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Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
Enhancing Existing Curriculums with an LMS
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Enhancing Existing Curriculums with an LMS

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This presentation describes how Carrollton-Farmers Branch ISD (K-12) has begun using the Moodle LMS to enhance existing traditional and blended model classes.

This presentation describes how Carrollton-Farmers Branch ISD (K-12) has begun using the Moodle LMS to enhance existing traditional and blended model classes.

Published in: Education, Technology
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  • 1. Enhancing Existing Online and Traditional Curriculums to Meet the Needs of K-12 Learners Dr. Andrew Berning - Chief Technology & Information Officer Rich Lewis - Instructional Technology Specialist Carrollton-Farmers Branch ISD Technology Services Division 2009-2010
  • 2. Online Technology Acceptance  In the K-12 environment, we are now embracing Online technology as a tool to support student achievement.  Our approach is to integrate time-honored teaching strategies with the latest available technologies.  It is imperative to remember that while technology allows us to make learning opportunities available beyond the traditional school day, K-12 students require rich interaction (student-content, student- student, student-teacher) and ongoing instructor support to be successful in the online environment.
  • 3. What is the “Virtual Campus”?  Mission Statement  To promote student achievement at the highest levels through flexible, online learning opportunities that meet C-FB ISD, Texas and national standards.  We provide and support online courses for acceleration and to enhance course availability  We support tools for use by traditional classroom teachers to extend educational opportunities to their students beyond the four-walls of the classroom.
  • 4. Virtual Campus Details  Online Courses: Online and Campus Based  Health, P.E. Foundations, BCIS, Comm. Apps.  Other Courses based on Campus Request ○ Foreign Languages, AP Courses  2008-2009- ~400 enrollments  Blended Model Courses  UT-ASKME / Moodle online Algebra I, Geometry  1-to-1 Wireless Laptop Classroom Environments  160 middle and high school students
  • 5. Enter  Moodle (Modular Object Oriented Dynamic Learning Environment).  Introduced to the district via staff at our Alternative High School.  Identified as a solution for making content and learning activities available to students who struggle with traditional high school environments.  We saw possibilities beyond serving more than just the “non-traditional” students – to meet all students where they are… the Internet.
  • 6. We have the right tool, but how do we effectively implement it?  Targets  Improving our existing online/blended offerings  Enhance and increase flexibility of our Professional Development programs  Opportunity for teachers to expand the reach of their classroom resources and curriculum beyond the classroom  Act as a repository for digital textbooks
  • 7. 2007-2008 Laying the Foundation  Examining our blended and online courses, we discovered that many did not meet the interactivity standards of iNACOL.  Most courses were singular learning experiences.  The most interaction they afforded was direct feedback from the teacher.  Our first opportunity would be to enhance our existing online-based programs.  We, in effect, wrapped existing online curriculums with Moodle. Created pass-thru sign-in to external curriculums and linked directly to them from the Moodle course. Moodle was the one-stop course for the students.
  • 8. 2007-2008 Laying the Foundation  Examining our blended and online courses, we discovered that many did not meet the interactivity standards of iNACOL.  Most courses were singular learning experiences.  The most interaction they afforded was direct feedback from the teacher.  Our first opportunity would be to enhance our existing online-based programs.
  • 9. Synchronous Collaboration…  Wimba Classroom and Pronto integrated into Moodle  Used for bridging gap in video conferenced classes  Virtual Tutorial sessions.  Sessions are archived for future reference.
  • 10. Asynchronous Collaboration…  Discussion Forums  Used for general or focused discussion.  Student-to-student, student-to-instructor interaction  Q & A Forums used for Group Guided Practice  Wikis  Used for group projects  Class ownership of shared resources such as a Glossary
  • 11. Sharing Student Creativity and Problem Solving Approaches.…  Student created problems…  VoiceThread
  • 12. 2008 TAKS Performance – District/Campus/Hybrid  Of 137 total students in Hybrid Model classes (HS and MS), we had a 97.1% completion rate.
  • 13. “High Tech, High Touch” Vision  It is our vision that all teachers will make their course resources available online.  Further, we envision teachers utilizing the evolving online tools available to them to increase the learning opportunities for their students.  Want to create learning opportunities that reach beyond the classroom and that are available 24/7/365. …. so how do we get there?
  • 14. 2008-2009 Grassroots Effort  Began offering voluntary training to early adopters.  Rationale was that the best promotion would be to seek out tech savvy teachers who would voluntarily experiment with integrating Moodle into their classrooms.  Teachers take more note of what works for other teachers than what the technology groups says will work for them.
  • 15. Leveraging Moodle features  Like our enhancements of our online and blended courses, teachers immediately began using…  Discussion forums  Chats  Questionnaires  Journaling (via online text assignments)
  • 16. Extend courses by providing automated Feedback  Automating specific, meaningful feedback on student performance…
  • 17. 2009-2010 Mass Penetration  We have the experience and knowledge now to make the vision a reality.  C-FB Moodle University  Online, On-demand source for all things Moodle.  Both a reference site, and a formal training course.  District Q&A  Best Practices Podcast
  • 18. Future Content Area Portals  Expanding the idea of a blended model  Create content area portals that make existing curriculum content and activities available online, then extend the portal to include additional collaborative resources for dynamic support, enrichment, or remediation at a campus or district level. 17
  • 19. Dr. Andrew Berning Rich Lewis Carrollton-Farmers Branch ISD Technology Services Division berninga@cfbisd.edu lewisri@cfbisd.edu Thank you!!!

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