul><ul><li>What are the organization’s pain points? </li></ul></ul>
    25. 26. Return on Investment and Value of Investment <ul><ul><li>Return on Investment (RoI) </li></ul></ul><ul><ul><li>The difference between the solution costs and the monetary benefits may be derived from savings (such as from expenses that are eliminated or reduced) or from new revenue sources (such as from fees or product sales) that result from the investment. </li></ul></ul><ul><ul><li>Value of Investment (VoI) </li></ul></ul><ul><ul><li>Looks at how well a particular investment achieves the core mission for an organization. </li></ul></ul><ul><ul><li>Can include both interim as well as end outcomes </li></ul></ul>
    26. 27. The Online Learning Justification Ladder <ul><ul><li>Step 1 – How? </li></ul></ul><ul><ul><li>Step 2 – Who? </li></ul></ul><ul><ul><li>Step 3 – What? </li></ul></ul><ul><ul><li>Step 4 – When? </li></ul></ul><ul><ul><li>Step 5 – Where? </li></ul></ul><ul><ul><li>Step 6 = Why? </li></ul></ul>
    27. 28. Resources <ul><ul><li>Project Tomorrow </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Keeping Pace </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>iNACOL </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Blackboard / Project Tomorrow – New Math for Justifying Online Learning </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
    28. 29. Staffing <ul><ul><li>Leadership </li></ul></ul><ul><ul><ul><li>Principal/Director </li></ul></ul></ul><ul><ul><ul><ul><li>Reports to? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Licensed Principal </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Experience and skill set </li></ul></ul></ul></ul>
    29. 30. Staffing <ul><ul><li>Teachers – Instructors </li></ul></ul><ul><ul><ul><li>Define “Teacher” </li></ul></ul></ul><ul><ul><ul><li>Licensed/Certified? </li></ul></ul></ul><ul><ul><ul><li>Student : Teacher ratio </li></ul></ul></ul><ul><ul><ul><li>Full time/part time/contract </li></ul></ul></ul><ul><ul><li>Teacher Association </li></ul></ul><ul><ul><li>Skill set and experience </li></ul></ul>
    30. 31. Staffing <ul><ul><li>Support staff </li></ul></ul><ul><ul><ul><li>Clerical </li></ul></ul></ul><ul><ul><ul><li>Technology – Information </li></ul></ul></ul><ul><ul><ul><li>Counselors </li></ul></ul></ul><ul><ul><ul><li>Student Engagement </li></ul></ul></ul><ul><ul><ul><li>Other? </li></ul></ul></ul>
    31. 32. Staffing <ul><ul><li>Where will they be housed? </li></ul></ul><ul><ul><li>Workplace and work behavior policies </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul><ul><ul><li>Training and Support </li></ul></ul>
    32. 33. Resources <ul><ul><li> </li></ul></ul>
    33. 34. Questions and Planning <ul><ul><li>How will you engage leadership in this work? </li></ul></ul><ul><ul><li>What core issues will online learning address? </li></ul></ul><ul><ul><li>What is the RoI or VoI of your online learning program? </li></ul></ul><ul><ul><li>What type of staff will you need, now and in the future? </li></ul></ul><ul><ul><li>What are the attributes and skills for your staff? </li></ul></ul><ul><ul><li>How will you lead, develop and evaluate your staff? </li></ul></ul>
    34. 36. Policies and Procedures <ul><li>David Glick </li></ul><ul><li> </li></ul><ul><li>[email_address] </li></ul>
    35. 37. Policies and Procedures <ul><li>They enhance!  </li></ul><ul><li>  </li></ul><ul><li>They limit!  </li></ul><ul><li>  </li></ul><ul><li>They define the edges!  </li></ul><ul><li>  </li></ul><ul><li>They structure the insides! </li></ul>
    36. 38. What's a policy? <ul><li>Federal laws </li></ul><ul><li>State laws </li></ul><ul><li>Statutes </li></ul><ul><li>Rules </li></ul><ul><li>Guidelines </li></ul><ul><li>Guidance </li></ul><ul><li>District policies </li></ul><ul><li>School policies </li></ul><ul><li>Standard practices </li></ul><ul><li>School procedures </li></ul>Remember - each school is unique,  just like every other one.     Don't get hung up on the vocabulary
    37. 39. Governance <ul><ul><li>The benefits of a two-level board structure </li></ul></ul><ul><ul><ul><li>Decision-making board </li></ul></ul></ul><ul><ul><ul><li>Advisory board </li></ul></ul></ul><ul><ul><li>Election/selection processes </li></ul></ul><ul><ul><li>Legal approval </li></ul></ul><ul><ul><ul><li>school (charter, private, alternative?) </li></ul></ul></ul><ul><ul><ul><li>business </li></ul></ul></ul><ul><ul><ul><li>online program </li></ul></ul></ul><ul><ul><ul><li>non-profit </li></ul></ul></ul><ul><ul><li>Policy adoption policies </li></ul></ul>
    38. 40. Access & Equity <ul><li>Residency & attendance </li></ul><ul><li>Access to technology </li></ul><ul><li>Student eligibility </li></ul><ul><li>Special populations </li></ul><ul><li>Demographics </li></ul>From Demographics of Students and Teachers in Online Programs, 2011, David B. Glick & Associates, LLC
    39. 41. Teacher-related Policies <ul><ul><li>Contracts & licensure </li></ul></ul><ul><ul><li>Special licensure or development </li></ul></ul><ul><ul><li>Teacher-student contact time </li></ul></ul><ul><ul><li>Teacher evaluation </li></ul></ul><ul><ul><li>Intellectual property - Whose course is it? </li></ul></ul><ul><li>  </li></ul><ul><li>                     Protecting your program's investment </li></ul>
    40. 42. Curriculum & Instruction Policies <ul><ul><li>Course quality assurance </li></ul></ul><ul><ul><li>Course completion and drop/add </li></ul></ul><ul><ul><li>Face time or interactivity requirements </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Class size </li></ul></ul><ul><li>  </li></ul><ul><li>             education  </li></ul><ul><li>  </li></ul><ul><li>                funding </li></ul><ul><li>  </li></ul><ul><li>                     existing contracts </li></ul><ul><li>Which Drives Your Program? </li></ul>From:
    41. 43. Student-related Policies <ul><ul><li>Acceptable use </li></ul></ul><ul><ul><li>Liability </li></ul></ul><ul><ul><li>Face time, login, seat time requirements </li></ul></ul><ul><li>  </li></ul><ul><ul><li>  Academic integrity </li></ul></ul>
    42. 44. Getting Started <ul><ul><li>Review existing policies & procedures </li></ul></ul><ul><ul><ul><li>What enables your online program? </li></ul></ul></ul><ul><ul><ul><li>What limits your online program? </li></ul></ul></ul><ul><ul><ul><li>At the federal, state, district and school levels </li></ul></ul></ul><ul><ul><li>What's under your control? </li></ul></ul><ul><ul><li>Change your program or change your policies? </li></ul></ul><ul><ul><li>Who do you have to convince? </li></ul></ul>
    43. 46. Technology John Canuel [email_address]
    44. 47. Technology is the Brick and Mortar of Online Learning
    45. 48. Core Mission Technology Platform <ul><ul><li>Business Operations Core Technology </li></ul></ul><ul><ul><ul><li>Human Resources </li></ul></ul></ul><ul><ul><ul><li>Finance </li></ul></ul></ul><ul><ul><ul><li>Student Information </li></ul></ul></ul><ul><ul><li>Communications – Safety Core Technology </li></ul></ul><ul><ul><ul><li>Email </li></ul></ul></ul><ul><ul><ul><li>Messaging </li></ul></ul></ul><ul><ul><ul><li>Web site </li></ul></ul></ul><ul><ul><li>Educational Core Technology </li></ul></ul><ul><ul><ul><li>Curriculum – Content </li></ul></ul></ul><ul><ul><ul><li>Assessment – Data </li></ul></ul></ul><ul><ul><ul><li>Online Learning </li></ul></ul></ul><ul><ul><ul><li>Professional Development </li></ul></ul></ul>
    46. 49. General Attributes of Online Technology Systems <ul><ul><li>Technology and Content </li></ul></ul><ul><ul><ul><li>Is the technology and content tied together or independent attributes of the overall system? </li></ul></ul></ul><ul><ul><li>Supporting a Wide Range of Online Learning </li></ul></ul><ul><ul><ul><li>Web presence </li></ul></ul></ul><ul><ul><ul><li>Blended </li></ul></ul></ul><ul><ul><ul><li>Full time </li></ul></ul></ul><ul><ul><ul><li>Age of student </li></ul></ul></ul><ul><ul><li>Scalable </li></ul></ul><ul><ul><ul><li>Support current needs as well as future growth </li></ul></ul></ul><ul><ul><li>Interface with other systems </li></ul></ul>
    47. 50. Mobile <ul><ul><li>By 2013, mobile phones will overtake PCs as most common Web access device worldwide </li></ul></ul><ul><ul><li>Mobile App downloads are expected to grow by over 600% from 2010 to 2014 </li></ul></ul>
    48. 51. “ Open” <ul><ul><li>Open source software </li></ul></ul><ul><ul><ul><li>Free or open source code </li></ul></ul></ul><ul><ul><li>Single teacher or a institutional solution. </li></ul></ul><ul><ul><li>Open to content </li></ul></ul><ul><ul><li>Common Course Cartridge supports the import and export of learning content in a standard package for portability and archive purposes </li></ul></ul><ul><ul><li>Learning Tools Interoperability - LTI supports multiple vendor tools to work with platform and content </li></ul></ul><ul><ul><li>Open to non proprietary and proprietary content </li></ul></ul>
    49. 52. Staff Technology <ul><li>Communications </li></ul><ul><ul><li>Phone </li></ul></ul><ul><ul><li>Email </li></ul></ul><ul><ul><li>Text Messaging </li></ul></ul>
    50. 53. Staff Technology <ul><li>Collaboration </li></ul><ul><ul><li>Google Docs </li></ul></ul><ul><ul><li>Synchronous tools </li></ul></ul><ul><ul><ul><li>Bb Collaborate </li></ul></ul></ul><ul><ul><ul><li>WebX </li></ul></ul></ul><ul><ul><ul><li>Skype </li></ul></ul></ul><ul><ul><ul><li>Adobe Connect </li></ul></ul></ul>
    51. 54. Staff Technology <ul><li>Content </li></ul><ul><ul><li>PHET </li></ul></ul><ul><ul><li>Khan Academy </li></ul></ul><ul><ul><li>SAS </li></ul></ul><ul><ul><li>Edmodo </li></ul></ul><ul><ul><li>Inspiration, Kidspiration, Webspiration </li></ul></ul><ul><ul><li>Voki </li></ul></ul>
    52. 55. Questions and Planning <ul><ul><li>What technologies do you currently utilize that can support your online learning initiative? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>What type of staff technologies will you support v. allowing any technology? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>How will you incorporate “openness” into your technology decisions? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>How will you balance traditional web based and mobile learning environments? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>What attributes will you expect from a Learning Management System (LMS) platform? </li></ul></ul>
    53. 57. Curriculum <ul><li>Holly Brzycki </li></ul><ul><li>Capital Area Intermediate Unit (PA) </li></ul><ul><li>  Navigating the colorful world of online curriculum </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    54. 58. Curriculum <ul><li>Determine your needs </li></ul><ul><ul><ul><li>Timeline </li></ul></ul></ul><ul><ul><ul><li>Grades </li></ul></ul></ul><ul><ul><ul><li>Subjects </li></ul></ul></ul><ul><ul><ul><li>Achievement Levels </li></ul></ul></ul><ul><ul><ul><li>Long term, Short term plans </li></ul></ul></ul>
    55. 59. Curriculum <ul><li>Procuring curriculum: Create or Purchase...or both?? </li></ul>
    56. 60. Curriculum <ul><li>Create </li></ul><ul><ul><li>Cost </li></ul></ul><ul><ul><li>Professional Development </li></ul></ul><ul><ul><li>Expertise </li></ul></ul><ul><ul><li>Quality control, management </li></ul></ul><ul><ul><li>Union relations </li></ul></ul><ul><ul><li>Instruction/creation hours  </li></ul></ul><ul><ul><li>Curriculum Creation Resources </li></ul></ul><ul><ul><ul><li>Open Education Resources </li></ul></ul></ul><ul><li> </li></ul><ul><ul><ul><li>National Repository of Online Courses  </li></ul></ul></ul><ul><li> </li></ul><ul><ul><ul><li>CK12 </li></ul></ul></ul><ul><li> </li></ul><ul><li>  </li></ul>
    57. 61. Curriculum <ul><li>  </li></ul><ul><li>Purchase </li></ul><ul><ul><li>State alignment, common core </li></ul></ul><ul><ul><li>Support long term plans of project </li></ul></ul><ul><ul><li>Rubric </li></ul></ul><ul><ul><li>Communication & Support </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>Cost </li></ul></ul><ul><ul><li>Terms of agreement </li></ul></ul><ul><ul><li>Training </li></ul></ul><ul><ul><li>Vendor teachers VS. district teachers </li></ul></ul>
    58. 62. Curriculum <ul><li>Rubrics and resources for evaluating online curriculum </li></ul><ul><li>  iNACOL National Standards of Quality for Online Courses </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li>NEA Guide to Online High School Courses: </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li>Best Practices in Designing Online Courses, Las Positas College </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li>U.S. Department of Education: Office of Innovation and Improvement </li></ul><ul><li>Resource for leaders and evaluators of k-12 online learning programs </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><ul><ul><li>  </li></ul></ul></ul>
    59. 64. Professional Development <ul><li>Philip Lacey, Ed.D. Niles Township High School District 219 (IL) </li></ul><ul><li>Establishing an Effective Professional Development Program   </li></ul> image source
    60. 65. Professional Development <ul><li>Common Myths / Misconceptions </li></ul><ul><ul><li>Virtual schools and regular school counselors can handle the few participating students without leadership support. </li></ul></ul><ul><ul><li>Any regular classroom teacher is already qualified to teach online. </li></ul></ul><ul><ul><li>Any highly qualified face-to-face classroom teacher is ready to teach a quality online course that has previously been prepared or purchased. Some say those who teach a section that is already online don’t really teach at all! </li></ul></ul>
    61. 66. Professional Development <ul><li>Common Myths / Misconceptions </li></ul><ul><ul><li>Virtual schooling will fit with regular school routines and practices. The technology coordinator and counselor will provide any professional development necessary. </li></ul></ul><ul><ul><li>Newly qualified teachers who learn about virtual schooling in their preservice programs will be ready to teach online when they graduate. </li></ul></ul>
    62. 67. Professional Development <ul><li>Concisely Define Purpose </li></ul><ul><ul><li>Purpose drives design </li></ul></ul><ul><ul><li>Effectively convey / defend concept </li></ul></ul>image source
    63. 68. Professional Development <ul><li>District 219 has instituted Board Goal #3: Anywhere, Anytime Learning. As students receive devices and participate in a re-written curriculum (BOE Goal 2 E nsuring a guaranteed and rigorous curriculum and common final exam ) teachers need to be able to effectively leverage the educational potential these devices offer students. Tech 1 exposes teachers to a wide variety of common resources (web 2.0, collaborative, FOSS) which will help them effectively select and develop educational experiences for their students. </li></ul>
    64. 69. Professional Development <ul><li>Wisconsin </li></ul><ul><ul><li>30 hours of PD for e-learning/online classroom instruction.   </li></ul></ul><ul><ul><li>Course content based on the iNACOL National Standards for Quality Online Teaching </li></ul></ul><ul><li> </li></ul>image source
    65. 70. Professional Development <ul><li>Considerations Prior to Development </li></ul><ul><li>Need Cabinet level support   </li></ul><ul><li>Required or optional training   </li></ul><ul><li>Timeline for completion </li></ul><ul><li>Content  </li></ul><ul><li>Credit / remuneration options  </li></ul><ul><li>for participants </li></ul>image source:
    66. 71. Professional Development <ul><li>Program Development </li></ul><ul><ul><li>What is the purpose / reason for your PD program? </li></ul></ul><ul><ul><li>Do current offerings support your online learning initiative? </li></ul></ul><ul><ul><li>Who will receive PD? </li></ul></ul><ul><ul><li>In what setting will participants receive instruction? </li></ul></ul><ul><ul><li>Where will your curriculum come from? </li></ul></ul><ul><ul><li>How will you define success from your PD program? </li></ul></ul>
    67. 72. Professional Development <ul><li>iNACOL: National Standards for Quality Online Courses </li></ul><ul><ul><li> </li></ul></ul><ul><li>ISTE: NETS </li></ul><ul><ul><li> </li></ul></ul><ul><li>Connexions: OER Content </li></ul><ul><ul><li> </li></ul></ul><ul><li>WI DPI: Virtual Schools </li></ul><ul><ul><li> </li></ul></ul><ul><li>iNACOL: PD for Virtual Schooling and Online Learning </li></ul><ul><ul><li> </li></ul></ul>
    68. 74. Quality Assurance <ul><li>Jeffrey L. Hunt, Ed.D. </li></ul><ul><li>DuPage County (IL) Regional Office of Education </li></ul><ul><li>  </li></ul><ul><li>[email_address] </li></ul>
    69. 75. Quality Assurance <ul><li>This is not what we mean by course rigor! </li></ul>image source
    70. 76. Quality Assurance <ul><li>Quality Course Design </li></ul>
    71. 77. Quality Assurance
    72. 78. PROMISING PRACTICES <ul><ul><li>Delivering an Engaging and Challenging Course. </li></ul></ul>Image Credit
    73. 79. PROMISING PRACTICES <ul><ul><li>Using the same course outlines, major assessments and courses examinations as face-to-face courses. </li></ul></ul>Image Credit
    74. 80. Promising Practices <ul><li>Providing multiple pathways for students to learn: </li></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Video </li></ul></ul><ul><ul><li>Text </li></ul></ul><ul><li>  </li></ul><ul><li>Students have choice in learning path. </li></ul>
    75. 81. PROMISING PRACTICES <ul><ul><li>Proctoring major assessments and final exams. </li></ul></ul>Image Credit
    76. 82. PROMISING PRACTICES <ul><ul><li>Using live virtual sessions with software like Blackboard Collaborate or Abobe Connect . </li></ul></ul>Image Credit
    77. 83. PROMISING PRACTICES <ul><ul><li>Requiring students have interactivity with the teacher and other students. </li></ul></ul>Image Credit
    78. 84. PROMISING PRACTICES <ul><ul><li>Requiring weekly, purposeful communication between the teacher and individual students. </li></ul></ul>Image Credit
    79. 85. PROMISING PRACTICES <ul><ul><li>Adding oral exams at milestone points in the course to check for understanding. </li></ul></ul>Image Credit
    80. 86. PROMISING PRACTICES <ul><ul><li>Challenging problems for accelerated (gifted) students. </li></ul></ul>Image Credit
    81. 87. PROMISING PRACTICES <ul><ul><li>Regular formative assessments, followed by periodic formal evaluations by outside reviewers. </li></ul></ul>
    82. 88. INTERACTION TRIANGLE Student Teacher Student Content <ul><ul><li>• Essential Understandings </li></ul></ul><ul><ul><li>• Course Goals </li></ul></ul><ul><ul><li>• Student insights </li></ul></ul>
    83. 89. Quality Assurance <ul><li>Student Feedback </li></ul>
    84. 90. Quality Assurance <ul><li>Formative and Summative Reports </li></ul>
    85. 91. Quality Assurance <ul><li>Student Demographics </li></ul>
    86. 92. Quality Assurance <ul><li>Ethnicity </li></ul>
    87. 93. Quality Assurance <ul><li>Grades </li></ul>Do the results match your program goals?
    88. 95. Final Discussion