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SLATE 2012:   Successful Online Courses
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SLATE 2012: Successful Online Courses

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This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.

This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.

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  • Blackboard Learn has added many web 2.0 technologies such as blogs, journals, wiki’s and mash ups that make it easy to add content from outer web resources such as YouTube. The interface is flexible and clean to streamline teaching and learning.  Bb Mobile uses native apps for each platform, iPhone, iPod touch, iPad, Android and Blackberry to take advantage of each mobile device’s functionality, look and feel. We also provide a generic mobile web OS interface for any other mobile device. http://www.youtube.com/watch?v=nn2tDLhh96g
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    • 1. Successful Online Courses SLATE 2012 Jeffrey L. Hunt, Ed.D. Twitter: @jeff_hunt© Jeffrey L. Hunt, 2012
    • 2. • Curriculum• Technology• Instruction
    • 3. http://www.sloanconsortium.org/
    • 4. Content Student •Essential Understandings •Course Goals •Student insightsStudent Teacher
    • 5. Credit Recovery Accelerated Students Traditional Public/Private Medically FragileNeed to work and/orsupport family Rural Students Aspiring athletes Home and performers Schoolers Special Education and ELL credit: www.inacol.org
    • 6.  Achievement and Self-Esteem   Beliefs & Responsibility/Risk Taking   Technology Skills and Access   Organization and Self-Regulation  Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high schoolstudents: Preliminary results from an educational success predictioninstrument.
    • 7. Excellent Students, “A”, “B” Average Students, “C” Struggling Students Credit Recovery
    • 8. • Probability of Passing (ESPRI Survey)• Robylers survey of attitudes combined with students GPA• Claims reliability over 90% to predict whether student will pass online course.
    • 9. Tech-rich = blended
    • 10. Emerging models of blended learning Rotation Flex Self-Blend Remote
    • 11. Emerging models of blended learning Rotation Flex Self-Blend Remote
    • 12. The Station-Rotation ModelCase Study: KIPP LA, Empower Academy Individualized Teacher-led Online Instruction Instruction T Collaborative activities & stationsSource: Education Elements
    • 13. Emerging models of blended learning Rotation Flex Self-Blend Remote
    • 14. The Flex Model Case study: Carpe Diem Collegiate High School and Middle School Central Learning Lab T Intervention 5:1 T T T Direct Instruction 15:1 T 12:1 T Seminar Learning Lab Group Projects 273 students 6 teachers (T)Source: Alex Hernandez, CharterSchool Growth Fund
    • 15. Emerging models of blended learning Rotation Flex Self-Blend Remote
    • 16. Mobile devices are igniting remote models
    • 17. • Borrow (steal) it• Buy it• Build it yourself
    • 18. • Common Core/local curriculum• NCAA approval for core courses.• Technical know how
    • 19. • Instructional design -- instruction and technical• Curriculum practices• Course alignment• The more content the district develop, this feature needs to be stronger.
    • 20. Credit: Dr. Phil Lacey
    • 21. Commercial Courses• Align Course to local curriculum requirements.• Not all courses from provider of equal quality.• Determine any gaps to be closed by OER or local materials. image source
    • 22. Provides multiple pathways• Audio• Video• Text Mix Modalities Share other resources in Course Wiki
    • 23. • Text• Graphics• Audio
    • 24. • Copy and paste text• Choose Voice• Set Speed
    • 25. • Video content with equivalent content and different voice.
    • 26. Rigor is not an academic flogging. Image source: http://www.tocal.com/homestead/vandv/vv25b.jpg
    • 27. Rigor is not U.S. Navy SEAL training Image source: http://abdominalworkoutsformen.org/wp- content/uploads/2011/05/navy-seal-11.jpg
    • 28.  The online teacher knows the primar y concepts and structures of ef fective online instruction and is able to create learning experiences to enable student success.
    • 29.  The online teacher understands and is able to use a range of technologies, both existing and emerging, that ef fectively suppor t student learning and engagement in the online environment .
    • 30.  Theonline teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.
    • 31.  Theonline teacher promotes student success through clear expectations, prompt responses, and regular feedback.
    • 32.  Theonline teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.
    • 33.  The online teacher is cognizant of the diversity of student academic needs and incorporates accommodations into the online environment.
    • 34.  The online teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures.
    • 35.  The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals.
    • 36.  Theonline teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.
    • 37.  The online teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ success.
    • 38.  The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.
    • 39. Content Student •Essential Understandings •Course Goals •Student insightsStudent Teacher
    • 40. • Delivering an Engaging andChallenging Course. Image Credit
    • 41. • Using the same course outlines,major assessments and coursesexaminations as face-to-facecourses. Image Credit
    • 42. • Proctoring major assessments andfinal exams. Image Credit
    • 43. • Using live virtual sessions withsoftware like Blackboard Collaborateor Abobe Connect. Image Credit
    • 44.  Requiring students have interactivitywith the teacher and other students. Image Credit
    • 45. • Requiring weekly, purposefulcommunication between the teacherand individual students. Image Credit
    • 46. • Adding oral exams at milestonepoints in the course to check forunderstanding. Image Credit
    • 47. • Challenging problems for accelerated(gifted) students. Image Credit
    • 48. • Regular formative assessments,followed by periodic formalevaluations by outside reviewers.
    • 49. Slide Credit: Nick Sproull, NCAA Eligibility Center
    • 50.  Slide Credit: Nick Sproull, NCAA Eligibility Center
    • 51. Slide Credit: Nick Sproull, NCAA “Typical” core courses: Eligibility Center o AP Calculus BC, Biology, Advanced Composition, French V “Typical” non core: o Consumer Math, Personal Finance, Resume Writing, Fundamentals of Algebra Not so easy: o Film Literature, Transition to College Math, English 9  CP2, Conceptual Physics etc.
    • 52. Slide Credit: Nick Sproull, NCAA Requires teacher/student access and interaction  Must be required  Must be for the duration of the course  Teaching, evaluating and providing feedback Defined time period for completion  Allows staff to compare/contrast with what was actually completed Student work must be made available  Suggests learning management system 
    • 53. • Core-course time limitation • Students must complete required coursework in eight semesters • NCAA Non-traditional coursework legislation • Student instructor interaction • Defined time period for completion • Repeated coursework Slide Credit: Nick Sproull, NCAA Eligibility Center
    • 54. • Some athletes are short of qualifying and need quick fixes. • Athletes may be enrolled in multiple courses from multiple providers simultaneously. • Athletes may overload courses in May/June, November/December or late July • Non-scholastic athletic programs • Most fraud cases involve an adult behind the scene • Don’t assume you are communicating with a parent or the student. • Be aware and communicate. Slide Credit: Nick Sproull, NCAA
    • 55. Content Student •Essential Understandings •Course Goals •Student insightsStudent Teacher